Maryam Hazaveh; Mohammad Naghi Imani; Asghar Sharifi
Abstract
Purpose: Today's organizations according to education management information systems can improve their position among other organizations and gain a competitive advantage. As a result, the aim of this study was to identifying the cultural and social dimensions of education management information systems ...
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Purpose: Today's organizations according to education management information systems can improve their position among other organizations and gain a competitive advantage. As a result, the aim of this study was to identifying the cultural and social dimensions of education management information systems in the form of a conceptual framework.Methodology: The present study in terms of purpose was practical and in terms of implementation method was qualitative from type of phenomenological. The statistical population of this research was policy makers and educational planners, education managers and faculty members of expert in the field of education, which according to the principle of theoretical saturation number of 21 people were selected by purposive sampling method. The research tool was a semi-structured interview, which its validity was confirmed by the opinion of experts and its reliability was obtained by the method of coefficient of agreement between coders 0.76 and the interviews ended when the interviewees had no other information about the subject. The data obtained from the interviews were analyzed by thematic analysis method in MAXQDA software.Findings: The findings showed that education management information systems had 11 sub themes in 2 main themes; So that the themes were included internal efficiency (including seven components of human resources, students, curriculum, training and educational facilities and spaces, budget and credits, management and training, educational and research programs and activities) and external efficiency (with four components of religious and moral goals , scientific and educational goals, cultural and artistic goals and human development goals and women's participation). Also, cultural and social dimensions of education management information systems had 27 sub themes in 6 main themes of cultural, social, structural, technical, physical and organizational. It should be noted that the pattern of themes of education management information systems and cultural and social dimensions of education management information systems were drawn.Conclusion: Considering the identification of the main and sub themes for the dimensions of education management information systems, planning to improve education management information systems is necessary to achieve a competitive advantage.
Pegah Asheghi; Mohammad Naghi Imani; Asghar Sharifi
Abstract
Purpose: One of the effective factors in the state of schools is the performance of its principals, especially in the primary period. The current research was conducted with the aim of identifying the effective normative and behavioral variables in the performance of primary school principals.
Methodology: ...
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Purpose: One of the effective factors in the state of schools is the performance of its principals, especially in the primary period. The current research was conducted with the aim of identifying the effective normative and behavioral variables in the performance of primary school principals.
Methodology: This research in terms of purpose and implementation method was applied and qualitative from type of descriptive-developmental, respectively. The research population was primary school principals and universal specialists in the field of education, which number of 20 people of whom were selected as a sample with using the purposive sampling method and based on the principle of theoretical saturation. The data were collected by individual semi-structured interviews (the validity of the interview was confirmed by the triangulation method and its reliability was calculated by the agreement coefficient between two coders at 77.8) and analyzed by the open, axial and selective coding method in MAXQDA software.
Findings: The findings of the present research showed that for the effective variables in the performance of primary school principals were identified 76 indicators, 11 components and 2 dimensions. The effective behavioral dimension in the performance of primary school principals were included 37 indicators in 5 components of value, job satisfaction, motivation, personality and creativity. Also, the effective normative dimension in the performance of primary school principals were included 39 indicators in 6 components of organizational communication, organizational culture, organizational structure, decision-making styles, roles and expectations and goals and strategies. Finally, the effective normative and behavioral pattern in the performance of primary school principals was designed.
Conclusion: According to the results of this research, in order to improve the performance of school principals, can be taken effective steps through the identified indicators, components and dimensions for the effective variables in the performance of primary school principals.
Narges Shariatmadari; Alaedin Etemad Ahari; Asghar Sharifi
Abstract
Purpose: The aim of this research was designing of justice-oriented leadership model in the management of primary schools of Tehran city with a structural equation modeling approach. Methodology: This study in terms of purpose was applied and In terms of implementation method was cross-sectional from ...
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Purpose: The aim of this research was designing of justice-oriented leadership model in the management of primary schools of Tehran city with a structural equation modeling approach. Methodology: This study in terms of purpose was applied and In terms of implementation method was cross-sectional from type of quantitative. The research population was the primary school managers of Tehran city in the 2019-20 academic years with number of 1419 people, which the sample size based on the Cochran's formula was calculated 302 people who were selected by step stratified sampling method with respect to the volume ratio of areas. To collect data were used from researcher-made questionnaire of justice-oriented leadership with 63-item, which the content validity was confirmed by experts opinion and the construct validity was confirmed by exploratory factor analysis and its reliability was confirmed by Cronbach's alpha and combined methods. Data were analyzed by exploratory factor analysis and structural equation modeling in SPSS and PLS software. Findings: The results of exploratory factor analysis showed that justice-oriented leadership has six dimensions of causal conditions (with two components of organizational factors and attitudinal factors), central phenomenon of justice-oriented leadership (with four components of behavioral patterns and moral characteristics, support through two-way communication, strengthening moral behavior and decision making), strategies and actions (with two components of achievement of reward through performance and achievement of goals through reward), intervening conditions (with three components of managers differences, staff differences and managers changes), underlying conditions (with two components of factors encouraging fair behavior and factors threatening fair behavior) and consequences (with three components of school-related outcomes, staff-related outcomes and managers-related outcomes). Also, the results of structural equation modeling showed that the justice-oriented leadership model had a good fit and the components of each dimensions on their respective dimensions and all dimensions on justice-oriented leadership had a significant effect (p < 0.05). Conclusion: According to the findings, planning is essential to use the justice-oriented leadership model to improve school management. As a result, officials and planners can use the justice-oriented leadership model to improve the performance of managers and hold in-service courses for them in the form of workshops.
Sakine Rezaie Siroos; Mohammad Naghi Imani; Asghar Sharifi
Abstract
Purpose: The present study aimed to provide a model for predicting return on investment in training and improvement of human resources based on the components of organizational culture and professional competence. Methodology: The research method was applied in terms of purpose and (quantitative) in ...
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Purpose: The present study aimed to provide a model for predicting return on investment in training and improvement of human resources based on the components of organizational culture and professional competence. Methodology: The research method was applied in terms of purpose and (quantitative) in terms of data type. The statistical population included the mayors of Tehran, who were selected using Cochran’s formula and stratified random sampling, 315 people. Data collection was done by two methods: documentary and field (standard and researcher-made questionnaire). In the present study, in order to determine the validity of the questionnaire, apparent, content and structural validity were used, and to determine the reliability, Cronbach’s alpha and combined reliability were used, which were all confirmed. To analyze the data, structural equation modeling tests using SMAR PLS software and one-group t-test were used. Result: According to the findings of organizational culture, research and professional competence for return on investment in education and human resource creation of Tehran Municipality is effective. Conclusion: The results showed that the components of organizational culture, professional competence, as predictors of return on investment in education and improvement
