Management and Educational Perspective

Abstract Abstract The purpose of the current research is the model of the process of reducing organizational anti-citizenship behavior with the approach of explaining the dignity of employees in government organizations. According to its purpose, the research method is applicable; and in terms of implementation, it is qualitative, using the data-based method. The statistical population includes university professors, experts and human resource specialists and managers of government organizations in Ardabil province as many as 16 people, of which 10 people declared their readiness to participate in answering the questions, and were interviewed and selected by purposeful sampling. The data collection tool includes semi-structured interviews. Data analysis was carried out using coding and of data-based method and MAXQDA software. Based on the findings of the research, causal conditions consisted of 2 main categories and 11 sub-categories. The main categories include organizational factors and individual factors. Strategies were identified and confirmed with three categories (organizational measures, human resource measures, and individual measures); background conditions (management weaknesses, occupational factors, factors related to laws, and political factors), intervening factors (environmental-administrative factors and family factors) consequences (occupational consequences, individual consequences, and organizational consequences). Introduction The citizenship behavior of employees includes optional behaviors of employees that are not part of their official duties and are not directly considered organizational rewards by the official system, but they increase the effectiveness of the organization. This definition is based on three main features: first, this behavior must be voluntary; that is, it is neither a predetermined task nor a part of one's official duties. Second, this behavior has an organizational aspect. And the third characteristic is that employee citizenship behavior has a multifaceted nature (Godarzi et al, 2017). This is contrary to the behavior of organizational citizenship, which leads to the effective improvement of tasks and roles in organizations (Mahdiuon et al, 2012). Occurrence of anti-citizen behaviors has a negative impact on both organizational performance and employee relationships and morale (Golipour et al, 2009). Organizational anti-citizen behaviors include slight behavioral deviations, contrary to organizational norms based on mutual respect, and aim to hit the other party with an unknown and vague intention. These behaviors are characterized by rudeness, inattention and disrespect to others, and in most of these behaviors there is some kind of attempt to harm (Raisi & Nasti Zadeh, 2019). Therefore, it is necessary to find the roots of anti-citizenship behaviors in order to increase the efficiency and effectiveness of the organization by controlling the factors that create them and strengthening the factors that cause citizenship behaviors. One of the influencing factors on anti-citizen behavior in the organization that is considered in the present study is the explanation of the dignity of employees. Considering that nowadays the role and place of human in organizations is undeniable; and according to the thinkers of this field who believed that "employees themselves and their skills, abilities and experience along with their ability to use these for the benefit of the organization, first of all, a great contribution in success of the organization, and secondly, it is an important source for competitive advantage" (Amstrang, 2012); it is tried in this research to present the model of reducing organizational anti-citizenship behavior in the government organizations of Ardabil province with the approach of explaining the dignity of employees. Therefore, the main question is: what is the model of reducing organizational anti-citizenship behavior with the approach of explaining the dignity of employees in government organizations of Ardabil province? Theoretical framework Organizational anti-citizenship behavior Organizational anti-citizenship behaviors include misbehavior that, contrary to organizational norms of mutual respect, aims to hit the other party with unknown and ambiguous intentions (Kazemzadeh et al, 2021). Anti-citizen behaviors are behaviors that some have considered as a type of employee misbehavior that reduces his work efficiency. Anti-citizenship behavior is more worthy of attention from the point of view that the people of the organization, who are the most important assets of an organization, can also be the most important erosive factors of the organization's assets, so that if anti-citizenship behaviors widespread in the organization instead of adopting organizational citizenship behaviors, the organization will suffer erosion and failure instead of strengthening and growing. In other words, anti-citizen behavior is a type of misbehavior on the part of an individual that can hinder the organization's functioning (Farhadi & Faridpour, 2023). Mousavifard (2024) investigated the effect of intellectual capital and strategic leadership on organizational citizenship behavior with the moderating role of professional ethics of employees in the General Department of Education of Kermanshah province. The findings showed that intellectual capital has a significant and positive effect on organizational citizenship behavior by 66%. Strategic leadership predicted changes in organizational citizenship behavior by 46%; Also, the moderating role of professional ethics of employees between intellectual capital and strategic leadership with organizational citizenship behavior was confirmed, and the moderating rate of this variable was equal to 5% and 3.2%, respectively. The results showed that intellectual capital has a greater effect on organizational citizenship behavior than strategic leadership. Therefore, it is necessary to pay more attention to intellectual capital in order to improve organizational citizenship behavior in the organization. Farhadi & Faridpour (2023) stated in a research titled identifying organizational anti-citizen behaviors (a case study of military organizations) that anti-citizen behaviors include a wide range of behaviors including two dimensions of "organizational" and "individual" anti-citizen behaviors. Anti-organizational citizenship behaviors are behaviors that a person commits directly in relation to the organization and can be divided into two parts: "functional deviation" (production) and "financial deviation". Individual anti-citizen behaviors are behaviors carried out in relation to the people of the organization and can be classified into two dimensions: "personal attack" and "political deviation". Research methodology According to its purpose, the research method is applicable; and in terms of implementation, it is qualitative, using the data-based method. The statistical population includes university professors, experts and human resource specialists and managers of government organizations in Ardabil province as many as 16 people, of which 10 people declared their readiness to participate in answering the questions, and were interviewed and selected by purposeful sampling. The data collection tool includes semi-structured interviews. Research findings Data analysis was carried out using coding and of data-based method and MAXQDA software. Based on the findings of the research, causal conditions consisted of 2 main categories and 11 sub-categories. The main categories include organizational factors and individual factors. Strategies were identified and confirmed with three categories (organizational measures, human resource measures, and individual measures); background conditions (management weaknesses, occupational factors, factors related to laws, and political factors), intervening factors (environmental-administrative factors and family factors) consequences (occupational consequences, individual consequences, and organizational consequences). Conclusion The current research was conducted with the aim of the model of the process of reducing organizational anti-citizenship behavior with the approach of explaining the dignity of employees in government organizations. The results of this research are in agreement with the results of Mousavifard (2024), Farhadi & Faridpour (2023), Safarinejad et al, (2022), Ebadifar & Mesbahi (2022), Khobyari & Fathizadeh (2021), Aloustani et al, (2020), Moin & Rafieinejad, (2020), and Huang (2019). Farhadi & Faridpour (2023) showed that anti-citizenship behaviors include a wide range of behaviors that include two dimensions of "organizational" and "individual" anti-citizenship behaviors. Anti-organizational citizenship behaviors are behaviors that a person commits directly in relation to the organization and can be divided into two parts: "functional deviation" (production), and "financial deviation". Individual anti-citizen behaviors are behaviors that are carried out in relation to the people of the organization and can be classified in two dimensions: "personal attack" and "political deviation". According to the obtained results, the following suggestions are presented:  In general, to prevent the formation of anti-citizen behaviors, it is necessary for the authorities and the society to pay serious attention to the above and try to provide suitable conditions for the growth and future development of the society. Verbal and physical abuse, as well as gossiping and bullying are serious problems in the work environment that must be seriously considered. Using strong policies and procedures to manage bad behavior and prevent gossip can improve these issues. Also, organizations can launch training programs for their employees in the field of kind and respectful behavior, and creating a healthy and friendly work environment.

Abstract Abstract The main purpose of the current research is to design a paradigmatic model for the development of public culture in the primary school curriculum with a data-based approach. The participants of the research included specialists and experts in the field of curriculum studies and social sciences, whose selection was done in a targeted manner; by snowball type. The research data were collected through studying the theoretical scope of the research and interviewing experts. In addition, semi-structured interviews were conducted with 12 experts and the researcher reached theoretical saturation in the data. The obtained data was analyzed by Strauss-Corbin analysis method. After the open, central and selective coding stage, the aforementioned pattern was paradigmatically divided into 5 dimensions: causal conditions, background conditions, strategies, intervening conditions, consequences; and including 17 components of necessity and needs, goals and objectives of the program, ideology governing the society, basics of curriculum planning, program approach, learning materials and resources, space (place), time, organizational factors, parents' participation, implicit learning (informal program - hidden lesson program), content, learning experiences, teaching-learning methods, teacher's role, evaluation. The results of the program were formed around the core category of the model, i.e. the development of public culture; and were validated by experts in the field of curriculum using the Delphi technique and brainstorming. Extended abstract Introduction Public culture as one of the branches of culture and of course its most important branch is the culture that is common to all members of the society. Public culture is one of the main building blocks of culture and it can be considered as a set of cultural elements that are needed by all the people of a society (Saeedi Kia et al, 2016). The impact of public culture is pervasive because all members of the society need it, and it has an impact on the fate of a nation, and requires macro-cultural policies. Based on this, it is possible to identify the damages of public culture and plan to fix them using the facts. The government, governmental organizations, and councils in charge of public culture are responsible for guiding, directing and politicizing the field of public culture, and they must make the necessary plans to reform and promote public culture. Meanwhile, as the first official institution that is responsible for education in the society, education should take an important step by culture training, stabilization of cultural components, and a special look at the desired public culture of the society through using a suitable model for the development of public culture in the students' curriculum. Therefore, the researcher asked the main question: what is the design of the paradigm model of the development of public culture in the curriculum of the elementary school with a data-based approach?   Theoretical Framework The public culture is a powerful network and effective amalgamation of knowledge, tendencies and general attitudes of the society, while ambiguous and intangible, whose existence and presence is felt in the society, and makes us subordinate with its power in all dimensions of life. Therefore, the awareness of the public culture in the society and the factors influencing it is very important among the people's policy makers and curriculum planners who are in charge of transferring cultural concepts to the content of the curriculum. Curriculum ethnology means studying the impact of school or university culture on the curriculum in order to use deep analysis to show what actually happens in the situation of cultural curriculum implementation and what patterns influence cultural development. (Ayati & Khosh Daman, 2012). Yarn Tecy (2022) has stated in an article titled "Culture change managers of urban public schools" with a phenomenological study on the effective practices of transformational leaders that leadership in a culture of change, which means creating a culture, is not just changing a structure. He sought to understand the characteristics of a cultural change manager in culture building in a city government school environment and the effective leadership of managers, and he came to the conclusion that a cultural change manager emphasizes the component of relationships as a main component and creates cohesion through collaborative conversations. Luzmore et al, (2021) have conducted a study titled "Self-interest and altruism and how ethical imperatives in culture are navigated in a high-stakes culture by school leaders" and the experience of educational leadership in UK public schools with an outline of the history of public education and the evaluation of the performance of education as a part of competitive economic-political change has been investigated, and came to the conclusion that school managers in England promote a culture of responsibility and independence and have the ability to regulate and shape their organizational culture and have an influential position in their schools; but the embedded marketing approach to education in England has led to practices that are ethically troubling, and high levels of exclusion for students from vulnerable groups and non-inclusive practices for students with special educational needs should be addressed. Research Methodology The governing approach of this research is qualitative, which was conducted using the paradigm data-based theory research method. The theoretical scope of the research, the study of upstream documents, and also semi-structured interviews has been used for collecting information and data. The participants in the interview were specialists and experts in the field of curriculum studies and social sciences, some of whom were selected using targeted sampling, and the researcher reached theoretical saturation by conducting interviews with 12 experts. Research Findings To analyze the collected data, according to the goals and questions of the research, the Strauss and Corbin coding method was used; and the information obtained from the interviews with the target people were analyzed, using the content analysis technique in the data-based theory in three stages of open coding, central, and selective, and were formed according to 5 dimensions of causal conditions, background conditions, strategies, intervening conditions, and consequences; and including 17 components of necessity and needs, goals and objectives of the program, ideology governing the society, basics of curriculum planning, program approach, learning materials and resources, space (place), time, organizational factors, parents' participation, implicit learning (informal program - hidden curriculum), content, learning experiences, teaching-learning methods, teacher's role, evaluation. Program results was formed based on the core category of the model, i.e. public culture development, and validated by experts in the field of curriculum using the Delphi technique and brainstorming. Conclusion The current research was conducted with the aim of designing a paradigm model for the development of public culture in the primary school curriculum with a data-based approach. The results of this study are in line with the results of Hanteroplus et al, (2021), Araghiye (2021), Khanfer (2021), Shahidi et al, (2012), and Naseri & Armand (2021). The development of public culture is an abstract concept with many inclusions at different levels of the educational system, and includes the expectation of the convergence of all elements; from the Supreme Council of Education as the highest decision-making level to the classroom level even outside the school to achieve the goals of the elementary course curriculum. Designing, compiling, implementing and evaluating are the four basic stages of the curriculum planning system. Each of them has a specific pattern or patterns. The design pattern mainly has a value and general aspect, and the curriculum elements are determined and designed according to the value orientation. The design of curriculum elements is based on value analysis and philosophical implications; in the design of the public culture development model in the primary school curriculum, all the components determined in the form of curriculum model elements are used for the development of public culture and in accordance with the nature of the educational system. The most important of these suggestions are: - Revision of the prepared template every five years in order to update it - Developing a program and creating cultural resources based on virtual training and crisis conditions - Suggesting the development of a program to the Supreme Council of Cultural Revolution and Education, according to the upstream documents and the combined approaches of education to face cultural harms in the era of Corona. - Conducting research in the form of a national model for the development of public culture by experienced professors. - The codes extracted in this study can be a good guide for deeper and more specialized studies about the partial dimensions of this curriculum.

Abstract Abstract The aim of the present study is to design a future-oriented intelligence model for government managers in the Khorasan Governorate. The research method is applicable in terms of its purpose, and qualitative in terms of its implementation method, using a data-based approach. The statistical population includes 33 experts, university professors, and doctoral students familiar with the intelligence of government managers with a future-oriented approach, selected using a theoretical and non-probability purposeful sampling method. The data collection tool includes a semi-structured interview. Data analysis is performed using coding and a data-driven method and MAXQDA 2020 software. The findings showed that 800 open codes, 75 axial codes, and 31 selected codes were classified as causal factors, background factors, and interfering factors, which were reduced to 46 axial codes or secondary factors and finalized using MAXQDA software after removing unimportant factors. Also, the strategies and outcomes identified from field studies were finalized in 3 categories of development strategies and outcomes after theoretical matching with the strategies and outcomes identified through library studies, screening, removing similar items, combining items with similar content, and adding new items; and were designed according to the stages of developing the paradigm model, the Foresight Intelligence Model of Government Managers of Khorasan Governorate. Introduction Moving by trial and error, especially in management matters, is a kind of task-solving, time-passing, and evasion of responsibility. The foresight perspective and development of futures research methods can be widely used to face possible global phenomena and prospects, as well as upcoming opportunities to improve the living conditions of current and future generations (Sakellariou et al, 2020). Unfortunately, the complexity of everyday issues and the need to quickly manage current issues leave little opportunity for governments to delve into the broad and long-term picture of the future and its consequences; therefore, many political decision-makers tend to solve short-term problems in order to remain in power (Lee et al, 2019). At lower levels of decision-making (corporate and company), the attitude of prioritizing profitability forces managers to engage in short-term activities and seek to solve problems whose deadlines are coming to an end (Haroon et al, 2018). Therefore, in order to avoid trial and error, one must look ahead and recognize the future. A foresight strategy enables managers to consider the existence, survival, growth, and development of the organization in the perspective of the organization and to use the insight to promote useful organizational methods. Foresight is a systematic effort that attempts to map the extent and quality of current changes or lack of changes and their impact on creating future realities, and aims to analyze the source, patterns, and causes of change and stability to strengthen, predict, and map alternative futures. Futureists tell us what events are likely to occur in the future (Lindgren et al, 2021). In order to fulfill their mission and achieve success, government institutions must be able to serve their audiences and meet their needs and expectations in the best possible way, thereby generating superior value for them and maintaining their competitive advantage. Therefore, competitive advantage emerges in a way that organizations are guided and led based on foresight. Given the continuous environmental changes, intense competition between organizations, increasing organizational expectations in the future, the growth of governance and e-government, technological changes; as one of the important political institutions, with the aim of providing services to a wide range of audiences in all sectors, governorates are trying to achieve sustainable competitive advantage by relying on organizational capabilities, through applying appropriate strategic approaches, and by directing them towards foresight intelligence, and by increasing their performance and profitability to a desirable level. Therefore, this research seeks to answer the question: what are the intelligence models of government managers with a foresight approach in the Khorasan Governorate? Theoretical Framework Foresight Foresight is the knowledge and understanding of shaping the future in a conscious and proactive manner, and protects humans from being caught unawares by the storm of rapid changes and advances. In foresight, we are always talking about the future, and futurists believe that there are different futures ahead of every individual, organization, or society, and that the desired future must be designed and architected. This knowledge teaches humans how to draw a desired future for their organization or society (Jalali Vand & Pedram, 2019). Foresight Intelligence Foresight intelligence refers to the ability to enter the future and perceive it and the sequence of events leading to it in the present; a talent that allows individuals to perceive ongoing developments, regardless of the requirements of the present, and enables them to interpret sequential events (Ravetz & Miles, 2016). Calof & Colton (2024) in a study titled “The Impact of Developing Foresight on Senior Management Decisions” while referring to extensive research on the potential effects of foresight, emphasized that studies on the factors that lead to the impact of foresight on senior management decisions are relatively sparse; therefore, they conducted a field study by means of a Delphi and a panel of experts including eight senior managers of the Canadian government. The results of the study indicated that factors such as foresight methodology; while leading to good foresight, will not necessarily have a significant impact on senior decision makers alone, but a strong understanding of the organization’s internal functioning plays an important role. The expert panel also recommended that three mediating variables, including time orientation, senior management’s foresight orientation, and the nature of the relationship between foresight and the senior decision maker, play a role in the development of foresight in senior management decision-making. Zhang et al, (2023) in a study titled "The Role of Foresight and Strategic Orientation in Overcoming Organizational Innovation Deficits" pointed out that innovation deficits occur when organizations and companies reduce investment and engagement in exploratory innovation, ultimately leading to an insufficient amount of such innovation efforts. Therefore, a study was conducted to examine the relationship between foresight with three components of dynamic capabilities (environmental monitoring capabilities, strategic choice capabilities, and integration capabilities) and innovation, including the moderating variable of progress orientation/financial orientation, and concluded that the three components of organizational foresight (i.e., environmental monitoring capabilities, strategic choice capabilities, and integration capabilities) positively affect exploratory innovation. Research Methodology The research method is applied in terms of its purpose and qualitative in terms of its implementation method, using a data-based method. The statistical population includes 33 experts, university professors, and doctoral students familiar with the intelligence of government managers with a forward-looking approach, who were selected through a purposeful theoretical and non-probability sampling method. The data collection tool includes a semi-structured interview. Research findings Data analysis was performed using the coding and data-based method and MAXQDA 2020 software. The findings showed that 800 open codes, 75 axial codes, and 31 selected codes were classified as causal factors, underlying factors, and interfering factors, which were reduced to 46 axial codes or secondary factors and finalized using MAXQDA software after removing unimportant factors. Also, after theoretical comparison with strategies and outcomes identified through library studies, screening, eliminating similar items, combining items with similar content, and adding new items; the strategies and outcomes identified from field studies were finalized into three categories of development strategies and outcomes, and according to the stages of developing the paradigm model, the model of foresight intelligence of government managers in the Khorasan Governorate was designed. Conclusion The present study was conducted with the aim of designing a model of foresight intelligence of government managers in the Khorasan Governorate. The results of this study are consistent with the results of Calof & Colton (2024), Calof & Colton (2024), Zhang et al, (2023), Ambrosat & Grünwald (2023), Mohammed & Saadaoui (2023), Pourezzat & Rezayan (2021), Lindgren et al, (2021), Hassanzadeh kafshkar kalaei et al, (2020), Gholipoor et al, (2020), Taghvaeeyazdi & Niaz Azari (2020), Ahmadi et al, (2020), Baei et al, (2017), and Schmidt (2015). Calof & Colton (2024) showed that factors such as foresight methodology, while leading to good foresight, will not necessarily have a significant impact on senior decision makers, but a strong understanding of the organization's internal performance plays an important role. The expert panel also recommended that three mediating variables, including time orientation, senior management's foresight orientation, and the nature of the relationship between foresight and the senior decision maker, play a role in the development of foresight in senior managers' decision-making. Considering the results of the present study, the following suggestions were made: Educate and train experts in different sectors and apply new knowledge and increase management knowledge by taking advantage of current science. In order to strengthen foresight intelligence and achieve its consequences, managers and leaders of organizations should provide a platform for developing integration capabilities and implementing strategic choice capabilities. 

Abstract This study was conducted with the objective of developing a model for job crafting among faculty members at Persian Gulf University. Employing a qualitative methodology grounded in data-driven grounded theory, the data were collected through semi-structured interviews with 17 faculty members. Sampling was carried out using the snowball technique, and data analysis was performed based on Strauss and Corbin’s grounded theory approach, utilizing selective and axial coding. To ensure the rigor and validity of the findings, the data were examined by experts, and coding was independently conducted by two researchers. The results revealed that the proposed model consists of 58 key concepts organized into five primary categories: antecedents, strategies, intervening factors, contextual determinants, and consequences. The model indicates that job crafting facilitates both personal and professional development of faculty members, contributing to increased creativity, motivation, and productivity within the academic environment. The findings of this study have practical implications for university policy-making and administration, aimed at establishing appropriate conditions to promote job crafting and enhance the quality of teaching and research.

Abstract Abstract The purpose of the current research is to identify the factors affecting the growth of the employees of the country's property and document registration organization. The research method is applicable in terms of purpose, and qualitative in terms of its implementation. The statistical population of this research included 15 experts in the field of employee growth and development. The sampling method is purposeful. A semi-structured interview was used to collect information. Data analysis was done using open and axial coding method. The results showed that two general categories of components were identified. Individual growth includes scientific background, responsibility, and professional commitment; and organizational growth includes livelihood, management, codified and comprehensive educational program, motivational programs, career evaluation and promotion system, improvement and modernization of human resources and work environment, comprehensive program of updating and improvement of work processes, and mental health of the work environment. Factors, indicators and the final research model were designed based on the results of the qualitative interview. The designed model can be the basis for better decision-making and managers' planning to enhance the growth of employees. Extended abstract Introduction The main factor determining the growth of the society in the current changing conditions of the world is the availability of efficient and creative human resources, which depends on the availability of knowledge, education, and research. The superiority of a country depends on the degree of benefit of that country from science and technology, which is the result of scientific development, rather than relying on natural resources (Abdollahi et al, 2022). The development of employees means the formation of all the capacities necessary in learning knowledge, information, and specialized professions in human resources; to enable them to create a position of quality and value-creating services in the organization, and perform optimally the duties and responsibilities that they are committed to in the organization, associated with efficiency and effectiveness (Doroudi & Kangeroudi, 2014). Therefore, the growth of employees plays an important role in the success of organizations; and today, without a doubt, what distinguishes successful, developed and advanced organizations and companies from others is their human resources. Today, human resources is the only resource with a high impact factor, the enrichment of which creates significant added value for the organization, and the modern and scientific management of employee performance can provide the grounds for organizational growth and employee growth, and contribute significantly to create and maintain a competitive advantage, the desired improvement and transformation of the organization, and the realization of the organizational performance (Nowrozi Fard & Zamani, 2016). Based on this, the current research is looking for an answer to this question: What are the factors affecting the growth of the employees of the country's property and document registration organization? Theoretical Framework Organizational growth and employees Growth means planned efforts to create and produce some kind of transformations, the purpose of which is to help all the personnel of organizations to have the ability and power to do the work they are responsible for in a more efficient and effective way than before. It should be said that growth is a tool for updating departments and information, and rapid development and expansion of the organization (Sobhani et al, 2018). Organizational growth is an informed and planned science of change jointly by managers, change specialists, and employees to solve problems. At the heart of this action is change; achieving organizational efficiency with an emphasis on humanity and popular principles. In other words, organizational growth focuses on human behavior. Mainly, organizational growth is ensuring the organization achieves its goals through improvement of individual and group performance (Karakaya & Yelmaz, 2016). Personal growth is an individual and internal thing, where personal factors and priorities are the most important (Seyed Hatami et al, 2023). Through the personal growth, the employees begin to create a friendly relationship with colleagues, participation and interaction with them; also help their colleagues and their health and well-being, and try to establish a friendly relationship with organizational managers and raise the threshold of their work tolerance; but in the dimension of professional growth, they often focus on the place of activities of service, education, learning, and professional growth. In order to achieve growth and development in this dimension, personnel are more interested in studying and increasing their scientific knowledge, and become members in Organizational teams and participate in training, specialized, and in-service courses (Rezaian et al, 2014).  Seyed Hatami et al, (2023) in a research conducted with the aim of compiling the growth pattern of faculty members at Farhangian University, used semi-structured interviews to collect data. The research findings of these researchers showed that the basic categories of growth are based on antecedents, processes and outcomes. The results of the research emphasized on the attention to the extractive categories of the model in university policy making. Jabbarimaraghosh et al, (2022) concluded from their research that there is a positive and meaningful relationship between spiritual leadership and entrepreneurship and growth; and according to the research findings, the effect of spiritual leadership on growth is 0.37. The above research is of descriptive type, and correlative in terms of method, of causal modeling type. Research methodology The research method is applicable in terms of purpose, and qualitative in terms of its implementation. The statistical population of this research included 15 experts in the field of employee growth and development. The sampling method is purposeful. A semi-structured interview was used to collect information. Research findings Data analysis was done using open and axial coding method. The results showed that two general categories of components were identified. Individual growth includes scientific background, responsibility, and professional commitment; and organizational growth includes livelihood, management, codified and comprehensive educational program, motivational programs, career evaluation and promotion system, improvement and modernization of human resources and work environment, comprehensive program of updating and improvement of work processes, and mental health of the work environment. Factors, indicators and the final research model were designed based on the results of the qualitative interview. The designed model can be the basis for better decision-making and managers' planning to enhance the growth of employees. Conclusion The current research was conducted with the aim of identifying the factors affecting the growth of the employees of the country's property and document registration organization. The results of this research are in agreement with the results of Seyed Hatami et al, (2023), jabbarimaraghosh et al, (2022), Abdollahi et al, (2022), Younessi et al, (2022), Kanjanakan et al, (2023), Saberi Nasrabad Sefali et al, (2022), Oncioiu Ionica et al, (2021), Hejazi (2020), Mohammadkhani et al, (2019), Shabani bahar et al, (2020), and Hosseini Kuhsari et al, (2021). Saberi Nasrabad Sefali et al, (2022) showed that the components of employee growth (leadership actions, employee participation, accessibility, and training of employees and learning capacity) have a positive and significant relationship with employee productivity; therefore, the management of the university should make more efforts and activities to increase the productivity of the employees in order to improve the growth components of the employees. According to the identification of the components of employee growth in this research, in order to facilitate and provide the conditions for employee growth, it is suggested to pay special attention to the salaries and wages and improve the livelihood of employees; to use the management raised from among the employees who have sufficient mastery and knowledge of the organization; to use training methods appropriate to the organization of documents and real estate registration; needs assessment and motivational programs should be designed in order to strengthen the motivation of employees; equal opportunities for promotion and fair evaluation of employee performance should be carried out; recruiting and maintaining human resources should be expertized; information technology should be used to improve work processes; legal and lawful support programs should be designed for employees; recruitment of employees should be based on specialized interviews; employees with morals should be appreciated materially and spiritually; and establishment of direct and reciprocal communication between employees and managers is suggested.

Abstract The aim of this study was to analyze the content of the ninth grade science textbook of the first year of high school based on the Montessori educational model. The method of the present study was descriptive content analysis. The statistical population of this study was the textbooks of the first year of high school in the academic year 2018-2019, which were compiled and published by the textbook planning and writing office. The ninth grade science textbook of the first year of high school was selected by means of purposeful sampling method, and all its chapters were examined according to the components of the Montessori educational model. The used instrument was a researcher-made checklist of components of the Montessori educational model. The tables related to the components of the Montessori educational model were presented by means of the descriptive statistics. The findings of this study showed that; in the content of the ninth grade science textbook of the first year of high school, the component of learning environment has received the most attention, while the component of content and organization has received the least. The findings of this study can help planning to provide appropriate content and organizing in experimental science textbooks.

Abstract Abstract The present study dealt with the antecedents of knowledge concealment with the aim of meta-analysis. This research, in terms of purpose, is descriptive, and in terms of the type of practical use, and in terms of the type of data, it is quantitative research. The statistical population of this research included domestic and foreign related individuals during the years 2016 to 2022, and 25 cases were included in the analysis process using a targeted non-random sampling method. Selected studies were analyzed using MAXQDA 20 software (to find effective factors) and CMA2 software (comprehensive meta-analysis software). Among the antecedents of knowledge hiding, 7 effect sizes are large (more than 0.5), 2 effect sizes are medium (between 0.3 and 0.5). In other words, leadership, organizational structure, knowledge ownership, technical knowledge, knowledge sharing perspective, psychological characteristics of employees, human resource management had the largest effect size. Also, among the antecedents of the relationship between knowledge concealment and competitive work environment, there were 5 large effect sizes, 2 medium effect sizes, and these factors including technology, organizational structure, micro factors, macro factors, and individual factors had the greatest effect. Also, among the antecedents of the relationship between knowledge concealment and organizational justice, there were 6 large effect sizes and 3 medium effect sizes, which include procedural justice, interactive justice, distributive justice, organizational commitment, challenges and diversity, open organizational systems. They had the most effect. In the end, it is suggested that the managers of the organizations provide the possibility of holding activities such as friendly gatherings outside the work environment, which leads to the increase of friendly relations and the reduction of interpersonal distrust.
Extended Abstract
Introduction Today, knowledge is the most important asset and the biggest competitive advantage of many organizations. However, in today's highly variable organizations, the biggest and most complex problem of organizations is collecting and storing, retrieving, searching, distributing and retrieving knowledge. Exploitation of knowledge and intellectual property is a subject that is currently of interest to scientists. In order to achieve its goals, every organization uses a collection of knowledge that has been accumulated by each individual and in their minds. If these knowledges are not used, we can expect the failure of the organization or the high costs caused by the repetition of some decision-making processes and the lack of optimal use of experience and decision-making records. For this reason, leading organizations collect latent knowledge from personnel and work groups, which is called knowledge capital. In recent years, various organizations and companies have started joining the knowledge process, and new concepts such as knowledge work, knowledge work, knowledge management, and knowledge organizations indicate the intensification of this process. A knowledge organization achieves capabilities that can make a great power out of a small force. Such organizations are facing new challenges. Today, the competitive environment of organizations has become more complicated and changing. Continuous changes in knowledge have also created a new imbalance situation for organizations. The endless flow of knowledge has put markets in a constant state of change, which requires organizations to make continuous changes (Rahmi, 2015). Today, the capital of an organization is not only the financial and physical capital, but the knowledge capital of people is more important than the two and has been noticed by managers. In other words, human resource management is a complex aspect of knowledge management. In these organizations, knowledge management is used to optimize communication between employees and between high levels of management. Knowledge management in these organizations helps to create a culture of knowledge sharing among employees. Although knowledge can be acquired by individuals, but for it to be useful, it is necessary for all members of the group to participate in it. Knowledge is a concept beyond data and information. Knowledge refers to the collection of information, the practical solutions related to it, the results of its application in various decisions, the training related to it, the attitude of people in jobs and various responsibilities related to it. Each person's knowledge, even in a specific case, may be different from others. Knowledge is the basis of each person's skill, experience and expertise (Babaei Meybodi and Alirezaei, 2020). In the organization, knowledge is defined as what people know about their customers, products, processes, mistakes and organizational successes. Knowledge can exist in information bases, administrative departments or other internal and external sources of the organization. By all means, organizational knowledge is acquired over time and enables the organization to achieve a deeper understanding and lead its organizational formations with cleverness and intelligence, which are the characteristics of intelligence.   Theoretical foundations In today's turbulent world, knowledge is the most important competitive advantage of organizations. This makes it necessary for organizations to take action to maintain and continue this competitive advantage. With the development of knowledge management and the increase of knowledge-based organizations, the change in the competitive environment of organizations has intensified and the environment of organizations is moving towards dynamism. Today, managers are eager to manage organizational knowledge so that they can benefit from its useful results. One of the necessary behaviors for knowledge management is the sharing of knowledge among the people of the organization, and this behavior occurs when a person has a desire to help others or learn from others in order to develop new capabilities in the organization. Since the organization cannot force its employees to share their knowledge with other employees and there is no compulsion, knowledge sharing will not happen until the individual wants to. The concept of hiding knowledge is as old as the topic of knowledge management itself. But it is a behavior that has been less researched. Identifying and explaining the effective factors on hiding knowledge is one of the solutions that can help the organization to move towards a knowledge-oriented and learning organization (Oliveira et al, 2018). According to the view of "knowledge is power", people usually hide knowledge so as not to lose their competitive advantage, and despite many researches in the field of knowledge sharing and the efforts of managers, organizations find it very difficult to achieve knowledge sharing. effective among their employees. Researchers have focused more on promoting the desired activities of the organization, especially knowledge sharing, and less attention has been paid to the reasons why people hide knowledge (Hosseinzadeh, and Miri, 2018). Research Methodology In terms of purpose, this research is applied, its nature is descriptive-analytical, and its method of implementation is meta-analysis, which is a systematic review and meta-analysis (Systematic Reviews and Meta-Analyses) that examines the meta-analysis of the antecedents of knowledge concealment. pay the statistical population of this research included domestic and foreign related individuals during the years 2016 to 2022, and 25 cases were entered into the analysis process using a non-random purposeful sampling method. Research findings The Q test was used to check the homogeneity of the studied studies and it can be claimed with 95% confidence that the null hypothesis that the studies are homogenous is rejected and the hypothesis of heterogeneity among the studies is confirmed. In order to avoid publication bias, the funnel diagram and safe N of error were used. The results showed that as the studies are drawn to the bottom of the funnel, their standard error will increase and their publication bias will increase. The results of linear regression show that at the 95% confidence level, the cut-off value is equal to 1.26935 and the test statistic is 0.58840. Since the value of p is one domain (p=0.42036) and two domains (p=0.81547), it means that the null hypothesis that the funnel plot is symmetrical and that there is no diffusion bias is confirmed. Rosenthal's safe-from-error (N) test shows the number of missing studies (with a mean effect equal to zero), which must be added to the analyzes to obtain statistical insignificance of the overall effect. Based on the results of the above table, it can be seen that 986 more studies need to be conducted and checked so that the p value of the two combined strains does not exceed 0.05, so 986 more studies must be done in order to reach the final results of calculations and analysis. If an error occurs, this indicates the high accuracy and accuracy of the information and results obtained in this research. Conclusion and Discussion The results of the meta-analysis of the reviewed studies showed that organizational justice, leadership style, organization design, competitive work environment and human resource management are effective on knowledge concealment in organizations, and this effect size in the reviewed studies is for combined effects. Fixed and random are equal to 0.629 and 0.603 respectively. The results of this research question, with the results of studies such as (Kamalipour et al, 2020), (Valikhani Dehaqani, and Mohammadi, 2022), (Babaei et al, 2020), (Manochehri et al, 2018), (Mehrabi Taleghani and Mohammadian Saravi, 2018), it is both side and straight. In explaining these findings, it can be said that hiding knowledge may be related to employees' fear of losing control and power over their knowledge. In addition, some employees try to protect their competitive advantage among colleagues, and since today knowledge is considered as a valuable asset and a strategic resource and capital, and providing services, quality and economic products without interest. Obtaining and managing this valuable resource is difficult and often impossible. Therefore, organizations need to be more productive from human capital, more efficient and effective learning of employees, satisfaction of customers and employees, prevention of repeating mistakes, reduction of rework, saving time, motivating creativity and innovation, etc. They should put knowledge in the center of their attention and manage it.

Abstract Abstract The purpose of the present research is to analyze the benefits of cooperative education planning in the cultural activities of public libraries. Qualitative approach and grounded theory method have been used in this research. Four libraries with many cultural activities were selected from the public libraries of Tehran city, then 10 members, 3 officials and 6 librarians, and 32 local non-members were selected by theoretical sampling method. The data was collected through semi-structured interviews, and the theoretical coding method was used for analysis. The results showed that public libraries have not been able to play a role in planning cooperative education in cultural activities. Not valuing collective wisdom and society in planning cultural activities, mistrusting people and librarians in planning cultural activities, the absence of volunteer associations and popular organizations to implement cultural activities, and the low quantity and quality of library cultural activities of public libraries have been the cause of the rolelessness of public libraries. The consequences of not using participatory planning are: lack of trust in local participation, lack of use of local capacities and potential, lack of ability to attract audience and members, reduction of interaction with organizations and cultural centers, failure to fulfill the goals of the library; which is the satisfaction of members and patrons and their attraction to reading.. Also, the use of collaborative education planning in cultural activities by public libraries will be possible with interaction with librarians in line with the use of experiences and expertise in the field of cultural activities, efforts to maintain and strengthen trust and communication with potential members and society in the design and carry out cultural and reading activities, communicate more with the society and cultural educational centers and organizations around public libraries. Extended abstract Introduction UNESCO's studies have shown that cultural institutions in a decentralized system can be a reliable means of attracting the participation of local levels, and by using new methods; they will enable people to do many things with participation, including educational activities. (Taleshi, Mustafa & Effti, 2011. On the other hand, in the executive document of Agenda 2030: cultural campaign, in addition to paying attention to "cultural indigenization" and paying attention to culture at the national and local levels, one of the policies to achieve the goals of sustainable development are to strengthen collaborative education planning at the national and international levels, so that with the participation of cultural activists, government officials, civil society organizations and communities, UN member states are also encouraged to this campaign and strengthen the cultural foundations in many fields with the participation and use of the service population (Yildirim, 2019). With the same credit, public libraries can expand their educational and cultural activities with the participation of people, and provide lifelong education, as well as promote study and intellectual development of people (Larson, 2018)). The researcher is trying to address the main goal of analyzing the benefits of cooperative education planning in the cultural activities of public libraries. Theoretical framework Jin Yang (Institute of Lifelong Learning of UNESCO) has put lifelong learning policies and educational planning at the forefront of the future of cultural centers, including libraries, until 2025. Developing a coherent lifelong learning system, educational planning, requires the participation of stakeholders and employees. For example, most of the public libraries in the United States, in order to plan lifelong learning activities for the elderly, have taken into account various programs with subjects of interest to the elderly, such as nutrition / health / stress management and entertainment (Sabo, 2017). On the other hand, the public libraries of the future in redesigning and resiliency in the future, with their increasing lack of budget, need to strengthen interaction and participation with other organizations, develop cooperative education planning and pay attention to socialization, as well as communication with cultural institutions (Swist, 2022). In order to face the emerging paradigm in the future, libraries are trying to contain and cope with this category, for example, university libraries have also taken measures in this direction to determine which strategic planning approach can encourage the academic staff of the library to adopt new organizational structures and adapt to the emerging paradigms of the library. In response to this problem; employee participation, in-service training, and the use of organizational ideas are necessary. By using new collaborative and educational methods such as brainstorming, surveys, creating focus groups, or environmental scans, it is possible to strengthen the adaptation to the paradigms of the new era in academic staff (Leebaw, 2019).  In fact, the use of collaborative planning in university libraries, the empowerment of collaborative education, the use of collaborative style for decision-making and planning, as well as library partnerships with other educational centers can also be indicators of organizational innovation (Toudar, at all, 2020). The public libraries of the world have been able to offer lifelong activities, services and education more powerfully by using planning models such as cooperative education models. One of these activities is the design and planning of interactive library exhibitions (Matthews, Metko and Tomlin, 2018). In the "Planning Book for the Future of Libraries", there are various discussions about the writer's views and predictions about libraries in the 21st century and the future until 2025 and the opportunities that may arise for libraries in which people have become the key to success for the future of libraries. This book is about planning with the same approach of participation of people's supporters, where the member or sponsor is more suitable than the user. Through close and face-to-face communication with the public and brainstorming between librarians and the public, the library will become a central element of their lives, not just a place to meet information needs or common uses, but a place for lifelong learning and training (Kim, Frierson, 2014). Research methodology In this research, qualitative approach and grounded theory method have been used. Four libraries were selected from the public libraries of Tehran city with many cultural activities, then 10 members, 3 officials and 6 librarians, 32 local non-members were selected by theoretical sampling method. The data collection method is a semi-structured interview. All the interviews were recorded and then transcripted and analyzed. Interviews were recorded with their permission, so that in addition to maintaining the confidentiality of the information, the ethical obligations of the research were also observed, and the theoretical coding method was used for the analysis. Research findings The results showed that public libraries have not been able to play a role in planning cooperative education in cultural activities. Not valuing collective wisdom and society in planning cultural activities, mistrusting people and librarians in planning cultural activities, the absence of volunteer associations and popular organizations to implement cultural activities, and the low quantity and quality of library cultural activities of public libraries have been the cause of the rolelessness of public libraries. The consequences of not using cooperative education planning are: lack of trust in local participation, lack of use of local capacities and potential, lack of ability to attract audience and members, reduction of interaction with organizations and cultural centers, failure to fulfill the goals of the library, which is the satisfaction of members and clients and attraction them to reading. Conclusion The results showed that the use of cooperative education planning in cultural activities by public libraries through interacting with librarians in line with the use of experiences and expertise in the field of cultural activities, efforts to maintain and strengthen trust and communication with potential members and society in the design and implementation of cultural and reading activities, it will be possible to communicate more with the society and cultural and educational centers and organizations around public libraries. Public libraries, as a service-oriented social institution, can successfully design their activities and cultural programs by assessing the needs, analyzing and examining the needs of users and taking advantage of citizen participation, as well as creating local sincere gatherings and voluntary reading associations. The formation of local voluntary reading associations for continuous and sustainable participation in educational and cultural activities is one of the solutions in such a way that the use of maximum and community-oriented participation and interaction in the design of educational and cultural activities will increase the quality of service delivery. In line with the use of cooperative education planning, in order to enrich the cultural activities of public libraries, it is suggested to strengthen the interaction with librarians in order to use experiences and expertise in the field of cultural activities. Efforts should be made to maintain and strengthen trust and communication with potential members and society in the design; and implementation of cultural activities and book reading; and maximum communication with society and cultural, educational centers and organizations around public libraries. Today, public libraries can plan education and creation of cultural activities based on the three special tasks of its informants, on the one hand as lifelong learning centers and people's universities in order to improve skills and businesses, provide collaborative educational programs with educational and professional centers. The final suggestion is that the planners of cultural activities of public libraries can use cooperative education planning models to design their cultural programs and activities in order to focus on the audience and community members, as well as by paying attention and identifying the factors in order to provide opportunities to interact with users and society, so that they can achieve their superior cultural and educational goals. In fact, by communicating as much as possible with the beneficiaries and cultural centers, they should plan education in such a way that the lifelong learning of the society is improved.  

Abstract Abstract
The aim of this research is to present a behavioral equivalence model based on organizational culture with a data-based approach. The present study is applicable-developmental in terms of the type of objective, descriptive in terms of data collection, and qualitative in terms of the nature of the data. The statistical population of the research includes specialists and experts familiar with organizational behavior issues. Sampling in this research was snowball type. Based on the subject of the desired data, semi-structured interviews were collected and sampling continued until theoretical sufficiency and saturation were reached. The information obtained was analyzed with MAXQDA2020 software. The results showed that the behavioral equivalence model based on organizational culture with a data-based approach has causal conditions including internal communications, organizational structure, training and leadership; contextual conditions including personality of individuals, experience, education and literacy, and cultural intelligence; intervening conditions including motivation, organizational climate and organizational work relations; strategies including communication, trust and social learning; consequences including sociability, promoting a culture of social participation and promoting a culture of extra-role behavior.
Introduction
Human behavior has various aspects that have always caused it to be recognized as a complex entity and make it difficult or impossible to predict its movements. This inability is mostly due to the lack of sufficient knowledge about the nature of people's personalities and their individual differences; a personality that is formed in childhood and molds human behavior. The complexities of this mold are such that it causes diverse behaviors and poses new challenges to managers, because awareness of the individual and personality differences of individuals in an organization can help managers of departments and organizations in solving many problems. When managers accept that humans differ in terms of inherent and acquired abilities, they will not expect the same behavior from all employees, because every human behavior has a reason and without sufficient knowledge of the individual's state and personality, it is impossible to effectively manage it, and expecting the same behavior from everyone is nothing more than a dream. For this reason, in the current era, recognizing individual differences and personality traits of individuals becomes necessary in many situations in life. The efficiency of individuals in their jobs, their success in education, the effectiveness of treatment methods, and in general, the adaptability of humans in all life situations is related to their personal characteristics. Organizational culture creates the way of life in the organization, and is one of the most important infrastructures of organizational behavior. Organizational culture is one of the most important factors whose effectiveness ultimately comes back to the performance related to the efficiency of the organization's members (Nik Nami & Sediq, Azam., 2016). Although in every organization there is a common culture among employees, they exhibit different behaviors. The reason is that the behavior of employees is not equivalent. However, despite recognizing the importance of equivalence, no research has been conducted in this field. It should be noted that if the organizational strategy is changed in response to the environment, it is necessary for all organizational elements, including employee behavior, to change in a coordinated manner to maintain behavioral equivalence between organizational elements. Given the importance of behavioral equivalence and the important role of culture in the organization, the researcher seeks to answer this fundamental question: How to present a behavioral equivalence model based on organizational culture with a data-based approach in education in Kerman province?
Theoretical foundations
Behavioral equivalence
Individual differences psychology seeks to prove that even if the experimental situation is the same for all individuals, there will still be differences in the behavior of one person towards another or in the behavior of one group towards another. When we talk about individual psychology, we know very well that humans differ in terms of physical characteristics (height, weight, hair color) and psychological characteristics (talents, personality). Employees of organizations differ from each other in various aspects of behavior and physical conditions. Individual differences mean that each person is an exceptional and unique being, in a way that from the proteins that make up each person's hair to the grooves on their fingers, there is no one like them. Of course, we may see people who have many similarities to each other, but without a doubt, they are not exactly the same and equal, and it can be said with certainty that in terms of personality and cognition, they have differences that include different perspectives, attitudes and tendencies. Behavioral equivalence is the extent of the adherence and closeness of the behavior of employees in the organization in order to improve the performance of the organization. Equivalence between different organizational dimensions has existed in the past. Melnik et al., (2005) emphasize equivalence in relation to maintaining consistency between strategic goals and executive plans, and believe that alignment refers to ensuring consistency between different layers in the planning process (Rahnvard & Nikzad., 2009).
Organizational Culture
Basically, culture determines human behavior, ideas, and actions, and the way he understands the world in which he lives. It represents the worldview, views, attitudes, and way of thinking and behaving. Culture expresses a moral and value concept and is the correct or incorrect standard of actions of people in societies and groups, and their common factor in determining and explaining behaviors and distinguishing good and bad. Culture harmonizes the attitudes and behaviors of people in a society or group, connects the rays of their lives, and directs and organizes the habits, customs, traditions, beliefs, lifestyle, work, rest, recreation, communications, coexistence, and other interactions of persons' individual and social lives, and gives identity to social life. Culture is the personality of a society and the distinguishing feature of social and individual life of human societies, and it encompasses all beliefs, values, ideals, arts, techniques, and customs of a society, and reflects the structure and quality of life (Rezazadeh et al, 2021).
Research Background
Babaei et al., (2022) conducted a study with the aim of “designing an organizational culture model appropriate to the organizational requirements and ecosystems of the Ministry of Interior.” The research findings show 5 dimensions, 17 categories, and 70 subcategories as elements of the organizational culture model in the studied society. The first dimension (human-centered culture) has 3 categories and 15 subcategories; the second dimension (interaction-environment-centered culture) has 5 categories and 19 subcategories; the third dimension (direction-centered culture) has 3 categories and 11 subcategories; the fourth dimension (excellence-centered culture) has 2 categories and 13 subcategories; and finally the fifth dimension (law-centered culture) has 4 categories and 12 subcategories. Based on the dimensions, main categories, and subcategories, the organizational culture of the studied society can be assessed, measured, and managed. Rezazadeh et al., (2021) conducted a study with the aim of "Designing a model of the individual-organization relationship based on a positive organizational behavior approach (case study: Shiraz University of Medical Sciences)". The discovery of the model was carried out using data-based theorizing of the Strauss and Corbin approach and MAXQDA 2020 data analysis software. 2343 abstract concepts, 229 subcategories, and 23 main categories were categorized through 17 specialized semi-structured interviews from the core of the primary data. Based on the analysis and interpretation of the data in the health sector, the dominant specific context; the type of relationship structure from two perspectives of either empowering or inhibiting with the system of manager competency requirements as causal conditions, directly determines the degree of unity of the goals and interests of the individual and the organization as the central phenomenon of the research. Eleven conditions such as manager empowerment, employees, organizational context, and job relationships as action and reaction strategies indirectly influenced by the organizational behavioral context, and the individual behavioral context in the face of the individual-organization relationship as contextual conditions, and the degree of influence of extra-organizational power levers as intervening conditions are leading to the desirable micro-outputs of the coordination of the organization's formal culture with the individual's informal culture, the undesirable micro-output of unbalanced informal institutional governance, the desirable macro-output of scientific self-sufficiency, commercialization of knowledge and elitism, and the undesirable macro-output of systemic and managerial mutual bankruptcy and decline.
Research Methodology
The method of the present research is data-based analysis. The statistical population of the research includes specialists and experts familiar with organizational behavior issues. The researcher first qualitatively examined the research topic with limited participants and then, based on the qualitative findings, proceeded to create the desired tool. The technique used in sampling in this research was snowball sampling. Based on the topic of data and information through preliminary studies, semi-structured interviews were collected and sampled until theoretical sufficiency and saturation were reached. After conducting 15 interviews, data analysis indicated that new data was not added to the previous data, because a high percentage of the data extracted from the last interviews was repetitive; therefore, the interviews were ended after conducting 15 interviews and reaching theoretical saturation. The documents and full text of the interviews were analyzed with MAXQDA software.
Research findings
In the qualitative part of the research (review of texts and interviews with experts), the variables and indicators of presenting a behavioral equivalence model based on organizational culture with a data-based approach have been answered. In response to the question of what the most important causal, contextual, interventional factors, strategies, and consequences are that shape the presentation of a behavioral equivalence model based on organizational culture with a data-based approach; in this study, the analysis of interview texts (15 people) was conducted in open, axial and selective coding stages. The results showed that the causal conditions included internal communications, organizational structure, training and leadership; the background conditions included personality of individuals, experience, education and literacy, cultural intelligence; the intervening conditions included motivation, organizational climate and organizational work relations; the strategies included communication, trust and social learning; and the consequences included socialization, promoting a culture of social participation and promoting a culture of extra-role behavior.
Discussion and Conclusion
The aim of this study was to present a behavioral equivalence model based on organizational culture in the Kerman Province Education Department with a data-based approach. The research findings showed that the behavioral equivalence model based on organizational culture has causal conditions including internal communications, organizational structure, training and leadership; background conditions including personality of individuals, experience, education and literacy, cultural intelligence; intervening conditions including motivation, organizational climate and organizational work relations; strategies including communication, trust and social learning; and consequences including sociability, promoting a culture of social participation and promoting a culture of trans-role behavior. These findings are somewhat consistent with the results of Rezazadeh et al., (2021) and Sawan & Suryadi (2021); and confirm the result of this study.

Abstract Abstract The aim of this research is to design a modular curriculum model for education skills training courses with a meta-synthesis approach. This research is applicable in terms of its purpose, and analytical-descriptive in terms of its research method, using the meta-synthesis qualitative research method. The meta-synthesis method was carried out using the seven steps of Sandelowski and Barroso (2007). The statistical population of the research includes all articles in reputable domestic and foreign databases during the years 2009-2024 and 2019-2025, of which 40 articles were selected based on the research criteria. The main and secondary factors of the model were extracted using the content analysis method. Based on the results of the meta-synthesis, the factors of the modular curriculum model for vocational education courses include 23 sub-categories and 6 main categories, which are: agility, effectiveness measurement, technological industry-oriented education with job support, high-quality entrepreneur-oriented education, flexible and technological education system, and smart education system. The findings indicated that modular education had been considered as an efficient method in various studies, and researchers had suggested that this approach should be used more. Introduction In recent years, rapid technological developments and changes in the labor market have led to a fundamental revision of education systems. According to research of McKinsey (2024), by 2025, about 50% of existing jobs will require completely new skills. This reveals the need to move towards flexible education systems such as the modular system. According to the OECD (2024) definition, a modular education system has the following characteristics: Division of content into independent learning units, continuous and independent evaluation of each module, the possibility of combining modules based on the learner's needs, and flexibility in time and space. Modular education, as a modern method in the teaching and learning process, gives students the opportunity to complete their learning process in stages and with an emphasis on each module (Pitorini et al., 2024). By dividing the content into small and independent units, this system allows students to progress at their own pace and acquire the necessary skills. Researches have shown that this type of education can help increase students' motivation and deeper learning (Boud & Falchikov, 2006). One of the basic tasks of educational systems in different countries is to prepare young people to enter the labor market (Gunawan et al., 2024); and in many cases, these systems are responsible for teaching essential skills. Accordingly, training a specialized and efficient human resource and its optimal utilization has been the focus of planners. These systems prepare individuals to take up jobs and economic activities or increase their efficiency in performing tasks. Also, the low level of skills has caused the proponents of vocational and classical education to be in conflict with each other. The high speed of technological changes and labor market expectations of skilled labor, along with the intensification of the necessity of vocational training in the form of on-the-job training, have greatly strengthened this conflict (Sari & Rakhmawati, 2025). One of the new methods in education is the modular education approach, known as one of the most flexible and practical methods for achieving an efficient workforce in society. Emphasis on modular education allows the education system to respond quickly and effectively to educational needs and introduce the individual to his or her chosen job in a more competent manner. This leads to the injection of specialized work-related skills (Oksila et al., 2025). In upstream documents such as the general policies announced by the Supreme Leader, the Fundamental Transformation Document in Education, the National Curriculum of the Islamic Republic of Iran, and the Comprehensive Scientific Map of the country, there are tasks that promote and strengthen a skilled and efficient work culture in line with the needs of the current and future labor market, and consider the education and training of specialized and experienced human resources as one of the determining factors in the growth and development of countries, and place it on the path to achieving sustainable development, which has always been one of the greatest ideals of human societies. The main question is: "What characteristics should an optimal model of modular education with the place of modular education methods in the education and training skills training course have and how can it be validated?" Theoretical Framework Curriculum Curriculum is a formal or informal process through which a learner, under the supervision of a school, acquires information and perceives how to understand it, learns skills, and changes attitudes and values. A curriculum is a general program related to educational content provided to students by schools so that learners can develop the necessary competencies and prepare for entry into specific technical and professional fields (Rezazadeh et al., 2023). Modular education Modular education is a set of educational content or activities that can create a specific and independent skill and ability in the learner (independent of other job and professional skills) and at the same time, along with other modules, lead to a degree of education. These modules, depending on the need, independently or in combination with each other, create capabilities in them that are appropriate for the learners' job needs and prepare them to assume specific job and professional responsibilities (Chaharbashloo & Abbasi, 2013). Oladele et al. (2025) in their study evaluated an integrated curriculum model for developing 21st century entrepreneurial skills. The results of the study show that integrating entrepreneurship education into teacher training programs provides significant opportunities to equip students with the skills necessary to succeed in a competitive and innovation-based world. By adopting this model, teachers can play a pivotal role in cultivating entrepreneurial mindsets and capabilities in the next generation. Khoshnoodi et al. (2025) examined the design of a curriculum based on entrepreneurial thinking (case study: secondary schools in Western Gilan province). The research findings show the impact of factors, appropriate educational resources, experts and entrepreneurs, encouraging creative thinking and innovation, providing practical opportunities, regular evaluation and feedback, developing communication and collaboration skills, teaching time and resource management, problem-solving ability, teaching technical and specialized skills, and encouraging critical thinking.  Research Methodology This research is applicable in terms of its purpose, and analytical-descriptive in terms of its research method, which uses a meta-synthesis qualitative research method. The meta-synthesis method was carried out using the seven steps of Sandelowski and Barroso (2007). The statistical population of the study includes all articles in reputable domestic and foreign databases during the years 2009-2024 and 2019-2025, of which 40 articles were selected based on the research criteria. The main and sub-factors of the pattern were extracted using the content analysis method.  Research findings Based on the results of meta-synthesis, the factors of the modular curriculum pattern for education and training skills courses include 23 sub-categories and 6 main categories, which are agility, effectiveness measurement, technological industry-oriented education with job support, high-quality entrepreneur-oriented education, flexible and technological education system, and smart education system. The findings indicated that modular education had been considered as an efficient method in various studies, and researchers had suggested that this approach be used more.  Conclusion The present study aimed to design a modular curriculum model for education and training skills courses with a meta-synthesis approach. The results of this study are consistent with the results of Oladele et al. (2025), Khoshnoodi et al. (2025), Ajid et al. (2025), Houshmandja et al. (2025), Maulisa et al. (2024), Pitorini et al. (2024), Rezvanfar et al. (2024), Rahpeyma et al. (2024), Mohammadi Naeini & Fatholah Gandomi (2024), Asadian et al. (2023), Khalil et al. (2023), and TRAJANO et al. (2023). Rezvanfar et al. (2024) in their research identified 17 main themes in designing the modular curriculum, which indicates attention to real educational needs and validation of these models. Considering the results of the research, the following suggestion is made: Given that the results showed that the components and indicators of the modular curriculum for education and training skills courses include 17 themes, it is suggested that by taking these components seriously, officials and stakeholders try to work more on the weaknesses to achieve better results and develop them so that the modular curriculum for education and training skills courses can be implemented in the most desirable way.

Abstract Abstract
The purpose of the present study is to investigate the antecedents and consequences of job burnout among school employees in Tehran. According to its purpose, the research method is applicable, pragmatic in terms of paradigm, and qualitative in terms of method, with a content analysis approach and with the aim of reducing it. The statistical population of the research consists of 15 education experts who include members of officials with experience in education in Tehran, selected for sample selection using the purposeful sampling method, and the sampling process continued until theoretical saturation was reached. Data collection is through semi-structured interviews. Data analysis was done using thematic analysis method and MAXQDA 18 software. Data analysis is done in order to understand the facts and concepts of the research. According to the use of content analysis method in the present research, the components and antecedents resulting from the systematic review and the components and factors resulting from the interviews conducted in the form of a combination of all factors was presented as a model for reducing job burnout among school employees in Tehran with the qualitative approach of content analysis. The results showed that the incidence of job plateauing in schools consists of 11 effective factors, including school policies and education system, inefficient management, inappropriate reward and promotion system, unfavorable evaluation system, unhealthy interactions among colleagues, lack of organizational dynamics, financial issues, inappropriate structure and laws, individual characteristics, social and economic conditions, job characteristics and individual consequences; and they should be focused on in order to reduce job plateauing.
Extended abstract
Introduction
Researches have shown that employees who are progressing in the right career path in the organization work with more motivation, have more role and extra-role performance, are more satisfied, and the tendency to leave the organization and absenteeism are less observed in them. For this reason, organizations are always looking for effective solutions to manage the career paths of employees (Fayazi & Ziyaei, 2014). The phenomenon of career plateauing describes a stage of work in which a person is less likely to receive a formal promotion or face fewer job challenges in their career. The plateau may be called a silent crisis, a slow fall and a continuous and silent destruction. Job plateau as a mental health issue has appeared in organizations that see their members in a job position for a long time without promotion or change of position (Damghanian & Shahbaz, 2019).
Plateau is a feeling of disappointment and psychological failure that employees experience after a temporary or permanent stop in the path of career development. This feeling occurs when the organization does not have jobs at high management levels, or when an employee's abilities do not match the job requirements, which are normally on his career path, and therefore the employee decides not to seek further advancement (Abdulvand & Zakeri, 2018). Unmotivated employees are an obstacle in the advancement of the organization's goals and have a brake on the progress and achievement of organizational goals and excellence. Many researchers in the organizational profession believe that job burnout is quickly becoming a critical managerial and organizational issue that needs to be properly managed to prevent employee dissatisfaction (Noah Pisheh, 2018).
Therefore, in this research, we are looking for an answer to this question: what are the antecedents and consequences of job plateauing among school employees in Tehran?
Theoretical framework
Plateau
The word "plateau" in geological topics means a high path in a flat land. Researchers have used this word in the category of management science and have used it to express a series of situations that appear in the human resources of organizations. They believe that the plateau in the professional and career path indicates stagnation, lack of progress and reduction of individual learning, and induces a feeling of depression and failure. It should be noted that the career plateau has a general structure related to some work results. The emergence of job plateau is a problem that employees, managers and organizations should try to solve (Iranzade et al, 2021). Career plateau is defined as a point of job and career where the probability of additional hierarchical promotion is very low. Due to changes in organizational environments, one of the most important issues related to career paths in the next decade is career plateauing (Chou et al, 2022). A plateau is a point in a person's job and organizational career where progress and improvement (in other words, promotion) is impossible. This is a relatively old concept studied by various researchers. There are different types of plateaus. First, we can distinguish between two levels of job plateauing: structural plateauing (hierarchical plateauing), and content plateauing (Huaman & Lahlouh, 2022).
Jin et al, (2023) investigated the role of career age and career plateau in the relationship between ethical leadership and knowledge sharing. Seniority and career plateau affect moral leadership and knowledge sharing among employees.
Elsayed & Abd-Elmonem (2023) investigated the relationship between nursing staff's understanding of job burnout and job enthusiasm. The results showed that nursing staff's understanding of job plateauing has a significant relationship with their job enthusiasm.
Research methodology
The research method is applicable in terms of its purpose, pragmatic in terms of paradigm, and qualitative in terms of method, with a content analysis approach and with the aim of reducing it. The statistical population of the research consists of 15 education experts who include members of officials with experience in education in Tehran, selected for sample selection using the purposeful sampling method, and the sampling process continued until theoretical saturation was reached. Data collection is through semi-structured interviews.
Research findings
Data analysis was done using thematic analysis method and MAXQDA 18 software. Data analysis is done in order to understand the facts and concepts of the research. According to the use of content analysis method in the present research, the components and antecedents resulting from the systematic review and the components and factors resulting from the interviews conducted in the form of a combination of all factors was presented as a model for reducing job burnout among school employees in Tehran with the qualitative approach of content analysis. The results showed that the incidence of job plateauing in schools consists of 11 effective factors, including school policies and education system, inefficient management, inappropriate reward and promotion system, unfavorable evaluation system, unhealthy interactions among colleagues, lack of organizational dynamics, financial issues, inappropriate structure and laws, individual characteristics, social and economic conditions, job characteristics and individual consequences; and they should be focused on in order to reduce job plateauing.
Conclusion
The present study was conducted with the aim of investigating the antecedents and consequences of job burnout among school employees in Tehran. The results of this research correspond with the results of Zeinabadi et al, (2022), Paryar et al, (2022), Naghiloo et al, (2022), Farjam et al, (2022), Iranzadeh et al, (2021), Jin et al, (2023), Elsayed & Abd-Elmonem (2023), Darling & Cunningham (2023), DiRenzo et al, (2022), Huaman & Lahlouh (2022), Changya et al, (2022), and Jing et al, (2022). Changya et al, (2022) showed that there are positive relationships between previous potential factors (job compatibility, person-environment fit, psychological capital and workplace support). Job burnout was positively related to counterproductive work behavior, job insecurity, rational psychological distress, and intention to quit; but negatively related to job satisfaction, extra-role performance, intra-role performance, job involvement, job satisfaction, coaching support, organizational commitment, and commitment. Also, job plateauing was related to other variables, including age, gender, job history, race, and role ambiguity.
Based on the research results, the following suggestions are presented:
1- Considering the importance of education and awareness, school administrators should set up workshops according to the needs and methods of the day based on the development of employees and put targeted and continuous training programs in the executive agenda of their organization.
2- Paying attention, recognizing and appreciating the small and big successes of employees will have a positive effect on the work process ahead of them. School managers should pay attention to the efforts and performances of the employees and improve their reward and payment system based on the performances of the employees.

Abstract Abstract The purpose of this research is to formulate and present a mathematical model for the purpose of organizational culture architecture based on creating alignment between the strategic reference points of organizational elements. The research method is applicable-developmental in terms of its purpose, and exploratory in terms of its nature. The statistical population of the research includes 20 academic and organizational experts, and the sampling was done in a purposeful, judgmental and snowball manner, and the interviews continued until theoretical saturation was reached. Semi-structured interview was used in this research. Delphi and fuzzy neural system were used to collect and analyze data. For data analysis, in order to refine the components and criteria of the conceptual model from the point of view of experts, the fuzzy Delphi technique was used, and in order to present the mathematical model, the adaptive fuzzy inference system and Matlab software were used. The results showed that a total of 4 dimensions, 12 components, and 57 evaluation criteria and several sub-criteria were identified, which include antecedents (business strategy, leadership, organizational structure, technology, human resources strategy), process (organizational culture, change strategy), results (individual, group, organizational performance), consequences (general accountability, increase of social capitals), and the obtained model has been tested in the organizations of the Islamic Revolution Mustazafan Foundation, and finally, the characteristics and suitability of this model has been evaluated in simulating and predicting the desired organizational culture based on the creation of alignment between the strategic reference points of the organizational elements. Extended abstract Introduction Organizations need to have shared values ​​to achieve coherence, coordination and implicit control. Having shared values; it will enable the managers and employees of the organizations to show positive reactions in unpredictable environments. These values ​​are the focus of many organizational phenomena, such as organizational culture; which provides the context of self-control and counter-control and gives it direction (Abedelrahim, 2018). Organizational culture is a type of collective thought planning that has been prominent in recent years as a dominant thought in the field of organizations. This collective thought differentiates members from one species to another. It is necessary to have a common sense and belief among the members of the organization in order to give coherence to the different departments and components. Organizational culture plays a very strategic role in organizational cohesion or decline (Mozidi Sharafabadi & Zarei Mahmoodabadi, 2021). One of the issues that has always been the main challenge and concern of managers of organizations and has an impact on performance is establishing coordination between constantly changing external (environmental) needs and internal (organizational) resources in order to improve the organization's performance, which requires removing the internal shortcomings and the creation of new capabilities over time. Formulation of strategic reference points a method that can guarantee strategic coordination and has the ability to be implemented. The strategic behavior of organizations and as a result their performance is directly affected by the selection of options for strategic reference points (Sherbaf Oliaee et al., 2022). Based on this, the current research is looking for an answer to this question: What is the development and presentation of a mathematical model for the purpose of organizational culture architecture based on creating alignment between the strategic reference points of organizational elements? Theoretical Framework Organizational Culture Organizational culture is considered as the factor of survival of organizations and providing their organizational growth. An organization that is not able to develop its organizational culture will not be able to survive, and organizational learning and learning culture have a fundamental role in the development of organizational culture in the organization. Organizational culture is the common pattern of thinking, feeling and reacting in a group of people. Usually, different units within an organization have different cultures. Managers, with their organizational behavior, with the methods they use to manage crises and solve problems, with ceremonies and symbols, and punishments and encouragements, play an important role in the formation and change and adjustment of cultures. In educational organizations, organizational culture plays an important role in producing teamwork culture and achieving the benefits of the process of participation and collaboration (Mohebbi et al, 2023). Strategic reference points of organizational elements Strategic reference points are points for coordination that, if all elements and systems of the organization coordinate with it, an all-round coordination will occur (Kiyajori & Brimani, 2017). The method of strategic reference points, which is also called alignment, has a key position in organizational studies and strategic management; because a suitable method for acquiring and creating value in the market and increasing the performance of the organization is the interaction and coordination between the elements and components of the organization and the environment (Walian et al, 2017). Research background Bermeh et al, (2023) investigates the dimensions and components of organizational culture based on normative and individual variables in the managers of education headquarters in Tehran province. The results showed that in the normative dimension, there are 10 categories: organizational justice, work maturity, ambiguity avoidance, external supervision, decision-making, job promotion, masculinity or femininity, concentration (power distance), customer orientation, and productivity with 57 indicators, and in the individual dimension also there are 10 categories: sense of belonging, responsibility, individual creativity, communication, participation (teamwork), identity, self-control, motivation, conflict tolerance, and interaction in 61 indicators, and were identified in 6 categories that include causal conditions, communication conditions, background factors, intervene factors, strategies, and consequences. Mohebbi et al, (2023) investigated the role of organizational culture dimensions on the performance of educational organizations. The results of the research show that in educational organizations, organizational culture plays an important role in producing teamwork culture and achieving the benefits of the process of participation and collaboration. Educational systems have a special place according to their goals and mission, the most important of which is training efficient human resources for other institutions of society; and universities are also the most important and key educational organizations that, in addition to training human resources, respond to the social needs of the acquisition and dissemination of knowledge and technology. Today, performance management systems have become one of the most important management tools. Research methodology The research method is applicable-developmental research in terms of purpose, and exploratory in terms of nature. The statistical population of the research includes 20 academic and organizational experts, and the sampling was done in a purposeful, judgmental and snowball manner, and the interviews continued until theoretical saturation was reached. Semi-structured interview was used in this research. Delphi and fuzzy neural system were used to collect and analyze data. Research findings For data analysis, in order to refine the components and criteria of the conceptual model from the viewpoint of experts, the fuzzy Delphi technique was used, and in order to present the mathematical model, the adaptive fuzzy inference system and Matlab software were used. The results showed that a total of 4 dimensions, 12 components and 57 evaluation criteria and several sub-criteria were identified, which include antecedents (business strategy, leadership, organizational structure, technology, human resources strategy), process (organizational culture, change strategy), results (individual, group results, organizational performance), outcome (public accountability, increase in social capital); and the model obtained in the organizations of the Islamic Revolution Foundation of the Underprivileged (Mostazafan Foundation) has been tested and finally the characteristics and applicability of this model in simulation and prediction of the optimal organizational culture based on creating alignment between the strategic reference points of the organizational elements has been evaluated. Conclusion The present research was conducted with the aim of developing and presenting a mathematical model for the purpose of organizational culture architecture based on creating alignment between the strategic reference points of organizational elements. The results of this research are in agreement with the results of Bermeh et al, (2023), Kaveh et al, (2021), Javaheri Zadeh & Fathi (2022), Mohebbi et al, (2023), Turki et al, (2021), Van Dung HA (2020), Zhen Shao (2019), Mozaffari (2022), Ashkbous et al, (2021), Babaei et al, (2022), and Hafizi et al, (2020). Zhen Shao (2019) investigated the mutual influence of strategic leadership behaviors and organizational culture in the strategic alignment of information and business systems and the integration of organizational systems. The results of empirical analysis show that the effects of idealistic behaviors and inspirational motivational behaviors of leadership are a great driver for the strategic coordination of information systems and business, which has the most positive effect on the integration of organizational systems. In addition, the culture of flexibility orientation positively moderates the relationship between strategic leadership behaviors and strategic coordination of business and information systems, while control-oriented culture negatively moderates these relationships. According to the results of the research, the following suggestions are presented: It is recommended that the organizations studied in this research, in line with the strategic orientation of the organization, strengthen the document of their strategic human resources plan and operational plans in the field of establishment, implementation, and development of systems and systems of human resources by using "best experience" models such as PCMM. It is recommended according to the strategic orientation of the studied organizations; by observing the standard principles and designing of the organizational structure of the upstream institution, as well as the results of the analysis of organizational processes using the APQC model, information systems and employee capabilities, to revise and optimize the organizational structure of the studied organization.  

Abstract Abstract
The purpose of the current research is to design a model for the development of questioning skills in elementary school students of Razavi Khorasan Province based on the school context. The research method of data-based theory and qualitative approach has been used to answer this question in the qualitative part. 2020 MaxQDA software was used for data analysis. The sampling method is of a targeted type, which reached saturation by conducting a total of 10 interviews with professors and experts in the fields of education management. In the qualitative section, after conducting interviews and coding processes; as many as 217 open codes, including 11 codes for actors, 37 codes for causal conditions, 12 codes for phenomena, 33 codes for context, 45 codes for intervening conditions, 49 codes for strategy, and 30 codes for Consequences were identified in the initial coding, which decreased after being converted into sub-categories and main categories. Nine main categories were identified as effective strategies, including empowering students; empowering parents; empowering teachers; change in the way of teaching and training; appropriate national planning in order to strengthen students' skills (especially questioning); the development of the intellectual and cultural base of schools; empowering and increasing the power of schools in education; foundation for questioning in schools and the growth of the culture of questioning in society. These strategies had 49 open codes. In addition, in this research, the causal; contextual; intervening conditions, actors, and consequences of the model were presented.
Extended abstract
Introduction
Students' questions are one of the most important things in class interaction; it will show whether the learning process has a good effect or not. In addition, instructors will find out how well students actually understand the material they show their students in class. A good question has some indicators such as creative action, good structure, and adding knowledge (Firmansyah & Sata, 2021), so if we want to develop reflective learning in children, attention should be paid to their questions and their questioning skills (Hooshmandi et al., 2020). The prerequisite for this issue is the existence of a model as a guide for the action of those in charge; a model in which the background conditions, intervening conditions, causal conditions, and consequences of this issue are correctly identified. Therefore, there should be a comprehensive model for the development of questioning skills in students according to the environment of the school, which originates from the fundamental document of transformation in education. That is, with a comprehensive investigation on the field of development of questioning skills and with a look at the school environment in the province, the causal factors affecting the development of questioning skills, the context and background conditions that cause this development the interfering conditions in the development of questioning skills should be identified; and then, by formulating appropriate strategies in line with the development of questioning skills in the students of Khorasan Razavi province, the research model should be completed, and the consequences of implementing these strategies should be identified, and finally the obstacles in the implementation of this model in the country should be identified. As it is known, this research is required for the current days of the country and the society of Iran, and it is trying to provide a local model that fits the cultural characteristics of the society by comprehensive investigation and using the method of data-based analysis and interviews with experts. Therefore, the basic question of this research is that: what is the model of developing questioning skills in the students of Razavi Khorasan Province based on the school environment?
 
Theoretical Framework
School environment: it is a program that, by trusting on the competence and ability of the school, assigns the license to curriculum planning; implementation; and evaluation of a certain amount of formal education time to the school in accordance with the prescribed frameworks (Ahmadi & et al., 2017).
 Questioning skill: Questioning is considered central in helping students develop curiosity and capacity in learning and research. For elementary teachers, designing a science curriculum to embody inquiry in the classroom and encourage student inquiry remains a challenge (Wu & He, 2021). Children begin to think philosophically when they begin to ask the question "why"; therefore, the importance of questioning skills among children will exist. Through their questioning, children will progress beyond the boundaries of their experience, and this will help build relationships that expand these boundaries (Zulkifi & Hashim, 2019).
Shiravani Shiri (2023) conducted a research on the role of stories in nurturing and strengthening children's questioning skills. The findings showed that some children's stories, by creating a form and experience of life, expose the child to a set of opportunities and situations, albeit fictitious, but carefully designed.
Cumhur & Guven (2022) conducted a research titled the effect of lesson study on questioning skills: improving students' answers. The findings showed the effectiveness of lesson study in increasing the use of exploratory questions, guidance. and clarification to improve students' answers, and these questions were qualitatively more successful in improving students' answers in lesson study and after lesson study periods.
Çetin (2021) conducted a research titled investigating the relationship between STEM awareness and pre-service teachers' questioning skills. For the dimension of positive opinion of STEM awareness, there were statistically significant differences; and fourth grade students were higher than other students. For the knowledge control dimension of questioning skills, there was a statistically significant difference based on gender. This value was higher for male participants. There was also a positive relationship between STEM awareness dimension and questioning skills dimension.
​
Research methodology
Considering the fact that the upcoming research seeks to identify and develop questioning skills in the students of Khorasan Razavi province based on the school environment and provide a model for it, it is fundamental in terms of the purpose, and exploratory in terms of the result; among the researches that has been conducted by the approach quality. The data collection method was in-depth interview. In this research, with the aim of collecting qualitative and real information, a total of 10 expert professors in the fields of educational management and educational sciences were interviewed, who had master's and doctoral degrees in the field of research and work records of more than ten years. Repetitions were found in the received information from interview 9 onward.
 
Research findings
Data analysis was done using MAXQDA software. Based on the results and according to the qualitative analysis, a total of 217 open codes were identified in the initial coding, including 11 codes for actors, 37 codes for causal conditions, 12 codes for phenomena, 33 codes for context, 45 codes for intervening conditions, 49 codes for strategy, and 30 codes for the outcome, which were reduced after becoming sub-categories and main categories. Nine main categories were identified as effective strategies, including empowering students; empowering parents; empowering teachers; change in the way of teaching and training; appropriate national planning in order to strengthen students' skills (especially questioning); the development of the intellectual and cultural base of schools; empowering and increasing the power of schools in education; foundation for questioning in schools, and the growth of the culture of questioning in society. These strategies had 49 open codes. Finally, the research model was presented.
 
Conclusion
In this research, an attempt was made to design a model for the development of questioning skills in the students of Razavi Khorasan province based on the school environment by using the data-based theory and interviewing experts. After that, the codes that were conceptually similar to each other were grouped. The results of this research were consistent with the results of Firmansyah & Sata (2021); Cumhur & Guven (2022); and Shiravani Shiri (2023).
According to the obtained results, the following suggestions are provided:
Suggestion to parents: It can be said that asking questions can make students (children) feel insecure. Parents and educators should create an environment where asking questions is considered a strength, not a weakness or a sign of ignorance. If children acquire good listening skills, their ears will become sharper to the sounds around them, and this carefulness and attention will have a direct effect on the development of their creativity and initiative.
Suggestion to teachers: It is also recommended to teachers to be careful in choosing their teaching method and use question-and-answer-based methods as much as possible. While teaching and working with students, they should always provide a space for creating questions in the student's mind, and avoid giving ready answers to the student. Teachers should always set opportunities, however short, in the classroom for asking questions. Students should be placed in different group activities to lead to better and more thoughtful questions.
Suggestion to schools: It is suggested to schools to try to hold up-to-date and new training courses so that teachers get to know the new methods of developing students' skills and have the ability to apply and implement these trainings. Efforts should also be made to create in-service courses for teachers, and by holding practical courses focusing on the needs of society and the educational needs of students; valuable courses should be designed so that teachers participate in these courses with more enthusiasm and motivation, and improve their ability in the field of training skilled students.
This research had limitations such as the difficult conditions of access to experts, and also the impossibility of face-to-face interviews with experts due to job conditions, and the conditions of the corona disease in the country.

Abstract Abstract The purpose of this research is to design a qualitative model of educational support for secondary school students. The research method is qualitative, and applicable in terms of its purpose. The statistical population includes experts and specialists in the field of learning-teaching, teaching and support methods, and written documents related to the subject; and 13 experts and 18 documents (text) was determined to be suitable for the research objectives using the snowball sampling method for experts and targeted sampling for documents. For data analysis, the ground theory method with open, central and selective coding was used. The results indicated that the qualitative model of educational support for secondary school students includes 10 dimensions (development of human and non-human resources, improvement and development of the educational system, teaching-learning methods, culture and communication, supportive rules and behaviors, performance monitoring, strategies based on cognition and metacognition, strategies based on motivation, mental progress, and scientific progress), 21 components (development of human resources, empowerment of students, development of hardware and software facilities, collaborative and interactive teaching, simplification homework, virtual learning, teaching based on scientific theories, culture building between parents and teachers, effective communication, supportive behaviors, internal and external strategies and instructions, metacognitive strategies, cognitive strategies, cognitive and metacognitive strategies, motivational strategies, psychological well-being, the actualization of potential talents, improvement of the learning process and academic progress) and 134 indicators that were included in the paradigm model of research in the form of causal, contextual, interventional, strategies and consequences. Extended abstract Introduction Creating a support is a challenging educational task. Once the support is designed, the teacher begins to build knowledge by asking detailed questions and necessary skills and explanations with appropriate examples and thoughtful planning of students' activities. Skills including higher level questions are questions that elicit feedback skills that the teacher uses to build support. Educational support can direct learners' attention to basic concepts, clarify ambiguous concepts and words for the learner, and facilitate the acquisition of expressive knowledge of a field through technical support, cognitive and metacognitive support. )Arefi et al. 2020(. Support building is effective in achieving goals such as involving the learner in learning activities at high levels, such as thinking about goals, planning, choosing appropriate guides, obtaining multiple perspectives on the subject, and applying previous knowledge in new situations. Therefore, in the classroom, the teacher can support the processes and activities necessary to go through the conversation processes; in this way, in the classroom, by providing challenging assignments to the students before, during, and after the education, as well as creating groupings in the class and Organizing students' activities in the direction of self-learning and self-evaluation will help to achieve optimal learning (Zabihi Hesari et al, 2022). According to the mentioned materials, the main problem of the research is: how to design a qualitative model of educational support for secondary school students? Theoretical Framework Education is the most effective tool available to society to challenge the future. Progress increasingly depends on the capacities of research, innovation and adaptability of new generations. Without education, it is impossible for young people to participate in cultural and social economic life. It is obvious that education will not solve all the problems that humanity is facing today, but in order to connect members of society, it is necessary to create new relationships and respond to environmental needs. School education or formal education is not everything. Education also emphasizes the role of family and community and includes informal and semi-formal aspects as well (Grecu and Denes, 2017). Scaffolding (supporting) can be defined as the process of guiding the learner to transition from what he knows now to what he is going to learn. In support, at first the teacher or another person who helps the learner takes a major share of the responsibility, but gradually as the learning progresses, the responsibility is handed over to the learner (Seyf, 2014). Akati et al, (2022) investigated the enhancement of writing ability through supporting techniques: a mixed study. The results showed that motivation-based support is the most effective technique in increasing the writing ability of English language learners. The results of the interview also showed that the support techniques consistently improve the students' writing skills. Heo (2022) investigated teacher support and language learning in an immersion classroom for students with a supported background in an elementary classroom. Findings indicated that the teacher provided the supported students with a variety of verbal, procedural, and instructional scaffolds to enhance their language comprehension and production, such as performing vowel shapes through body movements, while remaining aligned with their social-emotional learning. The final results showed that teachers who serve young students in language classes should provide scaffolding in different ways and pay attention to students' social-emotional behavior and learning with non-judgmental attitudes and constructive approaches. Methodology The present study was conducted qualitatively in terms of data collection and was practical in terms of purpose. The statistical population of the research includes organizational and academic experts, high and middle managers of the education system, faculty members in the field of educational sciences - educational management in higher education centers and experts in the field of learning - teaching and teaching methods. In-depth interviews were conducted with 13 experts, and 18 documents (texts) were examined with the purposeful method for documents\ using the snowball sampling method until theoretical saturation was reached. Discussion and Results In order to analyze the data, the ground theory method with open, central and selective coding was used and the results showed that the qualitative model of educational support for high school students includes 10 dimensions (development of human and non-human resources, improvement and development of educational system, teaching-learning methods, culture building and communication, supportive rules and behaviors, performance monitoring, strategies based on cognition and metacognition, strategies based on motivation, mental progress, and scientific progress), 21 components (development of human resources, Empowering students, developing hardware and software facilities, collaborative and interactive teaching, simplifying assignments, virtual learning, teaching based on scientific theories, culture building between parents and teachers, effective communication, supportive behaviors, strategies and instructions within and extra-organizational, metacognitive strategies, cognitive strategies, cognitive and metacognitive strategies, motivational strategies, psychological well-being, actualization of potential talents, improvement of learning process, and academic progress) and 134 indicators which were placed in the research paradigm model in the form of causal, contextual, and interventional conditions., strategies and consequences. Conclusion The current research was conducted with the aim of designing a qualitative model of educational support for secondary school students. The results of this research have been consistent with the results of Ekati et al, (2022), Mohammadlou & Mohammadlou (2022), Heo (2022), Yang (2022), Sun et al, (2021), Maksic S, Josic (2021), and Khatib & Kardost (2021). Ekati et al, (2022) showed that increasing writing ability through support techniques, metacognitive, motivational and technology-based support techniques continuously improves the writing skills of language learners. In the current research, the components of "empowerment of students" and "development of hardware and software facilities" explain the components of "causal conditions"; and the components of "metacognitive strategies" and "motivational strategies" explains the component of "strategies" in the paradigm model of the present research. According to the results of the research, it is suggested that the teacher should be open to criticism for the faults of the learner and should show self-respect. Teachers' understanding of learning and growth mechanisms should be at a high level. Assigning students to prepare different artifacts and use them is to improve their abilities. Clarifying the learner's thinking and solving the learner's mental ambiguities will put him on the right path. School management should take steps to promote and develop the attractiveness of new technologies available. Teachers should use strategies with theoretical and practical support continuously and systematically.

Abstract Abstract The aim of the present study is to analyze the dimensions and components of professional development of elementary school principals based on an entrepreneurial attitude. The research method is applicable in terms of its purpose, and qualitative in terms of its implementation method, using the content analysis method. The statistical population includes 12 specialists; knowledgeable experts in the field of educational management and entrepreneurship, selected through purposive sampling. The data collection tool includes semi-structured interviews. Data analysis was performed using MAXQDA software. The results of the present study indicated that the professional development of elementary school principals based on an entrepreneurial attitude was designed in the form of 6 main categories (leadership and organizational management, personal and career development, innovation and strategic management, learning and education management, sustainability and social interactions, entrepreneurial attitude), 27 subcategories (leadership and management, support and guidance, resource management and planning, policy and program setting, accountability and flexibility, personal and professional development, digital skills development, career development and job opportunities, empowerment and participation, strategic thinking and decision-making, innovation and entrepreneurship, evaluation and feedback, teaching and learning, classroom management and diverse learning, learning and research, sustainable development and the environment, expanding networks and interactions, social and emotional progress, developing culture and communication, individual dimension, opportunity-seeking dimension, risk-taking dimension, innovation-creativity dimension, managerial capabilities dimension, market orientation dimension, communication and networking dimension, flexibility dimension) and 130 indicators. Introduction “Entrepreneurial attitude” is a key component in empowering educational administrators to face environmental changes, organizational challenges, and the evolving needs of school stakeholders. An entrepreneurial attitude is a combination of characteristics such as innovation, creativity, risk-taking, foresight, opportunism, self-confidence, motivation for progress, and a desire to create positive changes in the workplace (Kuratko, 2017). This attitude allows administrators to better understand complex and multifaceted situations and to find creative solutions to improve school performance. (Sánchez-García at al., 2018) Administrators with an entrepreneurial attitude view schools not as static structures, but as dynamic and learning organizations. They are able to identify opportunities for improvement, stimulate teacher creativity, expand student and parent participation, and turn the school into an active hub for local development (Ahmad et al., 2021). In such a context, professional development based on an entrepreneurial attitude is not only an educational strategy, but also a strategic necessity for empowering human resources in education. However, a review of domestic studies shows that existing professional development programs for primary school principals in Iran are often designed with a traditional, general approach, and out of step with current developments. Rather than focusing on changing attitudes and promoting creative and entrepreneurial capacities, these programs focus on transferring administrative knowledge, rules and regulations, or repetitive management processes (Parste qombwani et al., 2022). On the other hand, existing programs are often one-sided, inflexible, and lack effectiveness evaluation mechanisms, and do not pay attention to the diverse and contextual needs of school principals (Rasouli et al., 2024). In addition, despite the theoretical growth of the concept of entrepreneurship in education, most of the research conducted has either focused on entrepreneurship education for students and teachers, or has dealt with some entrepreneurial characteristics of school principals in a scattered and unsystematic manner, without providing a comprehensive framework or model for the professional development of principals based on an entrepreneurial attitude (Moradian et al., 2021). Therefore, the main research question can be stated as: What are the dimensions and components of the professional development of elementary school principals based on an entrepreneurial attitude? The theoretical framework Professional development Professional development includes any activity designed to improve knowledge, skills, and attitudes. In other words, teacher professional development is a combination of natural learning experiences, conscious and designed direct and indirect activities that are beneficial for individual students, specific groups and even the entire school, and ultimately the activities carried out lead to improved educational quality (Kalantari Khandani & Farrokhi, 2016). Hasankhani et al. (2024) studied the design of a professional development model for art students in the technical and vocational branches for the purpose of entrepreneurship education in art schools. To validate the findings, the four criteria of “reliability”, “credibility”, “verifiability” and “transferability” of qualitative research were used. In the analysis of the findings, 191 "open codes" were identified, and by classifying them, the components of the model, including the philosophy and why of professional development, approach and orientation, principles, goals, levels, the role of art students, competencies, processes, barriers, and consequences, were identified as the main elements of the model. The results of the present study can be used by the Ministry of Education in policy-making related to the empowerment of art students in order to promote entrepreneurship education in art schools, and at the levels of general administrations, educational district management, and schools, the recommendations and guidelines provided in the model can be used. Habibzadeh et al. (2024) investigated the application of fuzzy analytic hierarchy process to identify factors affecting the new professional development of teachers graduated from Farhangian University. The results showed that each of the identified factors had different weights and importance. The first factor is knowledge acquisition and creation (A), the second factor is knowledge organization (B), the third factor is knowledge exchange and sharing (C), the fourth factor is knowledge application (D), the fifth factor is staying up to date (E), the sixth factor is empiricism and thoughtful action (F), the seventh factor is change in the way of doing work (G), the eighth factor is learner and learning (H), the ninth factor is content knowledge (I), the tenth factor is educational practice (J), and the eleventh factor is professional responsibility (K). Research Methodology The research method is applicable in terms of its purpose, and qualitative in terms of its implementation method, using the content analysis method. The statistical population consists of 12 specialists: knowledgeable experts in the field of educational management and entrepreneurship, selected through purposive sampling. The data collection tool includes semi-structured interviews. Research findings Data analysis was performed using MAXQDA software. The results of the present study indicated that the professional development of elementary school principals based on an entrepreneurial attitude was designed in the form of 6 main categories (leadership and organizational management, personal and career development, innovation and strategic management, learning and education management, sustainability and social interactions, entrepreneurial attitude), 27 subcategories (leadership and management, support and guidance, resource management and planning, policy and program setting, accountability and flexibility, personal and professional development, digital skills development, career development and job opportunities, empowerment and participation, strategic thinking and decision-making, innovation and entrepreneurship, evaluation and feedback, teaching and learning, classroom management and diverse learning, learning and research, sustainable development and environment, expansion of networks and interactions, social and emotional progress, development of culture and communication, individual dimension, opportunity seeking dimension, risk-taking dimension, innovation and creativity dimension, managerial capabilities dimension, market orientation dimension, communication and networking dimension, flexibility dimension) and 130 indicators. Conclusion  The present study aimed to explore the dimensions and components of professional development of elementary school principals based on an entrepreneurial attitude. These results are also in agreement with the findings of Asad et al. (2021), Yousefi et al. (2020), Wang & Ortiz (2022), Slišāne & Kaulēns (2021), Hosseini, (2020), Abbasi et al. (2023), Akhtar et al. (2022), Oksanen et al. (2023), Toghrayi et al. (2019) (Ghayur et al. (2020), Zangi et al. (2020), Yousefi et al. (2020), Abd-elmonem et al. (2023), Grigg (2025), Mutalimov et al. (2021), and Al-Za'ida et al. (2021). They acknowledged in their research that updating educational styles and having educational supervision, networking and flexibility, creativity-centeredness, and innovative behavior in education provide the basis for improving and developing the entrepreneurial attitude of managers.

Abstract Abstract The aim of the current research is to identify the dimensions, components and indicators of school-centered management on Islamic-Iranian values. The research method is practical in terms of purpose, and qualitative in terms of implementation, and descriptive type and thematic analysis. The statistical population of this research includes 19 university professors in the academic year of 2021-2022 in addition to experienced officials of the Education and Training. Sampling method in this research was non-random, purposed for selection of the interviewees, and based on the entrance criteria in the research. Data analysis was done using MAXQDA software. According to the analysis that was carried out using thematic analysis method to determine the dimensions, components and indicators of school-centered management on Islamic-Iranian values, 3 dimensions, 9 components, and 67 indicators were identified and confirmed. The dimensions of school-based management include the individual dimension (mental states, communication, and knowledge development), educational dimension (management skills, educational atmosphere, and informal program), and managerial dimension (professional management knowledge, professional attitude, professional skill). Also, the results showed that school-based management had a favorable situation in all the indicators mentioned in the evaluation. Extended abstract Introduction In today's world, it is certain that for fundamental changes in an organization, managers of organizations must become effective leaders because leadership has significant capacities to create change; leadership includes a wide range of methods to maximize the potential of human capital to achieve Organizational goals which can be called organizational success. Leadership is considered very important because the success or failure of any organization is attributed to the leadership style of the person or group of people who direct the activities of the organization (Kuroda, 2022). Schools are not exempted from this rule, because they are small organizations in a subset of the big institution of education. Therefore, special attention should be paid to various factors such as leadership, management, teacher and student, etc. The philosophy of education, which is an important part of educational sciences and is mainly theoretical and philosophical, has a long history and has undergone various changes since a long time ago. On the other hand, familiarity with ancient and contemporary philosophical ideas of education and training, their review, analysis and criticism is essential for an education thinker and trainer; because it can be a prelude to formulating an education system based on the ideology of school management based on school-centered management and reaching an empowering school (Ishida & Okitsu, 2022).Achieving excellence in schools requires strong school-centered management. This type of management, by providing educational decision-making areas in the school, can effectively use the limited resources of the school and strengthen local participation in the administration of affairs, and people can use more of their energy to improve and develop the school and finally their society and cause innovation and creativity in its performance.In school-oriented management, which has participatory decision-making and its main goal is to improve school performance and improve educational quality in order to improve students' education, the following results will be achieved (Ulfatin et al, 2022).Therefore, the researcher asked the main question: what are the dimensions, components and indicators of school-centered management on Islamic-Iranian values?  Theoretical Framework School-centered management means the restructuring of the education system in order to increase flexibility, lack of concentration and delegation of authority to schools, in such a way that by bringing the place of decision-making closer to the place of its implementation and making decisions in a group manner and seeking participation by those who have the most information about the needs of the school and the conditions governing it and are more affected by the results of education than anyone else (including parents, students, teachers, staff members, interest groups of the society, including industrial owners, National Organization, etc.) and causes the independence, responsibility and accountability of the school to increase, as well as to improve the quality and effectiveness of education (Noruznezhad et al, 2019). Calliba (2022) conducted a research titled self-efficacy, working conditions, school-oriented management practices and teachers' performance. The results of the research showed that school-based management methods affect self-efficacy, improving teachers' working conditions, and ultimately teachers' performance. Barrera et al, (2022) conducted a research titled structural equation model of school-oriented management practices and teachers' commitment in secondary schools. The results of the study showed that the implementation level of school-based management, according to the categories of leadership and governance, curriculum and learning, accountability and continuous improvement, and resource management, is fully implemented in public secondary schools of the sector. Research Methodology This research is applicable in terms of purpose, qualitative in terms of data collection method, and thematic analysis research in terms of research implementation. The statistical population of the research includes 19 people in two groups: a) university professors in 2021-2022 b) officials with experience in education. Sampling method in this non-random, purposeful research was used to select the interviewees based on the entrance criteria. After analyzing the interviews, a total of 3 dimensions, 9 components and 67 indicators were identified in line with the research objectives. Research findings Data analysis was done using MAXQDA software. Based on the obtained results and according to the qualitative analysis, a total of 3 dimensions, 9 components and 67 indicators have been identified and confirmed. It includes individual (mental states, communication, knowledge development), educational (management skills, educational atmosphere, informal program), and managerial (professional knowledge of management, professional attitude, professional skills). School-based management had a favorable situation in all the indicators mentioned in the evaluation. In this research, a model was drawn based on theoretical foundations, opinions of experts, and the statistical community, which had good validity. Conclusion The current research was conducted with the aim of identifying the dimensions, components and indicators of school-centered management on Islamic-Iranian values. The results of this research are in agreement with the results of Ghoraishi & Lashgari (2022), Torani & Hoseinpour (2020), Afista & Bakar (2021), Shibuya (2020), Legistia (2019), Koc & Bastas (2019), Askari & Abdollahi (2020). Regarding this finding, Ghoraishi & Lashgari (2022) showed that school-centered management has been mainly used in interaction with the concepts of "school-centered management, decentralization, management, leadership, school autonomy, responsibility, school principal, participation, school governance, teachers". According to the results obtained in three dimensions, the following suggestions are presented: Individual dimension: hiring and employing managers who are patient, ethical, professional and self-efficient. Strengthening interpersonal communication based on Iranian Islamic values ​​by using religious and ritual ceremonies held in the school. Flexibility in behavior based on Iranian Islamic values ​​and assessment of this flexibility by education inspectors. Creating opportunities for growth based on Iranian Islamic values ​​by using outsourcing mechanisms and using prominent professors based on students' needs for changes. Educational dimension: creating educational and training situations based on Iranian Islamic values ​​by using scientific and cultural events and supporting them in school. Creating a competitive atmosphere based on Iranian Islamic values ​​among students by holding healthy competitions in order to empower students. Encouraging socialization in school and encouraging students to participate by using a team approach and grouping students to present assignments in a collaborative way. Management dimension: Mastering the subject knowledge of management by participating in effective Islamic management courses in school. Complete familiarization with the goals of the school based on Iranian Islamic values ​​by reviewing the fundamental transformation document and the unique needs of the region and the school under management. Awareness of professional knowledge and participation in professional qualification courses.

Abstract Abstract The purpose of this research is the model of recruitment and selection of human resources of the public sector with the approach of the entrepreneurial government. This research is applicable in terms of its purpose, qualitative in terms of the data collection method, and a meta-composite approach in terms of the research implementation method. The statistical population of the research includes all elites and university professors and relevant experts in the field of human resources and entrepreneurial government in Sistan and Baluchistan province, whose number in 2020 is about 200 people, who were selected non-randomly in a purposeful way. Meta-composition method was used for data analysis. Extraction of components and indicators was obtained from background investigation and theoretical foundations, and then coding was used for analysis. According to the data analysis, 545 final codes were extracted through open coding and then, using axial coding were categorized in the form of 121 concepts and 16 categories; contextual (environmental) factors, structural (organizational) factors, behavioral (content) factors, Recruiting human resources, selecting human resources, identifying entrepreneurial opportunities in the public sector, exploiting entrepreneurial opportunities in the public sector, executive and managerial obstacles, political and legal obstacles, economic obstacles, cultural and social obstacles, combined selection with domination of internal resources in experience-based jobs, combined selection with the domination of external resources in knowledge-based jobs, individual consequences, organizational consequences, social consequences, and finally, in the stage of selective coding, the process and multidimensional model has been presented for the first time at the level of government organizations of Sistan and Baluchistan province. Extended abstract Introduction Human resource management is often considered as an effective approach in managing people, and its function has evolved from being only responsible for keeping records to being a strategic partner. One of the new roles of human resource management is the development of innovation and entrepreneurship. In this regard, many governments around the world believe that entrepreneurship is the key to economic development; therefore, many governments have started to offer entrepreneurship development programs. Since the theories of "entrepreneurial government" or "government entrepreneurship" were proposed by Osborn & Geabler (1992), government organizations have been keenly seeking to make changes in their management patterns, so that they can benefit from hidden advantages within these theories, which are partly derived from the management of the private sector. One of the necessary changes in this field is related to the field of human resources management as one of the internal components of government organizations (Narula & Chaudhary, 2018). Today, organizational entrepreneurship improves productivity at various individual and organizational levels, which requires a suitable foundation in the organization, therefore, flourishing in today's evolving world belongs to the societies and organizations that establish a meaningful relationship between their management capabilities and entrepreneurship of their human resources and organization; in the other word, any society or organization can move forward in the direction of development provided that by creating suitable platforms, manage the valuable human resource management system of other resources of society and organization so as to create value and acquire growth and development. The results of the studies of Hasanzade et al, (2019, 2020) and Hasani Sadrabadi (2017) in Iran's government organizations show that the establishment and use of entrepreneurial initiatives in Iran's government organizations have not been successful, and the improvement of management characteristics and entrepreneurship in these organizations requires structural and sustainable changes in public administration. Unfortunately, the current situation cannot be improved, unless efforts are made to develop human resource management development policies that can cause real and entrepreneurial changes in the state and behavior of managers and employees. Despite the mentioned issues, it seems that the human resource management system can help to promote organizational entrepreneurship in government organizations (Ahmadi et al, 2012). Therefore, according to the issues raised, the current research intends to answer the question; what is the model of recruitment and selection of human resources in the public sector with the entrepreneurial government approach? Theoretical Framework Recruitment and selection of human resources Recruitment and selection includes actions and activities carried out by an organization in order to identify and attract people in the organization who have the ability to help the organization to achieve its strategic goals. Specifically, such activities should create a pool of desirable candidates; increase their interest and attraction to the organization as an employer, and increase the likelihood that they will accept a job offer (Teimouri et al, 2018). Entrepreneurial government According to Morris & Jonse (1999), entrepreneurship in the public or government sector is the process of creating value for citizens by bringing together a unique combination of public or private resources in order to take advantage of social opportunities. In the other word; Government entrepreneurship is an organizational process that includes the improvement and development of current and new services and programs, technological innovation (techniques, procedures and laws and new administrative and selection processes) and organizational innovation (new management processes and new structuring methods) in the public sector, through the application of a new model of resource allocation to create value for citizens (Hasanzade et al, 2019). Gheiravani et al, (2023) investigated the purpose of providing a smart governance model focusing on the development and training of human resources in the public sector. The results showed that all the components of smart governance in the public sector were identified and their significance was confirmed in the research, and by examining themes, concepts and quantitative and qualitative research, the smart governance model was explained with a focus on the development and training of human resources in the public sector.  Fazlali & Moazzami (2022) investigated the effect of organizational leadership style on human resource management while emphasizing the mediating role of competitive work environment. The results of the research show that organizational leadership style has no significant effect on human resource management and has been rejected; however, the significant effect of organizational leadership style on the competitive work environment, the competitive work environment on human resource management, and the organizational leadership style on human resource management with the mediating role of the competitive work environment has been confirmed. Research methodology This research is applicable in terms of its purpose, qualitative in terms of the method of data collection, and a meta-composite approach in terms of the research implementation method. The statistical population of the research includes all elites and university professors and relevant experts in the field of human resources and entrepreneurial government in Sistan and Baluchistan province, whose number in 2020 is about 200 people, who were selected non-randomly in a purposeful way. Research findings For data analysis, meta-combination method was used. Extraction of components and indicators was obtained from background investigation and theoretical foundations, and then coding was used for analysis. According to the data analysis, 545 final codes were extracted through open coding and then, using axial coding, were categorized in the form of 121 concepts and 16 categories; contextual (environmental) factors, structural (organizational) factors, behavioral (content) factors, Recruiting human resources, selecting human resources, identifying entrepreneurial opportunities in the public sector, exploiting entrepreneurial opportunities in the public sector, executive and managerial obstacles, political and legal obstacles, economic obstacles, cultural and social obstacles, combined selection with domination of internal resources in experience-based jobs, combined selection with the domination of external resources in knowledge-based jobs, individual consequences, organizational consequences, social consequences, and finally, in the stage of selective coding, the process and multidimensional model has been presented for the first time at the level of government organizations of Sistan and Baluchistan province. Conclusion The current research was conducted with the aim of recruiting and selecting human resources of the public sector with the entrepreneurial government approach. According to the obtained results, the present research is aligned with the results of Gheiravani et al, (2023), Fazlali & Moazzami (2022), Munaty et al, (2022), Fitri et al, (2021), Orakwue & Iguisi (2020), Moustaghfir (2020), Barani et al, (2022), Hasanzade et al, (2020), Noroozian et al, (2020), Tabatabai Mazdabadi et al, (2020), Sajadi Parsa et al, (2020), Narula & Chaudhary (2018). Narula & Chaudhary (2018) showed that entrepreneurship is a commitment in which a certain person goes through favorable opportunities by successfully exploiting available resources. Entrepreneurs cannot run a business alone. An entrepreneur must hire, assign people to various tasks, influence employees and retain and prepare them for the growth and development of the company. Since there are many things that need to be done from the establishment to the growth of a company, the entrepreneurial process facilitates the needs of human resource management practices. This research highlighted the relationship between human resource management methods and context and entrepreneurship. According to the obtained results, the following suggestions are provided: All recruitment processes in government organizations should have scientific and legal processes, so that in addition to reducing administrative corruption, employment justice is also established in the government departments of the province. Double emphasis on the necessity of meritocracy in the appointment of public sector managers of Sistan and Baluchistan province and paying attention to their entrepreneurial personality traits at the time of selection Revision of the job description in the public sector jobs of Sistan and Baluchistan province, emphasizing the entrepreneurial aspects of the jobs.

Abstract Abstract
The aim of this study is to provide a model for explaining and applying coaching for school administrators. This research is qualitative. The research population includes academic experts, experts at the management levels of education and training, and school administrators. Based on the purposive and accessible sampling method, after a semi-structured interview with 15 people, theoretical saturation was achieved and the interview was stopped. Validity in this study achieved through consultants and experts in the field of educational management; and to determine reliability, the research colleague confirmation strategy was used; and accordingly, validity and reliability were confirmed. The analysis method used in the present study was the content analysis method, which was carried out using Maxqda software version 20. Based on the results of the interviews, 25 themes were identified in the form of 8 concepts of strategic human resource management (employee participation, empowerment, etc.), organizational health (employee responsibility and organizational trust), organizational improvement (employee training, educational planning, etc.), knowledge management (sharing, dissemination, and organization of knowledge), organizational support (management of friendly relationships, organizational empathy, etc.), organizational communication management (strengthening communication skills and improving intra-organizational interactions), and organizational ambidexterity (emphasis on organizational productivity, strengthening creativity, and organizational flexibility). Accordingly, it is suggested that school administrators consider the model developed in this study as a criterion for their work in order to improve their management in schools.
Introduction
The continuity and survival of any society requires that its set of beliefs, values, behaviors, attitudes, knowledge, and skills be transferred to new generations. The mechanism of this transfer is education and training. One of the important pillars of education, which is actually the main institution for providing the necessary training, is the school (Taghiani et al, 2023). Effective school management and leadership play a vital role in improving the quality of teaching and learning in the educational environment (Blackmore et al, 2024). One of the main reasons always been raised about poor school results is the inability of principals to have the necessary skills and training to properly manage and lead the school (Matthew, 2021). One of the important variables for improving human resource management, including school management, is coaching. However, unlike training, which usually involves a group of people and has a time limit, coaching is a focused and individual method that can be implemented at any time and every day. Also, unlike some forms of training that are immediate and fleeting, coaching has a lasting and long-term impact on the individual and the organization (Jones & Newland, 2022). Organizational coaching is a process that aims to increase the profitability of the entire organization, strengthen the professional skills of managers and employees, and create job satisfaction and success in the employees of that organization (Park et al., 2020). The role of the education system in the growth and progress of societies is outstanding and undeniable (Mohammadi et al., 2024); for this purpose, education as one of the vital areas of society, given the fundamental role it plays in educating young generations and providing the country's human resources, requires the use of effective and up-to-date management systems. Therefore, developing and presenting an appropriate coaching model for school administrators seems necessary and even inevitable. Accordingly, the present study seeks to answer the basic question: what the coaching model for school administrators is like and how it can be applied in schools?

Theoretical Framework
School Management
Among educational institutions, education plays an important role in society, with a very old background; and for better education, the management system in education is of great importance. Therefore, among the types of management in education, school management is the most important, most effective and most delicate type of management (Laleh et al, 2023). School administrators face many challenges such as limited resources, diverse and extensive needs, diverse teachers and students, less applicable educational content, poor development of a participatory culture, etc. Therefore, developing the skills of school administrators is necessary and inevitable so that they can guide schools towards professional and specialized educational organizations, and pave the way for the growth and development of society (Ponsombut et al, 2014). Human resources are the most important and vital resource in today's organizations, and, compared to competing organizations, these resources can maintain and enhance the organization's position or cause it to decline. (Toyama et al, 2023) Today, education and its management are considered an important factor in the development of countries, and efficient and effective management in education and training organizations can improve teachers' job satisfaction, create a strong bond between parents and students, strengthen the parent-teacher association, reduce academic dropout, promote innovation and creativity, flourish students' talents, and achieve optimal utilization of human resources (Montecinos et al, 2018). Today, the goal of school management is not only to manage, organize, supervise, guide, and discipline, but in addition to them, the lofty goal of school management is to realize professional ethics and create an environment for growth and development. (Emamdoust et al, 2020).
Coaching
In the 1950s, coaching was first introduced to the management field by Mis (2008), who initially defined it as a management tool for guiding and developing employees (Gregory & Levy, 2016). In recent years, coaching has emerged as a significant development intervention in schools in countries such as Australia, the United Kingdom and the United States; and is used to help develop managers, teachers and students while supporting school improvement and development (Butler, 2024). The International Coaching Federation defines coaching as: “Coaching is an ongoing partnership between a coach and a client in which the coach helps the client to achieve desired outcomes in their personal or professional lives by engaging them in thought and awakening their inner creativity” (Kameron & Ebrahimi, 2017). Another goal of coaching is to draw solutions to problems from within the coach, thus enabling the coach to find appropriate solutions to the issues presented to them (Butler, 2024). A coaching manager is a manager who uses coaching methods in his daily affairs and in his communication with subordinate employees, and the key element of this is, compared to other managers, the way he communicates with employees (Unnu, 2020).
Research Methodology
This research is fundamental in terms of purpose, and exploratory in terms of data collection. The research was conducted qualitatively. Qualitative data was collected using library studies and semi-structured interviews. The statistical population of this research included academic experts, experts at the management levels of education and training, and school administrators; and the theoretical saturation index of data was used to determine the sample size. The sampling method was purposeful and accessible method. By this process, 15 experts were identified as sufficient for interviews.
Research findings
Data analysis was conducted using thematic analysis method and MAXQDA 20 software. After finalization and consensus of the participants in the final stage, the coaching model for school administrators was developed based on the answers to the research questions. This model was provided to experts and finalized after making amendments. Based on the results of the interviews, 25 themes were identified in the form of 8 concepts of strategic human resource management (employee participation, empowerment, etc.), organizational health (employee responsibility and organizational trust), organizational improvement (employee training, educational planning, etc.), knowledge management (sharing, dissemination and organization of knowledge), organizational support (management of friendly relationships, organizational empathy, etc.), organizational communication management (strengthening communication skills and improving intra-organizational interactions), and organizational ambidexterity (emphasis on organizational productivity, strengthening creativity and organizational flexibility).
Conclusion
The increasing need of organizations for organizational coaching because of reasons such as stagnation due to poor organizational performance and the importance of reducing organizational costs, the lack of responsiveness of conventional training such as face-to-face and one-sided virtual classes and the need to pay attention to feedback and student-centered training, the prevalence of coaching in organizations and the importance of expertise and analysis in them, the purification of organizations from weak forces and the increasing reliance on valuable forces, the increase in competition and speed in business and the need for change leaders in organizations and individuals adaptable to change, the influx of young and talented people into organizations and the importance of their development needs (talent management), the emergence of the sublime idea of ​​knowledge management and the importance of preserving and expanding organizational knowledge, and the increasing importance of the issue of transforming knowledge into wisdom as a management-cultural category, have led to the importance of the role of coaching in organizations. The results of this study are consistent with the results of the research of Dastgerdi et al., (2021), Qarlaqi et al., (2021), and Ellinger and Ellinger (2020).
According to the results obtained, the following suggestions are made:
- In the organizational decision-making process, the ability of employees should be used more, and a kind of organizational coaching process should be carried out with their participation in important organizational processes.
- Using the organizational coaching process, efforts should be made to increase and improve the adaptability of individuals and employees of the organization.
- Encouraging individuals to carry out activities and team work (becoming extroverted) can increase the spirit of responsibility of individuals and contribute to organizational health.
- Increasing employees' information about coaching using scientific and applicable conferences and workshops.

Abstract stract The purpose of this research is to explain the factors affecting organizational empathy in the framework of the Islamic value system with the data-based approach. According to its purpose, the research method is practical, and in terms of implementation method, it is qualitative, based on the data-based method. The statistical population of the research includes 15 senior managers, religious experts, and clerics; familiar with the management issues of the Ministry of Education in 1401. The sample size was done by purposeful, non-random and snowball sampling method. A semi-structured interview was used to collect information. For data analysis, data-based technique along with open, central, and selective coding was used. According to the results of the findings, the concepts in the subcategories were categorized as follows: 1- dimensions and indicators of organizational empathy (demographic characteristics of the organization, personality characteristics of employees, psychological empowerment of employees, managerial and social factors, moral factors, and belief factors); 2- Consequences affecting organizational empathy (organizational productivity, organizational effectiveness, creativity and innovation, organizational commitment, and career and personal development); 3- Causal factors affecting organizational empathy (organizational climate, organizational structure, organizational factors, environmental factors); 4- Intervening factors affecting organizational empathy (strengthening employee participation, job burnout, employee satisfaction, employee social skills); 5- Background factors affecting organizational empathy (supportive and motivational factors, managerial support, performance evaluation system, personality and job suitability); 6- The design strategies of the organization's empathy model in the framework of the Islamic value system in the Ministry of Education (improvement of organizational processes, trust building in the organization, effective management, empathy training and organizational health of employees). Introduction Communication plays an essential role in the growth of organizations. A favorable level of organizational communication between people can provide a platform for healthy and constructive interaction for human and organization excellence. Today, the need for recognition and mutual understanding in order to accelerate the achievement of goals and objectives and to establish a principled and efficient communication has been accepted as a basic principle in management. Therefore, knowing the various components of organizational communication and the elements and factors effective in its improvement is a category of special importance in organization and management, so that the acquisition of science and knowledge regarding the types of organizational communication and its components and elements and gaining knowledge about the factors affecting the strengthening and improvement of communication as well as its obstacles in the organization can help the management of the organization to minimize the conflicts and differences in the organization as much as possible and to activate and strengthen empathy and common thinking at all levels of the organization (Abdi & Eslami, 2013). Islam pays special attention to social relations and cultivates the collective spirit in the form of divine standards and invites the society to piety, friendship, unity and empathy. The Qur'an, as the first and most important source for receiving religious teachings, plays an important role for empathy and says: "And hold fast to the rope of God and do not become scattered, and remember God's blessing upon you, when you were [others'] enemies, then He put bond among your hearts so that by His grace you became brothers and you were on the edge of the fire to save you from it. In this way, God will make His signs clear to you, so that you may find your way" (Al-Imran, 103) (Gholi & Khosrow Shahi, 2018). Based on this, the current research is looking for an answer to this question: how to explain the factors affecting organizational empathy in the framework of the Islamic value system with the data-based approach? Theoretical Framework Sympathy; social necessity Along with the laws that are necessary to maintain social life, emotional need is also a necessary thing that is shown in the form of human connection with each other. In a society where love and affection for each other is more effective and people love each other and want the honor, health and success of others; abnormalities, delinquencies, violence, aggression, stress and mental pressures are significantly reduced. In such societies, the index of life has increased both in the material dimension and in the spiritual and psychological dimension, and the hope of life surges in the soul of everyone (Rafiei & Kordi, 2015). The importance of creating empathy from the perspective of the Holy Quran If we want to explain the word equivalent to empathy based on Islamic teachings, "bonding hearts" is one of the appropriate words. Bonding, from the root of bond, means joining and mixing one thing with another. When this word is used about people, it means their gathering and love for each other. In this community, there is a kind of compassion and healing (Rafiei & Kordi, 2015). Organizational behavior with an Islamic approach The religion of Islam is complete, comprehensive and responsive to all human needs, and it also has instructions in the field of professional ethics. Studies in religious teachings lead us to provide solutions to institutionalize ethics and professional behavior in organizations (Ezadi, 2015). For the members of an organization to create effective and dynamic communication, it is necessary to act beyond their legal duties, to have a procedure of cooperation and collaboration; in other words, in order to solve the problems of the organization and strengthen the communication between the members, a sense of common responsibility should be created in them, so that they can perform their duties in a friendly and loving atmosphere with a common sense of cooperation and collaboration in order to achieve the goals of the organization (Shafei, 2020. ( Yim & Park (2021) investigated the effects of union participation and focusing on organizational empathy in crisis situations. The results showed that the elites of the company are ahead of the group thinking that hinders the organizational empathy from working effectively in crises. Gill et al, (2018) showed that maintaining empathy across professional and personal environments is challenging, because people can demonstrate the ability to maintain one of these methods of empathy: having time/free time for empathy, managing the expectations of others, professional boundaries, empathy justice. Research methodology According to its purpose, the research method is practical, and in terms of implementation method, it is qualitative, based on the data-based method. The statistical population of the research includes 15 senior managers, religious experts, and clerics; familiar with the management issues of the Ministry of Education in 1401. The sample size was done by purposeful, non-random and snowball sampling method. A semi-structured interview was used to collect information. Research findings For data analysis, data-based technique along with open, central, and selective coding was used. According to the results of the findings, the concepts in the subcategories were categorized as follows: 1- dimensions and indicators of organizational empathy (demographic characteristics of the organization, personality characteristics of employees, psychological empowerment of employees, managerial and social factors, moral factors, and belief factors); 2- Consequences affecting organizational empathy (organizational productivity, organizational effectiveness, creativity and innovation, organizational commitment, and career and personal development); 3- Causal factors affecting organizational empathy (organizational climate, organizational structure, organizational factors, environmental factors); 4- Intervening factors affecting organizational empathy (strengthening employee participation, job burnout, employee satisfaction, employee social skills); 5- Background factors affecting organizational empathy (supportive and motivational factors, managerial support, performance evaluation system, personality and job suitability); 6- The design strategies of the organization's empathy model in the framework of the Islamic value system in the Ministry of Education (improvement of organizational processes, trust building in the organization, effective management, empathy training and organizational health of employees). hConclusion The current research was conducted with the aim of explaining the factors affecting organizational empathy in the framework of the Islamic value system with the data-based approach. These findings are in agreement with the research results of Shahrasbi et al, (2020), Jaberimanesh et al, (2019), Yari Gholi & Bahadri Khosrow (2018), Ali Nasab (2018), Yim & Park (2021), Anaza et al, (2018), Gill et al, (2018), Jaberimanesh et al, (2019), Sanei & Shariati (2017), Koller et al, (2017), and Gerald et al, (2016). Yari Gholi & Bahadri Khosrow 2018) showed that Islamic principles emphasize good deeds, cooperation, collaboratio, justice and fairness, which has the closest meaning to the concept of empathy from a psychological point of view. In psychology, empathy is defined as the ability to understand the cause of others' reactions in different situations, which improves social relations and causes positive communication with others. In Islamic principles, cooperation, communication and doing good with others is mentioned as a concept close to empathy. Islamic psychology is the field of explorations, balanced rational-experimental efforts in the light of the guidance and clarifications of the pure teachings of revelation in order to identify obvious and hidden psychological truths and phenomena. There are common components in the methods of developing empathy from the perspective of Islam and psychology, and in some fields, different methods are observed in the development and cultivation of empathy. According to the results obtained from the research, it is suggested: The managers of the Ministry of Education should increase the level of awareness of people in these matters by holding in-service classes for teachers and employees in the field of increasing the level of empathy indicators according to the teachings of Islam. The managers of the Ministry of Education should give encouragement to the teachers and managers who get a high score in terms of dimensions and indicators of empathy with annual evaluations of managers and teachers.

Abstract Abstract The aim of this research is to analyze the dimensions and components of managers' competence in government organizations based on the iceberg model. The present research is applicable in terms of its purpose. This research was conducted using a descriptive-survey and qualitative two-stage method in terms of the method of data collection. Initially, 37 articles were examined using a systematic review of theoretical foundations and the initial dimensions and components of managers' competence in government organizations were identified. Then, to confirm and complete the factors identified in the first stage, face-to-face interviews were conducted with 8 academic and professional experts in the field of managers' competence selected by snowball sampling. To analyze the findings, dimensions and components were first identified using the meta-synthesis method, and then the content analysis method and Nvivo software were used. The results showed that after merging, 30 different components were identified as competency components of government organization managers and were classified into 5 main dimensions of the competency iceberg model, namely knowledge (with 4 components), skills (11 components), self-concept (3 components), personality traits (9 components), and motivators (3 components). Using an appropriate competency model and framework to select, develop, and evaluate government organization managers paves the way for development at the organizational and national levels. Introduction The foundation of any organization is its human resources, and for organizations to succeed, the most competent people must be used in the most appropriate job positions (Shum et al, 2018). Having competent human resources, especially managers, is one of the most important aspirations of most organizations and companies around the world because the dynamism and alignment of organizations and the dramatic and increasing changes in the business world depend on efficient employees, or more precisely, competent employees (Shirley, 2012). Given today's dynamic and increasing changes and developments, the competencies of managers have received more attention than ever before, as they are considered the main elements of creating a sustainable competitive advantage (Neumeyer & Liu, 2021). Accordingly, in recent years, an important part of the efforts and studies of organizational scholars and researchers has been focused on identifying those characteristics of managers that provide superior performance, referred to as managerial competencies in management literature (Derakhshan & Zandi, 2016). Today, developing and selecting competent managers with special capabilities has become one of the most key concepts and challenges in the field of management, and designing and applying competency models and patterns is recognized as one of the most effective and common methods for developing, hiring, investing in, and excelling superior human capital and competency selection in most developed countries of the world. Therefore, the criterion for selecting suitable people for managerial jobs is basically designing and applying competency models, and past methods such as job analysis and other methods are used less. Focusing on the role of managers' and human resources' competencies can lead to organizational dynamism and excellence, and at the national level, more income generation and economic growth and development of the country. Lack of attention and ignoring the selection and appointment of competent managers in various fields can also lead to loss of opportunities, waste of resources, and failure of organizations in the competitive arena (Abdul Ali et al, 2022). Therefore, this research seeks to answer the question: what are the dimensions and components of managers' competence in government organizations based on the iceberg model? Theoretical Framework The Concept of Competence Hwang & Kuo (2018) define competence as a combination of skills, knowledge, and attitudes required to performing a role effectively. Triana et al, (2021) consider competence as a tool for increasing human resource efficiency, and finally, Mati´c (2022) considers competence as a term generally used for people who demonstrate their professional ability in real-world tasks. Managerial Competencies Managerial competencies refer to the skills and ability to perform a set of tasks that contribute to the excellent performance of a managerial role (Birknerová, 2022). Managerial competencies have become a vital tool for achieving higher levels of performance, creating better results, and promoting and securing the job of managers (Alabri et al, 2022). Managerial competencies are considered as the actual skills, knowledge, and experience of a manager who should use them as much as possible to achieve goals (Gächter & Renner, 2018). Samadi et al, (2024) examined the presentation of a model of women's managerial competencies in industry (case study: Sabah Food Company). Based on the results of the qualitative analysis, six main categories of factors including contextual factors, causal conditions, pivotal phenomena, intervening factors, strategies, and consequences were identified as the main components of women's competency development. In this study, the establishment of a women's management culture has been reported as the most important prerequisite for the development of women's competence. Based on the results obtained, it was determined that the "glass ceiling" phenomenon is the most important interfering factor in the development of women's managerial competence; women's empowerment is the most important strategy for the development of women's managerial competence; and gender equality and women's career advancement are the most important outcomes of the development of women's managerial competence, which is of great importance in terms of organizational management. Kabii & Kinyua (2023) studied managerial competences and business continuity. They concluded that key managerial competences include communication, leadership, teamwork, and planning, which affect business continuity. Research Methodology The present study is applicable in terms of purpose, and was conducted descriptive-survey in terms of the method of data collection, with a two-stage qualitative method. Initially, 37 articles were examined using a systematic review of theoretical foundations, and the dimensions and initial components of the competence of managers of government organizations were identified. Then, to confirm and complete the factors identified in the first stage, face-to-face interviews were conducted with 8 academic and professional experts in the field of managers' competencies who were selected by snowball sampling. Research findings To analyze the findings; dimensions and components were first identified using the meta-synthesis method, and then the content analysis method and Nvivo software were used. The results showed that after integration, 30 different components were identified as the competence components of managers of government organizations and were classified into 5 main dimensions of the competency iceberg model, namely knowledge (with 4 components), skills (11 components), self-concept (3 components), personality traits (9 components), and motivators (3 components). Using an appropriate competency model and framework for selecting, developing, and evaluating managers in government organizations paves the way for development at the organizational and national levels. Conclusion The present study aimed to explore the dimensions and components of manager competency in government organizations based on the iceberg model. The results of this study are consistent with the results of Samadi et al, (2024), Kabii & Kinyua (2023), Castaño et al, (2023), Abedi Ardakani et al, (2022), Abdul Ali et al, (2022), Ghirtmand & Amiri Moghadam (2021), Rahmati Kohroodi et al, (2021), and Khajeh Ali Jahanteghi & abdollahi (2020). Samadi et al, (2024) showed that the "glass ceiling" phenomenon is the most important interfering factor in the development of female managers' competencies; women's empowerment is the most important strategy for developing women's managerial competencies; and gender equality and women's career advancement are the most important outcomes of developing female managers' competencies, which is of great importance in terms of organizational management. The iceberg model shows that, contrary to common practices that focus on obvious dimensions of competencies such as knowledge and skills in management processes, more hidden dimensions such as values, personality traits, and motivations have a more important and effective role in the performance of individuals, especially managers of government organizations; and special attention should be paid to these categories of competencies in relevant activities such as selection, election, development program formulation, and evaluation of managers.

Abstract Abstract
The current research was conducted with the aim of providing a model of factors affecting the development of scientific tourism in Iran's higher education system. The research method was a modeling case study. The statistical population of the research was the experts familiar with the field of scientific tourism, including the faculty members of Iranian universities, who were selected by purposive sampling of 37 people. The data collection tools included documents, interviews, and researcher-made questionnaires, and the interpretive structural modeling technique was used to analyze the data. In the first step, the factors affecting scientific tourism in higher education were extracted by reviewing the research literature using a systematic review method and also through interviews with experts and using the elicitation approach; and in the second step, using the 6-step Structural-interpretive modeling, the intended model was extracted. The obtained results showed that the 9 main factors affecting the formation of higher education tourism in Iran in influence order are: dynamic political exchanges with the world at the national level, the existence of macro-national policies in the field of academic interaction, facilitating the admission process in the political and administrative dimensions, the existence of economic and technical infrastructures for foreign students, the international language level of faculty and staff members and the structure of dynamic and accepting higher education, the existence of a sense of security in the social, security and political dimensions for foreign students and brand-making factors of universities, and presenting historical, cultural and religious attractions to the world.
Extended abstract
Introduction
The field of tourism, like other scientific fields, is becoming more dynamic day by day, and its form is changing in such a way that the concepts and forms of tourism have changed significantly compared to previous decades (Raikkonen et al, 2023). In fact, the view of tourism has shifted from paying attention to its economic consequences as a scientific and cultural opportunity (Parvin et al, 2021). One of these areas that have received serious attention in recent years is scientific tourism. For this reason, some experts consider scientific tourism as an alternative to other types of tourism (Buzindee et al, 2020). Therefore, considering that scientific tourism has significant benefits for both individuals and social institutions, including universities, in the cultural and economic fields; many governments are trying to attract foreign students, student-teacher exchanges, and international interactions. The upstream documents also show that the issue of attracting foreign students and exchange of professors and students as a policy are accepted by the higher education system. Based on this, the current research seeks to answer the question: how is the structural-interpretive model of factors affecting the formation of scientific tourism in higher education leveled?
Theoretical framework
From the perspective of formal and informal learning, tourists participate in a wide range of activities that might be generally considered from two aspects of active and passive learning environments (Gossling, 2018). McKercher, reviewing the fields of tourism, has presented them in adventure tourism, agricultural tourism, attraction tourism, battlefield tourism, business tourism, culinary tourism, cultural tourism, educational tourism, event tourism, marine tourism, Medical tourism, nature-based tourism, recreational tourism, sexual tourism, sports tourism, urban tourism, and wellness tourism. However, in all types of tourism, learning and acquiring knowledge; whether formally or informally, is prominent. McKercher points out that in all the mentioned types of tourism, "personal search" contains a learning aspect that includes aspects of cultural exchange, something that is directly related to learning (McKercher, 2016). Learning is the process of acquiring knowledge or skills, either through active processes such as study or practice, or through passive processes such as experience or comparison. Based on this, what is raised in the tourism process is mostly passive or implicit learning (Navio-Marco et al, 2022). In fact, learning from experiences is an important outcome of tourism that has been considered by the authors. However, learning in tourism can be both formal and informal, but what is important is that it is now widely accepted that learning goes beyond formal education, and learning that occurs in less structured contexts such as tourism might, at the same extent, have an important contribution to the growth of people (Falk et al, 2012; Gossling, 2018; Mansoori et al, 2018). In fact, the complexity and importance of scientific tourism is due to the fact that the knowledge gained during the trip, its impact on personal values, consumption norms and its consequences for the stability of the life style after returning home can be stable. Tourists should learn about sustainability, i.e., aspects of ecosystem functioning, climate change, resource scarcity, and the consequences of the global economic system to use sustainable resources (Gossling, 2018). This concept is known as implicit curriculum in the field of education. Specialists in this field believe that informal learning that a person acquires through observation and in an informal educational structure and outside of the direct educational content can have a deeper impact on the learner (Mansoori et al., 2018). With this view, a wide range of authors have come to the conclusion that learning is an essential aspect of tourism and can bring positive and significant learning results (Ballantyne et al, 2011; Lemelin et al, 2013).
Methodology
The current research is both fundamental and applicable in terms of its purpose; and in terms of approach, it is in the category of mixed (qualitative-quantitative) research; and in terms of methodology, it is of the modeling. The potential participants of the research included the faculty members of Iranian universities, among whom 37 people were selected purposefully the type of desirable cases. Finding the participants was through the snowball method. The reason for choosing the sampling method was that the researcher was looking for the most favorable sample for collecting information. The research tool was the self-interactive questionnaire (ISM). In order to build and validate the tool, in the first step, through the review of research documents and literature as well as interviews with experts, the factors affecting scientific tourism in Iran's higher education system were extracted, then by combining and putting the factors together and removing duplicate factors, the final factors were extracted. In order to validate the final factors, the Lawshe content validity index was used. For this purpose, experts were asked to determine the degree of comprehensiveness and hindrance of the final factors based on the extracted factors. The CVR value was 94%, which showed the high reliability of the tool. Also, the interpretive structural modeling technique was used to analyze and present the model of factors affecting scientific tourism in Iran's higher education system. The steps of structural modeling analysis are as follows: In the first step, the structural self-interaction matrix (SSIM) is formed, which means that the identified factors enter the structural self-interaction matrix. In this matrix, if the element of row I leads to column J, letter V; If the element of column J leads to row I, the letter A is placed, and if this relationship is two-way, the letter X is placed, and if there is no relationship, the letter O is placed. Because in this research, several experts were used to fill out the questionnaires, the mode method based on the maximum frequency in each region has been used to form the structural self-interaction matrix. In the second step, the primary availability matrix (RM) is formed. This matrix is formed by changing the relationship symbols of the SSIM matrix to 0 and 1, so that instead of (i,j=1, j,i=0) V; and instead of (i,j=0, j,i=1) A; and instead of (i,j,j,i=1) X;and instead of (i,j,j,i=0) O is placed. In the third step, the final achievement matrix is formed; after the initial acquisition matrix is obtained, its internal consistency must be established. For example, if factor 1 leads to factor 2 and factor 2 leads to factor 3, then factor 1 should also lead to factor 3, and if this state was not established in the achievement matrix, the matrix should be modified and the relationships that were missed be replaced In the fourth step, the level and priority of the variables are determined. In the fifth step, the interpretive structural model is drawn; in other words, the model is drawn based on the determined levels and the final achievement matrix; and in the sixth step, the MICMAC diagram is provided.
Discussion and Results
In order to answer the question; what the factors influencing scientific tourism in Iran's higher education system are, by reviewing the research literature as well as interviewing experts, and combining the extracted codes; 9 final factors were extracted as factors and indicators affecting scientific tourism in the higher education system, as follows: international language level of Faculty members and staff of universities and international curricula, being a brand of the university, introducing and presenting historical, religious and cultural attractions to the world, the existence of economic infrastructure for foreign students, facilitating the admission process in political and administrative dimensions, the existence of macro-national policy making in the field of academic interaction, the structure of dynamic and accepting higher education, and the existence of a sense of security in social, security and political dimensions for foreign students. Also, the results of the research showed that among these factors, respectively according to influence; dynamic political exchanges with the world at the national level as the seventh level (the most basic factor), the existence of macro-national policies in the field of academic interaction at the sixth level, facilitating the admission process in political and administrative dimensions at the fifth level, the existence of economic and technical infrastructures for foreign students at the fourth level, international language level of faculty members and staff and the structure of dynamic and receptive higher education at the third level, the existence of a sense of security in the social, security and political dimensions for foreign students in the second level, and the factors of being a brand of universities and introducing and presenting historical, cultural and religious attractions to the world in the first level of the model are effective on the formation of scientific tourism in education.
Conclusion
The results of the literature review and polling of experts showed that factors such as strong and dynamic political exchanges with the world, international language level of faculty members and university staff and international curricula, the brand of the university, introduction and presentation of historical, religious and cultural attractions to the world, the existence of economic infrastructure for foreign students, the facilitation of the admission process in political and administrative dimensions, the existence of macro-national policies in the field of university interaction, the structure of dynamic and receptive higher education, the existence of a feeling security in social, security and political dimensions for foreign students are considered as the main factors affecting the formation of scientific tourism in Iran's higher education. The results of the research are in line with the results by Parvin et al. (2021), Fathi Vajargah et al. (2021), mehravar et al. (2022), Barahouei & Bagherimajd, (2020), Poursaeed et al, (2019), Khorasani & Zamani Manesh (2012). The research results show that the factors affecting scientific tourism might be a wide range of extra-university factors such as political, economic and cultural issues outside the university, meanwhile university structures and university policy-making procedures play a significant role. Based on this, considering that the results showed that the most basic factors affecting scientific tourism in higher education are related to the macro level, therefore, it is recommended to develop a strategic policy program at the national level to attract international students. Also, considering that a significant part of the factors affecting scientific tourism is related to cultural and political issues, it is expected that the interaction between the International Affairs Office of the Ministry of Science and Universities and the Ministries of Cultural Heritage, Tourism and Handicraft Industries increase for the purpose of national agreements.
 

Abstract Abstract The aim of the present study is to identify the dimensions and components of spiritual leadership based on extra-role behaviors. The research method is applicable-developmental in terms of its purpose, qualitative in terms of its implementation method, and of content analysis type. The statistical population of this study includes 10 academic experts as well as managers and experts in the industrial field of Kerman province with at least 10 years of management experience and a minimum of a master's degree. The sampling method in this study was purposive and the snowball method (chain referral). A part of the statistical population that was available and possible to communicate with was selected as a sample. This sampling continued until theoretical saturation was reached. The research collection tool is a semi-structured interview. Data analysis was carried out using the content analysis method, which includes open and axial coding with MAXQDA 2018 software. The results of the study showed that spiritual leadership is based on extra-role behaviors consisting of 10 dimensions and 26 components, which include: altruism, chivalry, faith, conscientiousness, membership, organizational commitment, performance feedback, dutifulness, civic virtue, respect, and honor. Introduction Neil & Biberman (2003) reported a sudden increase in books, conferences and workshops on spirituality in the workplace since around 1992, and an academic discipline in spiritual leadership has emerged. In recent years, there has been increasing attention to spiritual leadership and its significant benefits for individuals, groups, organizations and communities. Spiritual leadership can be seen as an emerging construct of a broader understanding of spirituality in the workplace (Sanaei & Khalaji, 2019). Spiritual leadership is a process in which leaders and followers influence each other in parallel, as relationships evolve over time. Spiritual leadership is also a process that has the power to change social systems and reform institutions (Javaherizadeh, 2016). Spiritual leadership, by creating sensitivity to oneself, others, and the supernatural in the individuals of the organization, makes them interested in their jobs and work; then motivates them to their work duties; and as a result, provides for their spiritual survival (Thakur & Singh, 2016). Lack of attention to the psychological aspects of the organization causes reluctance to accept individual differences and lack of attention to interpersonal relationships; meanwhile, lack of control over one's own emotions, lack of control and management of one's own and others' emotions, lack of attention to organizational extra-role behaviors, and lack of participation of individuals in decision-making jeopardize the interests of the organization (Mohammadi & Ghasemi, 2020). Extra-role behavior is perceived as a concept and in the role domain, it is closely linked to the behavioral performance of citizenship, and whatever these behaviors are perceived as behaviors within the role domain, better citizenship behavior is seen by individuals, and when employees define citizenship behavior as behavior beyond the role and participate in increasing relationships with others and generally act beyond the scope of their assigned duties, the result of this process is the progress and promotion of the organization, provided that they perceive regulatory justice to a large extent in the organization (Narenjithani et al, 2018). Accordingly, the researcher addresses the main question: what are the dimensions and components of spiritual leadership based on extra-role behaviors? Theoretical Framework of Spiritual Leadership  Spiritual leadership is the set of values, attitudes, and behaviors used to motivate oneself and others in a way that fosters spirituality and individual well-being through meaning, purpose, and belonging to oneself and others. Therefore, it requires, first, creating a vision in which the leader and followers feel meaning, purpose, and importance; and second, establishing and creating an organizational culture based on the values ​​of altruism, whereby the leader and followers feel a sense of belonging, being understood, being appreciated, being referred to, being cared for, and being appreciated by themselves and others (Khari & Sinha, 2018). Extra-role behaviors The concept of extra-role is one of the oldest political and social concepts, and has been the focus of many political and social thinkers since the time of ancient Greece. Different theorists may have different views on the importance of this concept, but in any case, its special place in the human intellectual system indicates its outstanding importance (Buil et al, 2022). Extra-role behaviors include a set of behaviors that have been called, in various ways, pro-social behaviors, organizational citizenship, helping, or combined performance (Haji et al, 2023). Extra-role behaviors are a set of behaviors considered outside the scope of mandatory behaviors of individuals in the environment. However, they play a fundamental and pivotal role in creating the desired psychological and social space in the workplace. These behaviors have become a broad and extensive field in organization and management research for at least the past 28 years (Buil et al, 2022). Ghanbarzadeh & Jafarian Yasar (2024) investigated the role of spiritual leadership in social responsibility and social capital of first-year secondary school teachers in Dareh Shahr city. The findings showed that spiritual leadership has a direct and significant relationship with social responsibility and social capital of teachers and is able to explain 25.3 percent of the variance in social responsibility and 13 percent of the variance in social capital of teachers. Other findings also showed that there was a direct relationship between spiritual leadership and social responsibility (r=0.392) and between spiritual leadership and social capital (r=0.242), at a level lower than 0.05. The result is that strengthening spiritual leadership in schools increases teachers' responsibility and social capital; education officials and planners should hold classes and courses to promote spiritual leadership knowledge for teachers. Mousavi (2023) conducted a study entitled Investigating the Relationship between Spiritual Leadership Dimensions and Job Motivation from the Perspective of Shahrekord Education and Training Staff. The findings showed that there is a significant relationship between the seven dimensions of spiritual leadership (vision, altruism, faith in work, meaningfulness in work, and organizational membership) and the job motivation of education and training staff, but there is no relationship between the other two dimensions of spiritual leadership, namely organizational commitment and performance feedback, and employee motivation. In fact, the more spiritual leadership components are applied at a higher level in the atmosphere of an educational organization and the decisions, procedures, policies, and educational missions are formulated and implemented based on the spiritual leadership dimension, the higher the level of job motivation among the employees of this educational organization. Research Methodology The research method is applicable-developmental in terms of its purpose, qualitative in terms of its implementation method, and of content analysis type. The statistical population of this study includes 10 academic experts along with managers and experts in the industrial field of Kerman province with at least 10 years of management experience and a minimum of a master's degree. The sampling method in this study was purposive and the snowball method (chain referral). A part of the statistical population that was available and possible to communicate with was selected as a sample. This sampling continued until theoretical saturation was reached. The research collection tool is a semi-structured interview. Research findings Data analysis was carried out using the content analysis method, which includes open and axial coding with MAXQDA 2018 software. The results of the study showed that spiritual leadership is based on extra-role behaviors consisting of 10 dimensions and 26 components, which include: altruism, chivalry, faith, conscientiousness, membership, organizational commitment, performance feedback, dutifulness, civic virtue, respect, and honor. Conclusion The present study was conducted with the aim of identifying the dimensions and components of spiritual leadership based on extra-role behaviors. The results of this study are consistent with the results of Ghanbarzadeh & Jafarian Yasar (2024), Mousavi (2023), Davari et al, (2023), Haji et al, (2023), Ramezani et al, (2022), Nazari & Moosavi (2022), Fallah et al, (2022), Yusefi et al, (2022), and Vu & Fry (2020). Ramezani et al, (2022) showed that the identified components had a significant relationship with spiritual leadership style. Also, the indicators of faith, virtues, spiritual atmosphere, motivation, cultural and structural were ranked first to sixth in the antecedents of spiritual leadership. Regarding the consequences of the spiritual leadership style, the indicators of moral climate, organizational health, commitment, and content were ranked first to fourth, and finally, the development of divine spirituality, the development of sustainable organizational spiritual health, the development of sustainable global spiritual health, the development of sustainable human spirituality, and the development of existential spirituality were ranked first to fifth among the new strategies of the spiritual leadership style. Considering the results obtained, the following suggestions are presented: - Investing in technical and management training, providing internship and coaching opportunities, and encouraging the acquisition of professional certificates. - Clearly and precisely defining the procedures and criteria for hiring, promoting, rewarding, and disciplining employees and ensuring their fair implementation. - Defining the organization's core values ​​(such as honesty, trustworthiness, and responsibility) and including them in the organization's code of ethics.

Abstract Abstract The aim of the current research is to provide a model of the factors of leaving the service of the elites in Iran's continental plateau (Fallaat-e Gharreh) oil company. The research method is applicable in terms of purpose, qualitative in terms of implementation, and a descriptive-survey type. This research is also thematic analysis. The statistical population of this research includes 12 managers of Continental Plateau Oil Company and universities, and the purposeful sampling method was used. Also, in order to collect data,, indicators were extracted by means of content analysis of related backgrounds and the library method, and the research model was extracted through three-step coding. According to the analysis that has been carried out using thematic analysis method to determine the factors of leaving the service of the elites in Continental Plateau Oil Company of Iran, 47 indicators (items), 8 components and 3 dimensions have been identified and confirmed. The results showed that the factors of leaving the service of elites include three organizational dimensions (job nature, management, organizational culture), individual (motivation, demographic characteristics, psychological factors), and environmental (laws and regulations, environmental pressures). Extended abstract Introduction Undoubtedly, human resources are the most important asset of the organization; because human resources in the organization are scarce and irreplaceable resources, and they create economic value and competitive advantage for the organization by the knowledge, skills, and abilities they bring to the organization; therefore, the most important task of human resources management is to create competition in attracting talented and worthy people and maintaining the main human resources in the organization, which is considered as a strong competitive strategy (Amiri & Mahmudzadeh, 2015). In fact, human capital is considered the most valuable and complex capital in any organization, which plays the main role in achieving organizational goals. In the meantime, knowledge workers or elites are workers who are in a high level in terms of knowledge skills and expertise. These people have the ability to observe, combine and interpret data and information to make better decisions and provide more suitable solutions for the organization (Gholipor et al, 2013). Nevertheless, some organizations lose a significant part of their knowledge workers for various reasons, including restrictive requirements and laws, not giving employees freedom of action and excessive control over them, burnout, job plateauing, lack of organizational support, lack of attractiveness, the unfair compensation of services, reducing authority and losing decision-making power (Karimi Taher et al, 2021). In this regard, one of the most important issues of organizations in today's world is the issue of leaving the service of employees, especially skilled employees or talents, which has many negative consequences for organizations. Attrition costs for the organization come from different directions (Piraish et al, 2020). Based on this, the main question of this research is; what are the reasons for leaving the service of the elites in Iran's continental plateau oil company?  Theoretical Framework leaving service The problem of absenteeism and desire to leave the service of employees is one of the issues that are of particular interest to managers and researchers these days, so organizations should take measures to identify and solve problems in the stage of wanting to leave service before the act of leaving service, because this problem has negative effects on employee motivation and ill attitude towards other employees (Nornezhad et al, 2020). Since the social and economic well-being and the provision of sufficient facilities to satisfy the material and spiritual needs of the people of the society require that, firstly; the people of the society should be educated morally and socially, and secondly; as much as possible, as many people as possible should acquire knowledge, perception and skills; thirdly, elite and talented people should be cultivated according to their capabilities and abilities; and finally, with education, different groups of society can actively participate in their organization and administration (Mirkamali, 2017). Generally, leaving the service is considered a process that occurs when a person leaves a specific job or organization (Kavousi et al, 2021).  Ebrahimi Khabir (2023) investigated the degree of tendency and reasons for leaving the service of employees of organizations in the cities of Tehran province. The results of the research showed that the reasons for leaving the organization were significant. F scores were for 1/306. As a result, it can be stated that for the initial stages of employment and before entering the organization, the characteristics of these jobs as well as the limitations and benefits that exist in them should be explained to the candidates in a correct and realistic manner so that the candidates can imagine an accurate picture of this job in their minds before choosing it, and can make an accurate assessment of the existing realities in areas such as salaries and benefits and amenities, how to promote and advance their careers, and this research is effective for people's choices in the future. Dari (2022) investigated the identification of effective strategies to maintain and prevent personnel leaving the service in Kashmar municipality. In their research, they showed that the most important strategies to prevent personnel from leaving the service and to maintain them in the municipality of Kashmar were determined as follows: Safety and health criteria, rights and benefits criteria, organizational criteria, individual criteria, cultural criteria. Research methodology The research method is applicable in terms of purpose, qualitative in terms of implementation, and a descriptive-survey type. This research is also thematic analysis. The statistical population of this research includes 12 managers of Continental Plateau Oil Company and universities, and the purposeful sampling method was used. Also, in order to collect data,, indicators were extracted by means of content analysis of related backgrounds and the library method, and the research model was extracted through three-step coding.  Research findings For analysis, thematic analysis method was used, and the extraction of the components and indicators was obtained from the review of related backgrounds and the library method, and then coding was used for analysis. According to the analysis that has been carried out using thematic analysis method to determine the factors of leaving the service of the elites in Continental Plateau Oil Company of Iran, 47 indicators (items), 8 components, and 3 dimensions have been identified and confirmed. The results showed that the factors of leaving the service of elites include three organizational dimensions (job nature, management, organizational culture), individual (motivation, demographic characteristics, psychological factors), and environmental (laws and regulations, environmental pressures). Conclusion The present study was conducted with the aim of providing a model of elites' leaving service in Iran's continental plateau oil company. The results of this research are in agreement with the results of Ebrahimi Khabir (2023), Dari (2022), Piraish et al, (2020), Kavousi et al, (2021), Kelly et al, (2022), Tetık et al, (2021), and Hadavand (2021). Piraish et al, (2020) showed that there is a significant and direct relationship between the supervisor's characteristics, job characteristics, feelings and emotions in the job, job attitude and working conditions with the reduction of employee turnover and transfer, and the most influential factor is feelings and emotions in the job; and also, job attitude has the least effect on the intention to leave the service and transfer of employees and finally on the efficiency of the company. In line with the results obtained, it is suggested that organizations value many benefits such as social security insurance and provision of retirement resources, bonuses, annual vacation allowances and promotion and career growth opportunities; consider the skills of employees more valuable and also ensure the improvement of their personal quality of life. This allows employees to advance to higher positions and enjoy more job benefits, so they will not take leaving the job seriously and will tend to continue their involvement in the organization for a longer period of time.

Abstract Abstract The aim of the current research is to design a model of green human resource management in line with the professional development of an organization based on the curriculum of the work environment. This research was conducted with a qualitative approach and a data-based method. The statistical population included all the main agents involved in the management of human resources of education and training, teachers, and subject specialists (university professors); selected through purposeful criterion-based sampling. Data were collected through semi-structured interviews with 10 teachers, 8 experts in education and human resource development of Mashhad, and 8 university professors. In order to analyze the data; open, axial, and selective coding method was used, and MAXQDa10 software was used to code the data. Lincoln and Cuban criteria were used to ensure validity and reliability. The results of the research show thirty core concepts and eleven selected categories which, were organized in the form of a paradigm model, include transformation-oriented participatory management as a core category and causal conditions (including the components of organizational culture, localization, green career path, and interactions), contextual factors (including components such as workplace curriculum-based, promotion of organizational ecological literacy, organizational quality assurance, and structural factors), facilitating factors (including components such as green supervision, motivation organizational building, and green strategic planning in the organization), and limiting factors (including components such as structural challenges, educational-management challenges, and cultural challenges). Introduction In the 21st century, environmental concerns have increased worldwide. Global environmental concerns have led to specific agreements to combat climate change. Due to the harmful consequences of industrial pollution and waste materials, including toxic chemicals, governments and non-governmental organizations around the world have established regulations and policies to reduce and eliminate the negative environmental impacts caused by the actions of humanity and society (Dumont et al., 2017). When introducing environmental management systems to an organization, it becomes very difficult to improve its environmental, educational, social and economic performance by maintaining cultural norms and integrating green behaviors into the organization's operations (Al‐Ghazali & Afsar, 2021). Among them, the most important factor is the human resource management unit (Munawar et al, 2022). Therefore, the management and training of human resources with a green approach leads to a balance in the organization's human resources activities in line with the environment. Green human resource management is a part of the broader framework of the organization's responsibility (Mohammad Rezaei et al, 2023), and its meaning is the application of human resource policies to promote the sustainable use of the organization's resources and support the environment (Safari & Ofogh, 2023). Professional development is one of the most important goals of green human resource management. This is more important in educational organizations. The professional development of teachers in schools should be done according to the requirements and environmental characteristics of the organization, because the purpose of professional development is to improve the various skills of teachers in the school environment. In other words, professional development is known as the result and consequence of the curriculum in the workplace and is not possible without paying attention to it (Motamedi and Mousavi, 2019). Therefore, it is necessary to pay attention to the work environment and its curriculum in professional development. In the last decade, professional development programs are followed in the organization at the workplace, which is known as the workplace curriculum. Belfiore (1996), as one of the theorists in this field, considers the workplace curriculum to be based on principles such as the participation of all interested groups, respect for all, integration of activities, and attention to learning culture; the principles that have always been considered by educational planners in designing the curriculum of the workplace. By reviewing the conducted researches, it is clear that the curriculum of the work environment has been used and paid attention to in order to promote competence in various industrial and production environments, and it has been neglected in the field of the curriculum and professional development of teachers, especially in internal researches. Therefore, in this research, based on the stated principles, we are looking to design a model of green human resource management in line with the professional development of an organization based on the curriculum of the work environment, using the experts' point of view. Thus, the main question of the research is: what are the features of the green management model of human resources in line with the professional development of the organization based on the curriculum of the workplace? Theoretical framework Green management of human resources Green management of human resources is one of the main tasks and frameworks of the organization, whose task is to align the activities and goals of the organization with the goals of the environment (Abormandan & Karatepe, 2021). The long-term success of companies is guaranteed only if the strategic and structural orientation of the organization is ensured based on the changing environmental scenario. In order to adapt to operational goals, environmental changes, and organizational development; organizations continuously develop, improve, and develop human resources in accordance with external criteria (Saeed et al, 2019). Professional development of green human resources of the organization is one of the important tasks of green human resource management. Professional development Professional development literally means gradual growth in the direction of becoming stronger, more advanced, and even bigger (Barker et al, 2018). Professional development means the development of a person in his professional and occupational role. Professional development includes formal and informal experiences (Ganser, 2000). Meanwhile, the professional development of teachers also expands the concept of professional development to educational activities related to the professional field of teaching-learning (Rahmati et al, 2020). Work environment curriculum Work environment curriculum was proposed for the first time by Nash (Tash, 1993), one of the experts in the field of education, and to benefit from the achievements of the field of curriculum in organizational training. Later and in the current era, due to the ever-increasing complexities of the work environment and the need for soft and training-oriented skills in every work environment, it was especially paid attention (Ritter, small & Mortimer, 2018). In the definition of the curriculum of the work environment, it is considered a systematic process that provides the necessary platforms for continuous organizational improvement, aims to create a commitment to continuous learning through formal, informal, and implicit methods, and also by using new technologies, it (Fathi Vajargah, 2015). Research methodology In terms of approach, the current research is a qualitative research, and in terms of method, it is based on data-based studies. In this research, the systematic approach of Strauss and Corbin is used for data-based theory. The study population of this research included all the main agents involved in the management of human resources of education and training, teachers, and subject specialists (university professors). Through purposeful sampling, based on criteria, the target sample was selected and sampling continued until reaching the theoretical saturation of the data. Therefore, the participants in the research included 10 teachers, 8 experts in education and human resource development, and 8 university professors. The data collection tool in this research is a semi-structured interview; MAXQDa10 software was also used for data coding. Guba and Lincoln's method (Guba & Lincoln, 1980) was used to ensure validity and reliability. Research findings The research shows thirty core concepts and eleven selected categories which was organized in the form of a paradigm model, include transformation-oriented participatory management as a core category, and casual conditions (including the components of organizational culture, localization, green career path, and interactions), strategic factors (including components such as green professional standardization, comprehensiveness of professional development programs, green knowledge management, green educational needs assessment, peer mentoring, and hyutagogy-based approach), contextual approach (including components such as workplace-based curriculum, promotion of organizational ecological literacy, organizational quality assurance, and structural factors), facilitating factors (including components such as green supervision, organizational motivation, and green strategic planning in the organization), and limiting factors (including components such as structural challenges, educational-managerial challenges, and cultural challenges). Conclusion The current research was conducted with the aim of designing a green human resources management model in line with the organizational professional development based on the workplace curriculum. The findings of this research are in line with the findings of Talkhabi et al, (2020), Atará-Piraquive et al, (2021), Rahimi (2022), Khoroshi (2015), Motamedi et al, (2019), Mehmandost Qamsari (2018), Chen et al, (2021), and Huang & Wang (2021). Rahimi (2022) showed that for the professional development of teachers based on the curriculum of the work environment, attention should be paid to indicators such as culture-building in the field of professional growth, organizational knowledge management, needs assessment, vertical flow of knowledge transfer, and lack of employees' motivation. According to the findings, some suggestions are presented: - Due to the important role of needs assessment in the effectiveness of professional training programs for teachers in this field, it is suggested to conduct an educational needs assessment in this field before the implementation of each training course for teachers. - Considering the role of ecological knowledge and ecological factors in the professional development of teachers based on the work environment in this field, it is suggested to pay attention to local and ecological factors in the design, implementation, and evaluation of training courses in designing training courses for teachers. Considering that, paying attention to the management of green knowledge and knowledge based on experience and the transfer of educational experiences plays an important role in the development programs based on the work environment program, it is suggested to create a wide network between teachers to provide exchange experiential knowledge among teachers. - Considering the role of the green career path in the green professional development of employees in the education and training organization, it is suggested to pay attention to the design of charters for the recruitment, retention, and promotion of green teachers in education and training. - Considering the role of culture building in the professional development of employees in this field, it is suggested to pay attention to organizational culture building in the direction of green professional development in education and creating internal motivation in teachers.

Abstract Abstract
The aim of the present study is to design a smart leadership model for education managers. The research method is applicable according to its purpose, and its method is qualitative and of the type of content analysis. The statistical population includes 12 university professors and scientific research experts with a degree in public administration, as well as education managers and experts in Torbat Heydariyeh city, who were selected through purposive sampling dependent on the selection criteria, and the selection of samples continued until theoretical saturation was reached. The data collection tool is a semi-structured interview. The validity of the research data was examined and confirmed by returning to the participants and external auditors. The content analysis method and Atlas ti8 software were used to analyze the data. The results indicate that 4 organizing themes: pragmatic management, knowledge management, organizational management, and team management were identified and confirmed; and the results also showed that the elements of the smart leadership model for education managers are knowledge management, organizational management, team management, and pragmatic management.
Extended abstract
Introduction
Today, the issue of leadership is one of the most important topics in the field of organizational behavior, which has been discussed and practiced in various ways for a long time. In the last fifty years, when systemic theories about organizations have been formed, the issue of organizational leadership has also been an important and noteworthy topic, and various discussions and numerous researches have been presented and conducted around it. One of the approaches recently attracted the attention of management experts is intelligent leadership (Haight et al, 2017). Intelligent leadership is an exchange of ideas between a leader and followers in a specific situation, who work effectively with each other to achieve a common vision (Majlesi et al, 2020). Today, future leaders consider it necessary to recognize a change pattern in order to open windows of success for themselves and seize it; and to achieve it, they need many competencies; Smart leadership as a process and competency leadership takes this into account (Marishane & Mampane, 2019). It should be noted that the goal of smart leadership is to create the necessary skills and enthusiasm to achieve organizational leadership knowledge and improve leadership intelligence within individuals. Double effectiveness, strategic and flexible thinking, operational focus, and balance are other knowledge achievements of this theory. In fact, leadership is a real phenomenon and plays a prominent role in the effectiveness of organizations (O'Brien, 2022).
Therefore, the present study, with the aim of designing and developing a model for smart leadership in education using the interpretive structural modeling technique, seeks to design and present a model for smart leadership in education, and answer the question: what the interpretive structural model of smart leadership in education looks like?
Theoretical Framework of
Leadership
Leadership is a simple yet elegant concept, which is why there are numerous definitions. Many management experts have different views on what leadership entails, but in general, they agree that leadership involves the power to influence individuals or groups to achieve goals (Amzat et al, 2020).
Smart Leadership
Smart leadership is one of the approaches that management experts have recently paid attention to; therefore, according to leadership theories in new models, an attempt is made to look at the phenomenon of leadership from a creative and intelligent angle (Ali & Rashid, 2020). Smart leadership is an exchange of ideas between a leader and followers in a specific situation, who work effectively with each other to achieve a common vision (Majlesi & Khani, 2019).
Cheraghchi (2023) states in his research that the effectiveness of manager is determined by his management and leadership style. In his research, he examined pragmatic and transformational leadership styles and their types, and showed that a manager, based on his personality and the organization in which he works, can use a specific leadership style or a combination of styles to increase progress and growth. Familiarity with different leadership styles enables an individual to analyze different situations and choose the most appropriate style. He also states that all styles can be effective in specific situations.
Toosi et al, (2022) conducted a study aimed at providing a model for smart leadership in the central organization of Islamic Azad University. In this study, the data in the qualitative section, including three stages of data coding, were analyzed through a coding process and based on a systematic design of grounded theory. The results of the qualitative section indicated the identification of smart leadership components in 5 main components, 21 subcategories, and 98 sub-indices. In the quantitative phase of the research, managers specializing in macro-planning at the middle and senior levels of the Islamic Azad University were selected as the population. The number of staff managers of the central organization of the Islamic Azad University was 114, and the number of staff managers in the provinces was 40, which made a total of 154 people selected as the statistical population. Due to the limited statistical population, the statistical sample was considered equal to the number of 154 people. To collect data from the statistical sample, a researcher-made intelligent leadership questionnaire was used. In the quantitative part, confirmatory factor analysis was first used, and then the relationships between the main indicators were identified using the structural equation model; and after confirming the relationships between the variables, an appropriate model was presented. The findings of the quantitative part showed that the final model of intelligent leadership was confirmed with 5 components of rational leadership, emotional leadership, spiritual leadership, collective leadership, and political leadership.
Research Methodology
The research method is applicable according to its purpose, and its method is qualitative and of the type of content analysis. The statistical population consists of 12 university professors and scientific research experts with a degree in public administration, along with education managers and experts in Torbat Heydariyeh city, selected through purposive sampling dependent on the selection criteria; and the selection of samples continued until theoretical saturation. The data collection tool is a semi-structured interview. The validity of the research data was examined and confirmed through feedback to the participants and external auditors.
Research findings
For data analysis, the content analysis method and Atlas ti8 software were used. The results indicate that 4 organizing themes: pragmatic management, knowledge management, organizational management, and team management were identified and confirmed; and the results as well showed that the components of the intelligent leadership model of education managers are knowledge management, organizational management, team management, and pragmatic management.
Conclusion
The present study was conducted with the aim of designing an intelligent leadership model for education managers. The results of this study are in line with the research of Cheraghchi (2023), Mohtaram & Pakbaz (2023), Fazlail & Moazzami (2023), Toosi et al, (2022), Hejazi & Hossein zadeh (2020), Ali & Rashid (2020), Keikha et al, (2019), Lang (2019), Jalali et al, (2019), Oleksiyenko & Ruan (2018), Keikha (2017), Mohamadi & Farahbakhsh (2015), Rutkauskas & Stasytyte (2013), and Mattone (2013). Lang (2019) showed that given today's changing business environment, what context and platform should be the aim of organizational leaders. Based on published research on the context and platform, this article develops a model of contextual intelligence that can be applied to develop better methods for leadership training. The model encompasses four concerns: contextual sensitivity, situational awareness and judgment, situational adaptability, and response judgment. In the next step, the article focuses on the necessary complexity that leaders must achieve if such a model is to be operationalized. This required complexity includes four components: general cognitive complexity, social complexity, affective complexity, and self-complexity.
In line with the results obtained, the following suggestions are made:
Provide funding for the electronic resource allocation and deployment system.
Design a reward and incentive system that is appropriate for innovative and collaborative employee performance.
Reduce cumbersome rules and processes based on informal structures.
Consider joint goal setting through management by objectives techniques.
Provide special budget to implement an optimal management system for economic and human investments.