Management and Educational Perspective

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. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

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. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract Abstract The purpose of this research is to use the fuzzy hierarchy analysis method to identify the effective factors on the professional development of newly graduated teachers from Farhangian University. The research method is applicable in terms of purpose, and descriptive-survey based on the method of data collection. The statistical population of the research includes 15 experts, academic specialists, professors, elites and educational science experts who are proficient in the subject of the research, and sampling was done in a targeted manner. The information and data needed for the research were collected through a questionnaire. To analyze the data, two methods of factor analysis and analysis hierarchy technique (AHP) were used for ranking. The results showed: each of the identified effective factors had different weight 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), and the sixth factor is experience orientation and reflective action (F), the seventh factor of change in the way of doing work (G), the eighth factor of learner and learning (H), the ninth factor of content knowledge (I), the tenth factor of educational practice (J), and the eleventh factor of professional responsibility (K). Extended abstract Introduction Educational systems are the most effective institutions on the state of national growth and development. They refer to it as the key to the growth and development of modern society, and the success and failure in international competitions and the difference in the level of national development of countries are related to the strength and weakness of the educational system; and one of the most important and influential organizations of the country is the Education Organization. In the new era, this organization is more than ever considered as the main pillar of the social, cultural and economic development of the society, and it is the most powerful tool for shaping the future and a way to understand and master the changes, stability, and continuity of history and culture; which has a central role in increasing the capacity and productive power of society (Navasir & Navasir, 2022). This issue is well accepted for dynamic societies that want fundamental changes. But in examining and looking at the educational system, while having a systematic attitude, the role of the teacher can be considered important (Diodel et al, 2021). The requirement for continuous professional development of teachers is to have professional qualifications. Teacher competencies are a set of knowledge, tendencies and skills that a teacher can acquire to help the physical, mental, emotional, social and spiritual growth of learners during education. Teacher competencies can be classified in three areas: cognitive, emotional, and skill (Kumar et al, 2020). Cognitive skills are a set of knowledge and mental skills that enable a teacher to recognize and analyze issues related to education. Emotional competencies are the set of tendencies and interests of the teacher towards issues and topics related to education and training, and skill competencies are related to the teacher's scientific skills and abilities in the learning process. From the set of three competencies, a competency is obtained that affects the student (Park et al, 2020). Based on this, the current research is looking for an answer to this question: How is the use of the fuzzy hierarchy analysis method to identify factors affecting the professional development of new teachers graduated from Farhangian University? Theoretical Framework Professional development Professional development is formal and informal support and activities designed to help teachers, and includes school-based training and education and activities such as coaching, consulting, self-study, and research (Coldwell, 2017). Professional development includes intellectual and personal efforts that lead to collaborative interaction and the creation of new ideas in education (Girvan et al, 2016). New Teachers A new teacher is a teacher who has less than five years of teaching experience. The beginning of the teaching period is usually challenging for teachers of different subjects. Teachers play an important role in the lives of their students; they become a role model and lead in improving the quality of education of their students because they directly interact with them in the classroom. In the literature related to the subject of new teachers, the first years of teaching are usually interpreted as drowning or swimming (Irannezhad et al, 2020). Salmerón Aroca (2023) also in his book titled "Professional development of teachers and smart ways to deal with it" found a systematic review in primary and secondary education and a qualitative approach in Switzerland: majority of research is focused on beginning teachers, and the qualitative methodology is dominant, although this is limited to some countries and specialized publications. However, generational differences were observed. While younger teachers are more trained in ICT, older teachers have a higher level of process and relational competence in the classroom. In conclusion, it should be noted that teacher training related to professional development has an impact on school improvement, especially if it is done from the perspective of intergenerational collaboration and acquisition of new skills. Sims (2023), under the title of effective teacher professional development, conducted according to the new theory and meta-analytical test. The result was: researchers are not in the way of advice for those tasked with designing or implementing better PD. The research aims to solve this problem by creating a new theory of effective PD based on a combination of active causal components that aims to develop teachers' insights, goals, techniques, and practice. Research Methodology The research method is applicable in terms of purpose, and descriptive-survey based on the method of data collection. The statistical population of the research includes 15 experts, academic specialists, professors, elites and educational science experts who are proficient in the subject of the research, and sampling was done in a targeted manner. The information and data needed for the research were collected through a questionnaire.   Research findings To analyze the data, two methods of factor analysis and analysis hierarchy technique (AHP) were used for ranking. The results showed: each of the identified effective factors had different weight 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), and the sixth factor is experience orientation and reflective action (F), the seventh factor of change in the way of doing work (G), the eighth factor of learner and learning (H), the ninth factor of content knowledge (I), the tenth factor of educational practice (J), and the eleventh factor of professional responsibility ( K). Conclusion The present research was conducted with the purpose of applying the fuzzy hierarchy analysis method to identify the effective factors on the professional development of newly graduated teachers from Farhangian University. The results of this research are aligned with the results of Salmerón Aroca (2023), Sims (2023), Singha Kumar (2022), Taheri (2022), Jalali Bostanabad et al, (2021), Ghasemi (2022), Esmaili Mahani et al., (2022), Shirbagi & Nasiri Nia (2020), and Fazali (2019). Taheri (2022), stated: Lesson research is one of the most effective processes of empowering teachers to help themselves and their colleagues to "learn by doing", overcome the fear of change, promote creativity and critical thinking, and test mental assumptions. Hence, it can be said that lesson study has an irreplaceable role in creating a learning organization and building its culture; because teachers are constantly learning, making hypotheses, and testing hypotheses. What is very important here is the professional growth and development of the teacher as a result of the activity in the study groups and the effort to rebuild and improve. Professional development is a process for deepening the teacher's awareness, skills and attitude; done formally or informally, which is one of the effects of the economic and social cooperation development organization. According to the research results, the following suggestions were made: Pre-service training for new teachers; tension and anxiety at the beginning of service, lack of support and feeling of isolation, how to adapt to colleagues; professional challenges include classroom management, content mastery and effective teaching, student evaluation, meeting students' needs, gaining trust and compatibility with parents; and organizational challenges include getting to know the school, getting to know the school's procedures natural in the early career of new teachers; therefore, with pre-service training, these challenges and anxieties are reduced. Participation in study groups; participating in study groups creates a desire to negotiate and cooperate in the teacher. Following these, the teacher gets inner satisfaction and his interest and motivation increases. This is why it is recommended to all teachers to participate in these groups to achieve professional development.

Abstract The purpose of the current research is to design a professional development model for technical and professional art students in order to teach entrepreneurship in conservatories. The research method is developmental according to its purpose, and qualitative in terms of implementation. The statistical population includes 24 experts and informants, selected by purposeful and snowball sampling. The studied community includes 1) theoretical foundations of formal and public education in the Islamic Republic of Iran; 2) National curriculum; 3) the objectives of the secondary education course; and 4) the description of the duties of the technical and professional course students. Data collection tools include semi-structured interviews. Data analysis using qualitative content analysis method is of inductive type. To validate the findings, the four criteria of "reliability", "credibility", "verifiability" and "transferability" of qualitative studies have been used. In the analysis of the findings, 191 "open codes" were identified, and by classifying them, the components of the model include the philosophy and why of professional development, approach and direction, principles, goals, levels, the role of art students, qualifications, processes, obstacles, and consequences were identified as the main elements of the model. The results of the current research can be used by the Ministry of Education and Culture in policies related to the empowerment of art students in order to promote entrepreneurship education in conservatories; and recommendations and guidelines provided in the template can be used at the levels of general administrations, management of educational districts and schools.
Extended abstract
Introduction
In fact, human development is the concept of development, expansion of human beings, empowerment of the scope of opportunities, and benefiting from freedom; which leads to the preservation of human ideals and values. The improvement of the human development index represents the empowerment of people to achieve the goal of improving their living standards, which is achieved through the use of human capabilities (Montazeri & Renani, 2022). In this regard, the educational system as a sensitive and important social system has a special position and it will be able to perform its important task efficiently provided that it has the right human resources and has a healthy and dynamic organization (Tayarzadeh et al., 2021).
In this regard, education and training, as the largest organization in charge of the human resources of the country's labor market plays a vital role in reducing the country's unemployment rate, with features such as wide and appropriate educational coverage, having the forthcoming generation at the right age to learn principles and concepts, and train human resources before entering the labor market. In fact, by providing the necessary training at the right time, in addition to transferring information and concepts of entrepreneurship to students, education provides the basis for the growth of many characteristics and necessary skills of entrepreneurship in them. In the meantime, in addition to the stage of realizing entrepreneurship as a "good idea" in order to realize the potential abilities of entrepreneurs, the necessary training should be provided, so that students have the necessary knowledge and skills to establish activities in the form of entrepreneurship in a systematic way (Arefi et al, 2010). Based on this, entrepreneurship education with the aim of increasing entrepreneurial activities in schools to students should be done within the framework of the unique cultural and social context of each region (Lee & Peterson, 2000). Therefore, the current research, understanding the importance of this issue and the existence of a clear research gap in this field, has tried to answer the question: "what are the elements and characteristics of the ideal model of professional development of technical and professional art students in order to teach entrepreneurship in conservatories?"
Theoretical Framework
Professional development
 Professional development includes any activity designed to improve knowledge, skills, and attitudes. In other words, the professional development of teachers is composed of natural learning experiences, and conscious and designed direct and indirect activities, which are useful for each and every student, special groups, and even the whole school; and finally the conducted activities lead to the improvement of educational quality (Kalantari Khandani & Farrokhi, 2016).
 
Entrepreneurship and its education
Entrepreneurship training is a type of training that is used for people to develop entrepreneurial characteristics, and is well followed by support services for successful business implementation, and it can be said that entrepreneurship training seeks to create knowledge, skill, and motivation in students to encourage entrepreneurship in different fields (Ekankumo & Kemebaradikumo, 2011).
Sims (2023) under the title of effective teacher professional development, conducted according to the new theory and meta-analytical test. As a result, researchers are not in the way of advice for those tasked with designing or implementing better PD. The research is trying to solve this problem by creating a new theory of effective PD based on a combination of active causal components that aims to develop teachers' insights, goals, techniques, and practice.
Zare davijani et al, (2023) examined the purpose of the present study to identify the factors affecting entrepreneurship in university graduates of Payam Noor universities in Tehran province. The output of the research is to emphasize the strengthening of four variables, including the individual and personal capabilities and qualifications of the graduates, strengthening the educational elements related to the development of entrepreneurship in the university, strengthening the government's support conditions (facilitation, support, and encouragement), and finally intervention in the six environments effective on academic entrepreneurship.
Research methodology
The research method is developmental according to its purpose, and qualitative in terms of implementation. The statistical population includes 24 experts and informants, selected by purposeful and snowball sampling. The studied community includes 1) theoretical foundations of formal and public education in the Islamic Republic of Iran; 2) National curriculum; 3) the objectives of the secondary education course; and 4) the description of the duties of the technical and professional course students. Data collection tools include semi-structured interviews.
 
Research findings
Data analysis using qualitative content analysis method is of inductive type. To validate the findings, the four criteria of "reliability", "credibility", "verifiability" and "transferability" of qualitative studies have been used. In the analysis of the findings, 191 "open codes" were identified, and by classifying them, the components of the model include the philosophy and why of professional development, approach and direction, principles, goals, levels, the role of art students, qualifications, processes, obstacles, and consequences were identified as the main elements of the model. The results of the current research can be used by the Ministry of Education and Culture in policies related to the empowerment of art students in order to promote entrepreneurship education in conservatories; and recommendations and guidelines provided in the template can be used at the levels of general administrations, management of educational districts and schools.
Conclusion
The current research was conducted with the aim of designing a professional development model for technical and professional art students in order to teach entrepreneurship in conservatories. The findings of this research is aligned with the results of Sims (2023), Zare davijani et al, (2023), Singha Kumar (2022), Jeddi Gargari et al, (2021), Rezayi et al, (2020), Mortazanejad (2018), Darling-Hamond et al, (2017), Juza (2016), and Taheri et al, (2013). Rezayi et al, (2020) showed, with the title of "Identifying the barriers to entrepreneurship education in Kermanshah schools", that the lack of interest and motivation to study, the weak scientific foundation of students in the associate branch, the lack of connection between science and industry in technical and vocational branches and associate brunch, the poor physical condition of conservatories, the use of non-specialist art students in entrepreneurship education, the use of inappropriate teaching methods, the allocation of low budgets to technical and technical and vocational branches and associate branches, the low quantity and quality of educational equipment and facilities are some of the major problems and obstacles in the development of entrepreneurial knowledge and skills
According to the results of the research, it is suggested that regarding the research model, which is a conceptual model, it has many considerations in policy making and planning for those involved in the professional development of art students, which can be noticed at different levels of education management.

Abstract Extended Abstract
Abstract
The aim of this study was to investigate the relationship between teachers' professional development and academic performance with emphasis on the mediating role of link with students' school. The research method was descriptive-correlation. The statistical population of the study was teachers and high school male students in Shiraz. 250 teachers were selected based on Krejcie and Morgan table by simple random sampling method and 213 students were selected by cluster random sampling method as a statistical sample. In the present study, the Pham and Taylor (1999) Academic Performance Questionnaire, Ayubi Avaz et al. (2015) and the link with Rezaei Sharif et al. (2014) were used, the validity of which was confirmed by academic experts and their reliability also, through Cronbach's alpha coefficient test, 0.85, 0.89 and 0.79 were obtained and confirmed, respectively. In order to analyze the data, structural equation technique was applied using Lisrel statistical software and Spss26 statistical software. Quantitative findings of the research hypothesis test showed that there is a positive and significant relationship between teachers' professional development and students' academic performance linked with school. There is a positive and significant relationship between students' connection with school and their academic performance and the connection with school has played a mediating role in the relationship between teachers' professional development and students' academic performance.
Introduction
The progress of any country is inextricably linked with the development of its human resources. Although there is no precise agreement among experts on the word progress and its exact meaning, the development of a country is one of the main goals of politicians, which is not possible without the development of skilled manpower. Training of human resources is also formed in schools at first, so identifying the factors that improve students' academic performance is a priority (Sayadpour and Sayadpour, 2018) .Studies have shown that a weak link with the school is accompanied with low academic achievement, Absenteeism, dropouts, peer conflicts, and behavioral problems. On the other hand, high levels of school affiliation are associated with positive outcomes such as academic achievement, increased academic motivation, self-efficacy and high grades, and academic achievement (sheikholeslami and etal , 2018). Therefore, understanding the process of changes in connection with school, its causes and consequences can help researchers in school-based interventions. In other words, the importance of paying attention to the issue of school connection arises from the student's perception of school has important implications for their behavior in and out of school. It is worth noting, however, that the student's connection to the school is an important issue at all levels of education; this issue is very important in adolescence; so that over the past two decades, educators and school health professionals have increasingly emphasized that attachment to school is an important factor in reducing the risk of adolescents engaging in risky behaviors. Connection with school can be Defined as the level of students' satisfaction with being at school; relationship with the school as students' perception of school support that has a favorable atmosphere and a supportive culture (Waters and Cross, 2010). Considering the importance of professional development and connection with school in improving students' academic performance, recognizing the affective factors of it is one of the main necessities of our country's educational system. To this end, this study examines the question of whether there is a relationship between teachers' professional development and academic performance by emphasizing the mediating role of bonding with the school of high school male students?
Case study
In this study, all teachers and male high school students in Shiraz were engaged in employment and education; Has been examined as a case study.
Theoretical framework
Research on the relationship between professional development variables and academic performance has shown that there is a significant relationship between teachers' professional abilities and students' academic performance (Mohajeri and etal, 2012). In a qualitative study, the needs and methods of professional development of school principals were presented. These subjects included educational leadership, management and organizational leadership, ethical leadership, social participation and technology (Hayat and etal, 2015). Pourkarimi and Ramezanpour (1398) in a qualitative study showed that for the professional development of e-learning, faculty members should pay attention to the 5 main dimensions: knowledge development, skill development, ability development, attitude development and feature development (Pourkarimi and Ramezanpour, 2019). In another study, it was shown that there is a relationship between school connection and academic achievement as well as participation in extracurricular activities of students (Howard and Ziomek, 2009). In a meta-analysis, it was shown that there is a significant correlation between school connection and academic achievement and academic performance (Korpershoek and et. al, 2020).
Methodology
This research is of descriptive-correlation type. The study population includes all teachers (721 people) and male high school students in Shiraz (2726 people). To determine the sample size of the first part of the statistical population (teachers), Krejcie and Morgan table was used and 250 people were selected as a sample size, by simple random sampling. The sample size of students was done by cluster random sampling method. Based on this, three schools were randomly selected and one class was selected from each school, which includes the tenth to twelfth grade classes. A total of nine classrooms were selected with a student body of 213 students. To collect data, standard questionnaires of academic performance of Pham and Taylor (1999), professional development of Ayoubi Avaz et al. (2015) and link with Rezaei Sharif et al. (2014) are used.
Discussion and Results
After testing the measurement models, it is necessary to provide a structural model that shows the relationship between the latent variables of the research. All the research hypotheses had a good fit. Also, for investigating the mediating effect of the link with the school, the direct effect of the two structures with the indirect effect in the case of involving the variable of the link with the school should be examined in order for the mediator with the school connection to be considered acceptable when the effect incteases. In the present hypothesis, the power of the direct relationship between professional development and academic performance is (0.41). The indirect effect if there is a mediator variable of school connection is:  (0.51) = (0.78) * (0.66)
Due to the lower effect of direct path compared to indirect paths, therefore, the existence of the mediator variable of school connection increases the strength of the relationship and the mediating role of school link is confirmed in the present hypothesis.
Conclusion
The results of the first hypothesis of the research showed that there is a positive and significant relationship between teachers 'professional development and the connection with students' school. This hypothesis is explained in such a way that the professional development and increasing of the knowledge and skills of teachers is necessary for the success of efforts in the field of education improvement (Mohamadi and Hasani, 2019). Increasing teachers' ability to communicate with students can stimulate students' willingness to attend at school and prepare them to take lessons in the classroom (Kyndt and etal, 2016). These results are consistent with and supported by the findings of Jafary et al. (2017). Based on this, the first hypothesis of the research is also confirmed.
The results of the second hypothesis of the research showed that there is a positive and significant relationship between students' connection with school and their academic performance. This hypothesis is explained in such a way that the performance and applying of the education is the most important criterion in measurement of the learners in the education process.Academic performance includes a set of academic behaviors that can be seen in two dimensions of academic achievement and academic regression in the field of knowledge acquisition (Kamaei and etal, 2020).
The results of the third hypothesis of the research showed that there is a positive and significant relationship between teachers' professional development and students' academic performance. This hypothesis is explained by the fact that teachers' professional development is known as the cornerstone of all educational efforts. In order to make organized changes that ultimately lead to the increase of students' academic performance, all teachers must engage in effective, continuous, and appropriate professional development in the process of their working life as a career responsibility (Namdari and etal, 2017). Teachers cooperate and participate in the development of lesson plans, implementation and analysis of its results to improve students' learning and try to apply the necessary expertise in the optimal control of students' educational levels (Bakhtiari, 2016). These results are consistent with and supported by research findings (Mohajeri, et al., 2012; Korpershoek, et al., 2020). Accordingly, the third hypothesis of the research is confirmed.
The results of the fourth hypothesis of the research showed that the connection with the school has a mediating role in the relationship between teachers' professional development and students' academic performance. This hypothesis is explained by the fact that teachers, in order to educate and expertise for focusing on their ability development, prepare the physical environment of the classroom according to the program they want to implement and use appropriate assessment strategies for students to improve academic conditions (Erfani and etal, 2016). These results are consistent with and supported by the findings of research (Picado and etal, 2017; Hayat. And etal.2015). Based on this, the fourth hypothesis of the research is confirmed.