Volume 5 (2023)
Volume 4 (2022)
Volume 3 (2021)
Volume 2 (2020)
Volume 1 (2019)
Number of Articles: 141
The effect of academic motivation and academic seriousness on the academic achievement of female primary school students in District 7 of Karaj
Hamid Aboutalebi
Volume 2, Issue 4 , March 2021, , Pages 119-134
Abstract
The aim of this study was to determine the role of academic motivation and academic seriousness in predicting academic achievement of female primary school students in District 7 of Karaj. This was a descriptive-correlational study. The statistical population included all female primary school students ... Read More The aim of this study was to determine the role of academic motivation and academic seriousness in predicting academic achievement of female primary school students in District 7 of Karaj. This was a descriptive-correlational study. The statistical population included all female primary school students in the District 7 city of Karaj in the academic year 2018-2019, numbering 8,500 students. By means of Krejcie and Morgan table, 367 people were selected as the sample size. Sampling was done by cluster random sampling. Data collection tools were academic seriousness and academic motivation questionnaires and academic achievement checklist. Data analysis by means of Pearson correlation coefficient and stepwise regression showed that academic motivation and academic seriousness are effective on the students' academic achievement (P <0.05). Also, behavioral, emotional and cognitive academic motivation variables have an effect on the dependent variable of academic achievement (P <0.05). It is recommended to provide effective solutions to increase educational motivation and seriousness to educational counselors.Comparison of emotional disclosure, perturbation tolerance, and lifestyle of gifted and ordinary students
omolbanin Ramaji; iraj shakerinia
Volume 3, Issue 4 , March 2022, , Pages 119-140
Abstract
Extended AbstractAbstractThe aim of the present study was to compare emotional disclosure, tolerance of turmoil and lifestyle among students of gifted and normal boys' schools in Tonekabon city. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical ... Read More Extended AbstractAbstractThe aim of the present study was to compare emotional disclosure, tolerance of turmoil and lifestyle among students of gifted and normal boys' schools in Tonekabon city. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the study consisted of 525 students of seventh, eighth and ninth grades of high-intelligence and normal boys' schools in Tonekabon city. A total of 120 people (60 ordinary school students and 60 gifted school students) were selected as the sample size by simple random sampling. To collect data, standard questionnaires of emotional self-disclosure of Snell (2001), emotional distress tolerance of Simmons and Chahar (2005), and lifestyle of Lali et al. (2012) were used, whose validity was confirmed by academic experts, and their reliability was also confirmed by Cronbach's alpha coefficient test. In order to analyze the data, one-way and multivariate analysis of variance test was used by Spss software version 22. Findings showed that the level of significance for the variables of emotional disclosure, disturbance tolerance and lifestyle is less than 0.05. Therefore, there is a significant difference between the scores of the two groups of gifted and normal students. The results show that there is a significant difference between emotional disclosure, tolerance of turmoil, and lifestyle of gifted and normal boys' school students in Tonekabon.IntroductionGifted and talented children are those who, in the opinion of competent and skilled people, are capable of excellent performance because of their outstanding talents. These children need different educational services and programs beyond what is usually provided through the normal school curriculum to realize their responsibility to themselves and society (Yaghoobi et al, 2019). Marland (1976) identifies gifted students as those who are considered to be competent because of their outstanding abilities. These students need special educational programs and services (which are not provided in regular schools). These students have significant progress or potential in (one or more contexts) general academic aptitude, special academic aptitude, creative thinking, leadership ability, visual and performing arts, and psychomotor ability (Ngieng et al, 2022). Education and life are two sides of the same coin, and an important factor that helps teachers create the conditions for an effective life is to pay attention to the lifestyle of the students. Accordingly, adapting or differentiating teaching methods with learners' lifestyles is of particular importance; because not every teaching necessarily leads to the right lifestyle. Therefore, it is necessary to identify the facilitators and inhibitors of life (Nizamutdinova et al, 2019). Another variable that is addressed in the present study is the confusion tolerance of students. Turbulence tolerance refers to the ability to experience and tolerate negative psychological situations. Disorder may be the product of physical and cognitive processes, but its representation is an emotional state that is often characterized by a desire to act to escape the emotional experience (Simons & Gaher, 2005; Li et al, 2021). One of the strategies to reduce interpersonal problems in children and students is emotional disclosure. According to Kennedy et al. (1999), emotion expression has four main functions: regulating arousal, self-perception, improving coping skills, and improving interpersonal relationships. In the process of emotional disclosure, the individual expresses his or her deepest emotional experiences verbally or in writing to himself or herself or others (Adineh & Hasani, 2016). According to the above, the main issue of the research is whether there is a significant difference between emotional disclosure, tolerance of turmoil, and lifestyle of gifted and normal boys' school students in Tonekabon city.Theoretical frameworkHealth requires the promotion of a healthy lifestyle. The lifestyle is importance mostly because it is effective on lifestyle and disease prevention. Lifestyle correction is essential to maintain and promote health. Promoting health and ensuring the health of individuals in society is one of the important pillars of community development (Araghian et al, 2020).Turbulence tolerance is conceptualized as a sub-emotional concept and is considered as an attribute rather than an emotional state. Turbulence tolerance is how people respond to negative emotions, which includes additional information beyond the individual's awareness of the amount of negative emotions experienced (Andrés et al, 2021).During emotional revelation, people are confronted with the deepest thoughts and feelings that come from their past. Emotional disclosure is a relatively new method that has been welcomed by researchers in recent decades. Emotional disclosure in writing form in various sources is referred to as the writing paradigm.Namvar (2020) in a study examined the role of lifestyle and mental disorder in functional disability. He stated that the factors of responsibility for health, stress management, interpersonal support and mental disorder have a significant relationship with functional disability. In other words, a person who received a high score on the lifestyle scale has a lower score on the subscales of functional disability than other people.Talebi et al (2020) also analyzed the effects of psychological well-being on disturbance tolerance in the study. The study population was the mothers of students with mental retardation in District 15 of Tehran. Their results showed that psychological well-being training increases disturbance tolerance and reduces mental confusion and depression.MethodologyThe research method is descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the study consisted of 725 students of 7th, 8th and 9th grade of high-intelligence and normal schools boys in Tonekabon city. A total of 120 people (60 ordinary school students and 60 gifted school students) were selected as the sample size by simple random sampling. data related to research variables was collected through the emotional self-disclosure questionnaire by Snell (2001) including 40 questions and 8 components (depression, happiness, jealousy, anxiety, anger, calmness, composure and fear), and emotional distress tolerance questionnaire (DTS) By Simonzo Gaher (2005) including 15 items and 4 components (tolerance, absorption, evaluation and adjustment), and Lifestyle Questionnaire (LSQ) (2012) which includes 66 questions based on a 5-point Likert scale (strongly agree to strongly disagree).Discussion and ResultsIn order to test the research hypothesis and analyze the data, Spss software version 22 was used, and the results showed that there was a significant difference between the scores of the two groups in the variables of emotional disclosure, distress tolerance and lifestyle. The acquired significance level for research variables in gifted and normal students is less than 0.05. Therefore, it can be said that there is a significant difference between the variables of emotional disclosure, anxiety tolerance and lifestyle in gifted and normal students and the research hypotheses are confirmed.ConclusionThe aim of this study was to compare the exposure of emotional disclosure, disturbance tolerance and, lifestyle among students of gifted and normal boys' schools in Tonekabon city. The results of this study are consistent with the results of the findings of Kaiser & et al, (2012); Li & et al, (2021); Kalhori, (2021); and Talebi & etal, (2020). The goal of emotional disclosure is to help students evaluate and process their emotional experience and create new meaning in their lives. There is evidence shows that students can significantly experience deep arousal-emotional experience in this way, which is associated with positive outcomes in the treatment of students' problems (Ebadi et al, 2021). Emotional self-disclosure of Identifying conflicting emotions, placing people in an empty-seat conversation position, calming down, breaking down feelings of inadequacy, describing the tone, and extent of distress, and teaching the transition process in emotion-focused therapy also help individuals perform better on lifestyle-related topics (Lumley et al, 2018). The main problem of emotion disclosure is that emotion is an essential part of an individual's structure and a key factor for self-organization. In this regard, the most basic level of emotion function is an adaptive form of information processing and readiness that directs one's behavior and contributes to his psychological well-being (Vera, 2021). Gifted people are outstanding in general intelligence, i.e. their performance in all matters is higher than the average of their peers, but talented people are not superior in all matters to their peers; they are extremely prominent in one or more special areas. They have more adaptability, and in the face of adversity, they have greater self-confidence and emotional stability, and another characteristic of them is their desire for independence (Safaei & Sedaghat, 2020).According to the present study, it is suggested that educational authorities hold workshops to provide the necessary training to reduce emotional self-disclosure. On the other hand, those involved in the educational system should pay special attention to the improvement and teaching of students' academic and life styles, because with the growth and improvement of positive psychological characteristics, their academic performance increases. On one hand, providing psychological interventions to promote tolerance, optimism and hope will prevent students' confusion. On the other hand, the healthier the students 'lifestyle, the better will be their academic achievement. Therefore, it is suggested that the education departments make plans to improve the students' lifestyle and monitor these goals annually. One of the limitations of the present study is the implementation of research in a sample of students, which reduces the generalization of results to other groups. Based on this, it is suggested that future researchers conduct the present study in other age groups and compare the results with each other.The mediating role of teachers' teaching spirit in the relationship between managers' supervision skills and teachers' teaching quality (Case study: managers and teachers of Hurand city)
abbas najafipour tabestanagh; zahra hosseini; narmin faraji; maedeh ebrahimi zahed
Volume 4, Issue 2 , September 2022, , Pages 125-147
Abstract
Abstract The present study was conducted with the aim of investigating the mediating role of teachers' teaching spirit in the relationship between principals' supervision skills and teachers' teaching quality. The method of this study is a descriptive correlative type. The statistical population of ... Read More Abstract The present study was conducted with the aim of investigating the mediating role of teachers' teaching spirit in the relationship between principals' supervision skills and teachers' teaching quality. The method of this study is a descriptive correlative type. The statistical population of the research included all 512 managers and teachers of Horand city in the academic year 2021-2022, of which 124 people were selected as the sample size using available sampling method. The standard questionnaires of Siraj's teaching quality (2002) with a reliability coefficient of (0.93), the Mirkamali teachers' morale questionnaire (2008) with a reliability coefficient of (0.94), and the Katz model managers' management skills questionnaire (1974) with a reliability coefficient of 0.97) were used in order to collect data, whose validity was confirmed by academic experts and their reliability was also confirmed through Cronbach's alpha coefficient test. In order to analyze the data, descriptive and inferential statistics were used with the help of Spss26 and Amos24 software. Quantitative findings from the test of research hypotheses showed that there is a significant relationship between the supervision skills of managers and their components with the quality of teachers' teaching (p=0.004) and the teachers' teaching spirit (p=0.001). Also, supervision skills and teaching spirit 29% of the variance of teaching quality, and the variable of principals' supervision skills have been able to explain 33% of teaching spirit. Finally, the mediating role of teachers' teaching spirit in the relationship between principals' supervision skills and teachers' teaching quality was confirmed. According to the findings, it can be said that managers, along with their knowledge and skills, play a significant role in the quality of teaching and the teaching spirit of teachers, which should be given special attention. Extended Abstract Introduction One of the main concerns of the educational system is intellectual growth and maturity, the success and academic progress of students, and this organization is efficient and successful when the science teachers have a good academic and social status (Muhonen, et al, 2018). Therefore, one of the important things in order to achieve educational goals and justice is to pay attention to the quality of teaching and instructing of teachers (Yazdani, et al, 2020). Quality in the field of teaching is defined as a degree of conformity and compatibility of each of the main indicators and characteristics of teaching quality with the standards and desirable and superior characteristics of that organization (Babagoli, Belaghat, 2016). Teaching quality is one of the important factors and characteristics of teachers; because in addition to affecting the way of teaching, learning and retrieving information of students, it has influenced the self-awareness, employment and development of students' analytical thinking (Idris & Mbudai, 2017). One of the variables that can be related to the teaching quality of teachers is the supervision skills of principals (U-Sayee & Adomako, 2021). The effectiveness and efficiency of managers requires management skills that can be used in different situations and positions to achieve organizational progress and success (mentee, et al, 2019). If the educational managers of a society have sufficient knowledge and skills, without a doubt the educational system will have higher effectiveness, quality and credibility (Subakzahi & Bavar, 2021). Morale refers to the sense of confidence, trust, sympathy and friendship that exists between teachers. Having the spirit of teaching is one of the dimensions of teachers' competence (Seraji, et al, 2018). Teachers' motivation has a significant impact on the emergence of new initiatives, the tendency to promote positive changes in student learning, and students' academic motivation (Jurs, et al, 2022). According to the mentioned materials, the main problem of the research is that what effect does the supervision skills of the principals have on the quality of teachers' teaching with the mediating role of teachers' teaching spirit? Theoretical foundations The skills of managers are the ability of managers to move the components of a group or complex to adapted move all components toward determined and specific goals (Ghorbanzadeh, 2017). Leaders with high management skills bring qualitative schools and create effective schools. In this way, effective schools can provide meaningful learning experiences related to students' needs and society's demands (Mutohar, Trisnantari, 2020). The quality of teaching is the process that brings the most formative and essential learning experience to students. These experiences may include dimensions such as improving perception and the ability to use the ideas presented in the lessons, change in attitude, passion for order and the place where the scientific effort takes place, mental growth, improvement in specific abilities such as critical writing and reading, oral communication, analysis, synthesis and generalization (Karimi, Esmaeilishad, 2022). Work spirit refers to the way of thinking, the way individuals and groups of employees perceive their workplace, and the effort, cooperation, and desire that employees show to achieve the organization's goals (Danaeefard et al., 2020). Teachers are the most important members of the educational system in the teaching-learning process, so it seems necessary to reduce obstacles and find motivational solutions to increase work efficiency. Susanti et al. (2020) showed that academic supervision conducted by managers could help teachers improve the quality of teaching in the classroom. Therefore, if the performance of teachers' supervision by managers is optimal, high-quality learning will be achieved (Susanti et al., 2020). Torkiantabar and Hoseini (2017) showed that there is a significant relationship between the leadership style of managers and its components (democratic, authoritarian, and collational leadership style) with the quality of teaching (Torkiantabar, Hoseini, 2018). Methodology The research method is descriptive-correlative type. The statistical population included 512 managers and teachers of Hurand city (East Azerbaijan province) in the academic year of 2021-2022. Among the statistical population, 124 people (63 women and 61 men) were selected as a sample size using the convenience sampling method. The standard questionnaires of Siraj's teaching quality (2002), the Mirkamali teachers' morale questionnaire (2008), and the Katz model managers' management skills questionnaire (1974) were used in order to collect data. The criteria for entering the participants in the current research were: 1. to answer the questionnaire, managers, and teachers who had teaching and management experience were selected, respectively; 2. Also, teachers and managers of all educational levels in Hurand city were eligible to participate in the exam. The exclusion criteria were: 1. Due to the importance of the research, the participants who did not have the motivation and desire to fill out the questionnaire were excluded from the statistical sample. In order to collect data, Seraj's teaching quality questionnaire (2002), Mirkamali's teachers’ spirit questionnaire (1998), and the Katz model managers' management skills questionnaire (1974) were used. Findings In order to examine the research hypothesis and analyze the data, the structural equation model was used using Spss26 and Amos24 software. The findings show a significant relationship between the overall scores of the teachers' spirit (r=0.40) and managers' supervision skills (r=0.44) and its subscales (technical skills: r=0.41, human skills: r=0.39 and perceptual skill: r=0.43) with the overall score of teaching quality and its sub-scales (lesson plan, teaching implementation, evaluation, and interpersonal relations) (P<0.01). It means that, by increasing the management skills of managers and promoting the teachers' spirit, the teaching quality will improve. There is a positive and significant relationship between teaching spirit (r=0.29) and management skill (r=0.32) and its subscales (technical skills: r=0.33, human skills: r=0.32) at the level of (P<0.01). But the perceptive skill r+0.24) has a weak positive significant relationship with the lesson design. There is a medium positive and significant relationship between teaching spirit (r=0.35) and management skills (r=0.40) and its subscales (technical skills: r=0.38, human skills: r=0.34, perceptive skills: (r=0.39); and teaching performance at the level of (p<0.01). There is a medium positive and significant relationship between teaching spirit (r=0.41) and management skills (r=0.42) and its subscales (technical skills: r=0.40, human skills: r=0.35, perceptive skills: r=0.42); and teaching evaluation at the level of (p<0.01). Also, There is a medium positive and significant relationship between teaching spirit (r=0.37) and management skills (r=0.43) and its subscales (technical skills: r=0.35, human skills: r=0.39, perceptive skills: (r=0.45); and intra-personal relationship at the level of (p<0.01). Managers' supervisory skills directly affect teachers' teaching quality at a significant level of 0.32 (P= 0.004). Managers' supervisory skills directly affect teachers’ spirit at 0.58 at a significant level of 0.001. Also, the spirit of teaching directly affects the quality of teaching at 0.29 at a significant level of 0.01. In general, it can be said that supervision skills and teaching spirit have explained 29% of the variance in teaching quality. Also, teaching skills have been able to explain 33% of teaching spirit. Finally, the mediating role of teachers' teaching spirit in the relationship between managers' supervision skills and teachers' teaching quality was confirmed. This means that by increasing managers' supervision skills and improving teachers’ spirit, the quality of teaching is improved. Conclusion The present study aimed to study the relationship between the supervision skills of managers and the quality of teachers' teaching through the mediating role of teaching spirit. The findings of this study are consistent with the findings of Esmaili and Azizi Nejad (2021), Tan et al. (2020), Zahed babolan et al. (2021), and Abdoli (2002). In explaining the findings, it can be said that managers are known as essential players in improving teaching and learning conditions in schools. By increasing their management skills, managers can take various measures to improve the motivation of the industrious teachers such as creating enough opportunities and chances for the growth and development of teachers, creating open communication channels throughout the organization, promoting teachers according to their competencies, clarifying organizational missions and goals, and paying attention to and appreciating hardworking teachers to increase teachers' motivation (Ashrafi, Zeinabadi, 2019). Increasing the spirit not only makes teaching more enjoyable for teachers but also makes learning more enjoyable for students. Apparently, when the leadership is strong and influential, teachers become more aware of their goals and more committed to them. There is harmony between individual and organizational goals, which is a positive factor in improving their performance and the emergence of their internal and desirable capabilities to increase work quality (Hamidi & Saādati, 2015). According to the findings, it is suggested that: 1) the education officials hold in-service training courses to provide managerial supervision skills for managers and employees. The criteria for passing this course, in addition to receiving a passing grade in the first stage, is success in the second stage of the exam, i.e., oral exam and questions and answers related to the first stage exam (to ensure the acquisition and learning of management skills). 2) According to the researcher, in addition to the effectiveness of educational workshops in increasing managerial skills; personality factors, mood, excitement, and people's experience play a fundamental role in better management and, as a result, the organization's success. Based on this, it is suggested that education officials choose people to manage organizations and schools who, in addition to adequately learning management skills in training courses, have a thoughtful, authoritarian, sympathetic personality and temperament (they have a managerial personality). 3) Also, in order to increase the quality of teachers' teaching, in addition to holding educational workshops based on introducing the characteristics of effective teaching, the mental conflicts of teachers should be reduced so that their mental preoccupation in the classroom is only the success and learning of students and the creation of effective teaching to better educate students.The relationship between early maladaptive schemas and burnout with the mediating role of psychological capital
Zahra Amini; Vahid Khoshravesh
Volume 2, Issue 3 , December 2020, , Pages 133-163
Abstract
The aim of this study was to analyze the relationship between early maladaptive schemas and burnout with the mediating role of psychological capital. The research method was descriptive-correlational in nature and applied in terms of purpose. The statistical population of the study was primary school ... Read More The aim of this study was to analyze the relationship between early maladaptive schemas and burnout with the mediating role of psychological capital. The research method was descriptive-correlational in nature and applied in terms of purpose. The statistical population of the study was primary school principals in Tehran engaged in service in the school year 1397-98. The sample size was determined 200 individuals and selected using a multi-stage cluster sampling method. For data collection, the Lutans (2007) Psychological Capital Questionnaire, Maslach & Jackson (1985) burnout questionnaires, and Young's early maladaptive schemas (2006) were used. Their validity was confirmed by experts and academics and their reliability was confirmed by Cronbach's alpha coefficient test. In order to analyze the data, the structural equation method was used using LISREL statistical software, eighth edition. The results showed an early maladaptive schema and its dimensions (cut and rejection, impaired self-control and function, impaired limitations, other orientation and excessive distraction and inhibition) have a negative relationship with psychological capital and its dimensions, and a positive and significant relationship with burnout. Psychological capital has a negative and significant relationship with burnout and finally, psychological capital has a mediating role in the relationship between initial maladaptive schemas and burnout.
Education Management
Providing a training model with knowledge management approach in banks and financial institutions
Fatemeh Hamidi; Nadjla Hariri; Fahimeh Babalhavaeji; Hossein Abbasian
Volume 5, Issue 4 , March 2024, , Pages 141-168
Abstract
Abstract The purpose of this research is to provide a training model with knowledge management approach in the National Bank of Iran. Therefore, it is an applied-developmental research that can use in other banks and financial institutions. The quantitative research method is survey-analytical. The ... Read More Abstract The purpose of this research is to provide a training model with knowledge management approach in the National Bank of Iran. Therefore, it is an applied-developmental research that can use in other banks and financial institutions. The quantitative research method is survey-analytical. The statistical population of 1156 people included experts and middle managers of National Bank headquarters in Tehran province. Cochran's formula was used to calculate the sample size, and 288 people were determined and selected by stratified random sampling method. The tool of data collection is a researcher-made questionnaire. For the validity of the questionnaire, face or content validity methods were used, and for reliability, Cronbach's alpha method was used, which was confirmed with an alpha value of 0.9. The data were processed with the help of SPSS26 statistical software and PLS4 structural equation software. To analyze the gap, the non-parametric Wilcoxon test was used to identify the current and desired status of training indicators with the knowledge management approach in National Bank, and also Friedman test was used to determine the priority between categories, and structural equations were used to analyze the confirmatory factor and build the model. According to the findings, there is a significant difference between the average of the current and desired status of the indicators in the target community. Finally, the models were examined in two sections: the current, and the desired status; and a combined model was presented. Based on the results, the managers of National Bank should make extra efforts in all the components of the model, which in the current status have less factor loading than the desired status, in order to implement employee training with knowledge management approach. Extended abstract Introduction Today, the development of the world economy is focused on creating knowledge and competency-based economy. In this process a key role belongs to the skilled workforce that meets the needs of the labor market, and is a driver of economic and social progress, as well as improving competitiveness of the country in general (Sekerin et al., 2018). Therefore, training and development of employees with the aim of increasing the productivity in the organization has become very important (Ismael et al., 2021). Organizations make huge investments on employee training and development each year. However, transfer of knowledge acquired through training programs to company stakeholders is not as easily achieved. A learning environment needs to be produced in organizations such that employees are motivated to actively learn new things and then share their knowledge with their peer (Banerjee, Gupta & Bates, 2017). Knowledge management processes implemented at the organizational level can play a vital role in the transfer of knowledge thereby, increasing the effectiveness of training (Abd Rahman et al., 2013): because human resources training is the primary approach to elicit and reinforce employees' knowledge and proficiency. Certainly, both knowledge and human resources are being increasingly regarded as key levers of improving of organizational performance in today’s global, dynamic and complex organization environment (Khaksar et al., 2011). Organizations striving in today’s fast changing marketplace are facing the need to have employees who know how to learn and who can quickly retool and be ready for new challenges (Ho, 2008). In this regards, the adoption of appropriate Knowledge Management approaches which is recognized to be a way to achieve sustainability goals (Kassaneh, Bolisani & Cegarra-Navarro, 2021) has become an important tool for enhancing and supporting education (Alosaimi, 2016). So far, various models have been presented for the training systems of the employees of the organizations. But considering the importance and promotion of knowledge and the importance of increasing the efficiency and competitive environment among organizations, especially in banks and financial institutions due to being exposed to changes,, a suitable model is needed to achieve this important. It can be institutionalized the teaching and learning process which is the goal of effective education. Therefore, the current research aims to provide a model of training with a knowledge management approach in the National Bank of Iran, in which the following questions are examined and answered: What is the current status and the desired status of training indicators with knowledge management approach in National Bank of Iran According to the experts and managers of this bank? What is the ranking of training indicators with knowledge management approach in National Bank of Iran? What is training model with the knowledge management approach in National Bank of Iran? Theoretical framework According to Goldstein (1986), training is defined as “the systematic acquisition of skills, rules, concepts, or attitudes that result in improved performance” (Abd Rahman et al., 2013). The main purpose of employee training is to increase efficiency. Individuals rely on training to improve their current skills and to learn new skills (Renukappa, Suresh & Alosaimi, 2021). Davidson and Philip Voss (2003) state that knowledge management is the way based on which the organizations manage their employees, identify and store existing knowledge, and share it with teams to improve the quality and value of that knowledge to create knowledge-based innovations (Kurniawan et al, 2023). The real focus of knowledge management is on “doing the right thing” instead of “doing things right”. It provides a framework within which the organization views business processes as knowledge processes which involves creation, dissemination and application of knowledge towards organizational sustenance and survival (Dhamdhere, 2015). The benefit and application of new methods and approaches of training and learning of employees is accompanied by a change in the paradigm of education towards learning opportunities (Mogharab Elahi & Jafari, 2022). Knowledge management will lead educational organizations to identify all the needed processes that add value to learning experience (Alosaimi, 2016). Methodology The research method is quantitative, survey-analytical, and an applied-developmental research in terms of its purpose. The statistical population was 1156 people, including experts and middle managers of National Bank headquarters in Tehran province. Cochran's formula was used to calculate the sample size, and 288 people were determined and selected by stratified random sampling method. The tool of data collection is a researcher-made questionnaire. This questionnaire has 42 items and 9 components: scientific ability of human resources (5 items), behavioral competence of human resources (3 items), policy and legislation (4 items), social factors (3 items), educational leadership (6 items), Knowledge management approach (8 items), evaluation and control of educational quality (3 items), learning culture (4 items), and human resources training (6 items). For the validity of the questionnaire, face or content validity methods were used, and for reliability, Cronbach's alpha method was used, which was confirmed with an alpha value of 0.9. The data were processed with the help of SPSS26 statistical software and PLS4 structural equation software. To analyze the gap, Wilcoxon's non-parametric test was used to identify the current and desired status of training indicators with the knowledge management approach in the studied bank. The non-normality of the data distribution is the reason for choosing this test, which was calculated through the Kolmogorov-Smirnov Test. Friedman's test was used to determine the priority between categories and criteria, and structural equations were used for confirmatory factor analysis and model building. Discussion and Results The findings showed that for all variables, the significance level value of the Wilcoxon test is equal to 0.000; which is less than 0.05, so the null hypothesis is rejected with%99 confidence, and there is a significant difference between the average of current status and the desired status in the target society. According to the results of the descriptive section, the average of the current status is lower than the average of the desired status. Also, the significance level of Friedman's test for the current and desired status is equal to 0.000, which is less than the value of 0.05; so with%99 confidence, there is a significant difference between the ranks of each variable. According to the average values of the ranks, the policy and legislation variable in the current status has the highest rank with a value of 6.73 and the learning culture variable has the lowest rank with a value of 3.25. Also, the variable of human resources training in desired status has the highest rank with a value of 5.82 and the variable of knowledge management approach has the lowest rank with a value of 4.29. In order to provide a model of education with knowledge management approach, the models have been examined in two parts; the current status and the desired status. In these models, the indicators whose factor loading was less than 0.7 were excluded from the model. Finally, the combined model is presented based on the factor loading report of each index. Conclusion The present research was conducted with the aim of presenting a training model with knowledge management approach in the National Bank of Iran. According to the findings of this research, in order to bring about change and achieve the desired status of the identified indicators, the managers of National Bank must be able to quickly adapt to the current changing and unpredictable conditions, and their efforts to change should be in the direction where teaching and learning processes are at the center of their work. The current research is consistent with the findings of Ramazanzade et al, (2019), which emphasize the use of group teaching methods and active learning and practical communities in order to produce more knowledge, and also with the results of Reyhani (2022), which states the role of the knowledge management approach in improving the performance of education and its effectiveness, and with the studies of Utete (2017) and Fadel (2022) in connection with the promotion of knowledge transfer culture. In line with the findings of this research, it can be acknowledged that providing training with knowledge management approach covers all the objectives of in-service training for employees from the aspects of induction, retraining, compensatory and knowledge enhancement, and it is effective in achieving these goals, such as helping people to carry out assigned tasks, compensating and completing the training of employees, improving the knowledge and ability of employees, and providing them with new scientific information. On one hand, the high ranking of the policy and legislation index in the current status shows the importance of this issue and its related components from the point of view of the managers and experts of the studied bank. In line with the findings of this part of the research, the studies of Moharramzadeh, Talebi & Daneshvar (2020), NNKO & TIENG'O (2022), and Holakupour & Hamidizadeh (2016) have been emphasized the importance of human resource training policies and the fact that training and development programs should be part of the organization's strategic plan and the need to match knowledge business strategies with knowledge development strategies to increase organizational effectiveness. On the other hand, the low ranking of the knowledge management approach in the desired status and the learning culture in the current status indicates that the managers and experts of the studied bank are not aware of the concept of knowledge management and knowledge sharing culture. In this context, researchers such as Babai Farsani, Hassani Moghadam & Farhadi (2021), Malik & Danish (2020), Omar & Mahmood (2020), and Kurniawan et al, (2023) have discussed the importance of learning culture and knowledge management in organizations in improving individual and organizational performance. In general, the model designed in this research shows a comprehensive picture of human resource training indicators with knowledge management approach that can be used in other banks and financial institutions. In order to implement employees training with knowledge management approach, National Bank managers should make extra efforts in all the components of the model, which in the current status have less factor loading than the desired status. It is necessary for managers of banks and financial institutions, including the National Bank, to improve the level of knowledge and the quality of the behavior and performance of employees by recognition and prioritization the indicators of employees training with knowledge management approach. Based on the obtained results, it is suggested: emphasis and support of managers of banks and financial institutions on the implementation and institutionalization of knowledge management, providing a suitable motivational package for knowledge workers, complete integration between training strategies and macro knowledge strategies, educational planning and content development according to knowledge gaps, creativity in choosing new educational methods and using knowledge management tools, providing flexible and combined learning opportunities and paying more attention to virtual education, developing informal relationships, experiential and collaborative learning, considering talent training as a main responsibility for managers of banks and financial institutions and developing a program to record and transfer knowledge of employees.
Education Management
Designing a qualitative model of educational support for high school students
Maryam Sori; Mohammad mojtabazadeh; Rasol Daudi
Volume 5, Issue 1 , June 2023, , Pages 142-161
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 ... Read More 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.The strategic impact of teacher's professional ethics with the mediator role of well-being in the career of female teachers of brilliant talent centers
Khatoon vakili
Volume 4, Issue 4 , March 2023, , Pages 143-160
Abstract
The purpose of this research is to determine the impact of the teacher's emotional work strategy and moral justice with the mediating role of well-being in the work of female teachers of brilliant talent centers. The current research is practical in terms of purpose, and descriptive-correlative in terms ... Read More The purpose of this research is to determine the impact of the teacher's emotional work strategy and moral justice with the mediating role of well-being in the work of female teachers of brilliant talent centers. The current research is practical in terms of purpose, and descriptive-correlative in terms of research implementation method; and it is specifically based on structural equation modeling. The research community consists of female teachers of brilliant talent centers in Babol and Babolsar centers. According to Morgan's Kargesi table, 70 people were selected as samples. The sampling method in this research is simple random. The collection tool in the current research is the well-being scale questionnaires (Demo and Pascal), the teacher's emotional work strategy scale (Yen), and the decision-making power questionnaire. SPSS software was used to analyse data; and in order, PLS software was used to design the final research model. In order to confirm the final research model, confirmatory factor analysis was performed. The results indicated that the research hypothesis about the effect of positive mood on decision-making power has a significant value of 7.743, that both variables of emotional work strategy (P = 0.001 and β = 0.535) and moral justice (P = 0.001 and β=0.49) had a significant effect on well-being at work, which according to the value of the path coefficient, it can be said that the emotional work strategy and moral justice both had a positive effect, and as a result, the teacher's emotional work strategy and Moral justice with the role of welfare mediator have a positive and meaningful effect on the work of female teachers of brilliant talent centers. Extended Abstract Introduction Teachers are influenced by the changes that occur in society; current changes in social structures and political economic systems directly affect their job performance; among these changes, we can mention the change in the communication and information technologies of the scientific revolution, the change in the structure of populations, the revolution in social relations, economic and political developments, and the changes in work relationships, life and leisure time. All of these things have caused severe educational changes that can impose complex and contradictory demands on them in the current work environment, and this new scenario affects their professional efficiency, well-being at work and their human development (Alonso et al, 2019). Several factors are effective in creating and improving a healthy environment in the organization and organizational well-being, which can be individual, social or organizational (Farahbakhsh et al, 2017). One of these factors is moral justice. Moral justice implies that a person makes and acts decisions and judgments based on an internal moral source. The concept of emotions, like emotional life itself, is wide and varied. Emotion is not a new topic and has actually existed since about two million years ago when humans stepped on the planet. Emotions are feelings that people feel, interpret, reflect, express and manage. They are motivated through social interactions and are influenced by social, cultural, interpersonal and situational conditions (Nuranjad & Rostgar, 2019). Therefore, the researcher tries to find out what effect the teacher's emotional work has on moral justice with the mediating role of well-being in the work of female teachers of brilliant talent centers? Theoretical framework Emotional work has an important impact on professions such as teaching, sales, etc., in which people continuously interact with each other. Hence, it is necessary to identify emotional labor conditions in these specific occupations. The teacher must establish a sincere and favorable relationship with the students; a relationship that is accompanied by the teacher's support for the students. This important thing is achieved if there is interaction and consensus between the teacher and the student. Moral justice indicates the degree to which just judgments and actions stem from a sense of duty and moral obligation (Nokhostin Khayat et al, 2022). Well-being at work; It is the existence of positive emotions and moods and individual satisfaction at work (Demov Paskar, 2016. Occupational well-being is one of the most recent topics in the field of organizational psychology and positive organizational behavior. Occupational well-being are defined according to indicators of social well-being and psychological well-being of employees such as health, social relations, happiness, job satisfaction, social support; and the absence of negative experiences such as burnout, stress, and psychological pressure in the workplace (Ho & Kuvaas, 2020). Nokhostin Khayat et al, (2022) investigated the formulation of a critical thinking model based on moral justice and cognitive abilities with the mediation of metacognition in the students of Semnan city in 1399-1400. The findings showed that there is a significant positive relationship of 0.24, 0.45 and 0.21 respectively between metacognitive moral justice and cognitive ability with critical thinking, and the results of structural equations also showed that there is an indirect significant relationship between cognitive ability and moral justice with critical thinking, mediated by metacognitive beliefs. Also, there is a direct and significant relationship between critical thinking and metacognitive beliefs with moral justice and cognitive ability (P<0.01) and the hypothesized model has also shown that the model has a suitable and acceptable fit. Pirhosienloo et al, (2021) in their research titled modeling the causal relationships of goal orientations and cognitive evaluation with occupational well-being in teachers: the mediating role of cognitive coping strategies and teacher's emotions has shown that in predicting well-being of the career of teachers through cognitive evaluation processes, emphasizing the action coordinates of positive and negative emotions of the teacher has a decisive role. One of the most decisive conceptual corridors explaining the interpretative role of teacher's emotions in the relationship between cognitive evaluations and occupational well-being is based on the working characteristics of teachers' self-efficacy beliefs. Methodology This research is applicable in terms of purpose, and descriptive-correlative in terms of nature. In this research, available sampling method was used for sampling. The statistical population of the research is made up of female teachers of brilliant talent centers in Babol and Babolsar. 70 people were selected as a sample using available sampling method. The sampling method in this research is simple random. To determine the sample size in this research, the Kargesi Morgan table was used. In order to collect data related to the variable of well-being at work, the questionnaire of Demo & Paschoal (2016); and for the variable of the teacher's emotional work strategy, the questionnaire of Yin (2012); and for the variable of moral justice the questionnaire of Beugre (2012) was used. Discussion and Results In order to investigate the hypothesis of the research, the modeling of structural equations, the method of structural equation modeling with the help of spss software was used to test the hypotheses from inferential statistics. Then PLS software was used to test the hypothesis or conceptual model of the research, and the results showed that the intensity of the effect of the emotional work strategy (53.1%) was greater than the intensity of the moral justice effect (31.4%). It is also possible to see the intensity of the effect for all six subscales of these two variables. The results of structural equations to reject or confirm the hypotheses have shown that both emotional work strategy variables (P = 0.001 and β = 0.535) and moral justice (P = 0.001 and (β = 0.49) have had a significant impact on well-being at work, and according to the value of the path coefficient, it can be said that the emotional work strategy and moral justice both have a positive effect, and as a result, the research hypothesis is confirmed, and among the six subscales of these two variables, all had a positive and significant effect on well-being at work in 95% confidence level (P<0.05). Conclusion The present study was conducted with the aim of determining the impact of the teacher's emotional work strategy and moral justice with the role of well-being as a mediator in the work of female teachers of brilliant talent centers. This finding is in line with the findings of researchers such as Pirhoseinlo et al, (2021); Benevene et al, (2020); Ho & Kuvaas (2020); Granziera & Perera (2019); The research of Benevene et al, (2020), which was conducted under the title of well-being in the work of school teachers in their work environment, showed that due to the large increase in sick leave and teachers who quit their jobs in different cultures and countries, the well-being of teachers in the past decades has been given a lot of attention. Healthy and successful performance in the workplace is defined as well-being in the work of teachers. In fact, while physical or mental health refers more to the absence of injury; well-being at work refers more to the ability of teachers to create a positive, but dynamic balance between teachers' resources and challenges, and their demands (environmental, social, personal, physical, mental, psychological). It has also been found that well-being in the work of teachers has a positive relationship with students, colleagues and families and is also related to higher academic results of students. According to the present research, it is suggested to pay serious attention to the internalization of in-depth actions in the in-service training of teachers so that teachers accept the teaching profession wholeheartedly. Various theoretical studies, including the theoretical framework of this research, have shown that one of the important aspects in the deepening of action in emotional work is paying attention to the livelihood situation, therefore; it is suggested in this field paying serious attention to increasing teachers' salaries and benefits in order to increase emotional work and internalize this job.
Education Management
Identifying dimensions, components and indicators of school-centered management on Islamic-Iranian values
Masoud Taghiani; masoumeh oladiyan; Mahmoud Safari
Volume 5, Issue 2 , September 2023, , Pages 144-167
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 ... Read More 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.Presenting a structural model of analyzing the relationship between family communication patterns and achievement motivation with emphasis on the mediating role of students' academic adjustment
Leila Talebi Khansari
Volume 3, Issue 2 , September 2021, , Pages 151-173
Abstract
Extended AbstractAbstractThe aim of this study was to present a structural model of analyzing the relationship between family communication patterns and achievement motivation with emphasis on the mediating role of academic adjustment of Qazvin junior high school girls. The research method is essentially ... Read More Extended AbstractAbstractThe aim of this study was to present a structural model of analyzing the relationship between family communication patterns and achievement motivation with emphasis on the mediating role of academic adjustment of Qazvin junior high school girls. The research method is essentially descriptive-correlative. The statistical population of the study consists of 2613 students of Qazvin high school girls. The sample size was obtained by cluster random sampling of 270 people. Data were collected using the Ritchie and Fitzpatrick (1990) Communication Patterns Questionnaire, Hermans' Progress Motivation Questionnaire (1970), and Sinha and Singh (1993) Academic Adjustment Questionnaire, which was validated by academic experts and its reliability also confirmed by Cronbach's alpha coefficient test. In order to analyze the data, the structural equation technique was used by means of Lisrel statistical software and Spss statistical software. Findings showed that family communication patterns had a direct and indirect relationship with students' achievement motivation and academic adjustment played a mediating role in this relationship.IntroductionThe success and efficiency of educational systems depends on the academic achievement of students in the courses (Talebi Khansari, 2020). The progress and decline of students' academic courses is a touchstone for the efficiency of the educational system and the discovery and study of effective variables on these variables lead to a better understanding and prediction of effective factors in school. Therefore, the study of variables related to academic achievement in different courses is one of the main topics of research in the education system (Aboutalebi, 2021). Academic success and achievement in any society indicates the success of the educational system in the field of targeting and paying attention to meeting individual needs; therefore, the educational system can be defined Effective and successful when the academic achievement of its students in different courses comes up to the highest figure (Mirarab, Azizi Shomami, & Grayli, 2019). Academic achievement and success are related to factors such as motivation and cognitive processing (Tavakoli, Hasanzadeh, & Emadian, 2020). Progress motivation reflects the tendencies to effort for achieve success and the positive effects associate with that, and avoidance of failure and its negative effects (Arakeri, Sunagar, 2017). People who are motivated to progress succeed in tasks that have a higher degree of difficulty, and work hard to achieve success (Narasimhan, 2018). Lack of motivation to do a task can make it difficult to achieve results (Shekhar, Kumar, 2016). Communication skills seem to be one of the factors influencing students' academic achievement motivation; as Harrison et al. (2007) believe, a good and successful teacher-student relationship improve and increase academic adjustment. Each student in the process of their social development, to progress and flourish their talents and desired adaptability with the environment and those around them requires the acquisition of communication skills that begin in the process of socialization with the family and are shaped by the growth and age of individuals in the school and community (Petrovici, Dobrescu, 2014). Interpersonal communication occurs when people interact with each other. Every relationship is an exchange in which at least two people must participate, and during the interaction of people with each other, a social lifestyle is formed (Dehestsni, Ebrahimi, Aboohashemi Moghaddam, 2020). Another important dimension in academic achievement is academic adaptation (Sharifi rigi, 2018). Academic adaptation refers to the ability of learners to adapt to the conditions and requirements of education and the plans set by the school and the university as a social institution (Tamanei far, Moradi, 2015). Admission to university and transfer from high school to university is a big and major change in the lives of many young people. Going to university is an opportunity to learn more about mental development (Faridland., Ridd., Shapak., Keribi, 2007). But at the same time, it is a source of stress for some people and causes inconsistent reactions in them. Therefore, considering the above and considering the role of academic adjustment and the type of relationship between students and family in motivation for academic achievement and success in future life, the present study seeks to answer the question that what the appropriate structural model in relation to family communication patterns and achievement motivation by emphasizing the mediating role of academic adjustment of high school girls is.Theoretical frameworkHarrison et al. (2007) believe that a good and successful relationship between teacher and student improves and increases academic adjustment. Each student in the process of social development, in order to develop and flourish their talents and adapt to the environment and entourage, need to acquire communication skills that in the process of socialization, begins with the family. Shudrichi (1991) named the following items; conceptual orientation because of the importance of expressing ideas, dialogue orientation and social orientation because of following others to conformity orientation.Aboutalebi (2021) in an article examined the effect of academic enthusiasm and academic seriousness on the academic achievement of female elementary school students in the 7th district of Karaj and came to the conclusion that academic seriousness leads to academic self-fulfillment (Aboutalebi, 2021).. Kordloo and Behrangi (2020) in a study entitled "The size of the effect of the intellectual scaffolding of education management In the application of new educational technologies on academic motivation and achievement in science course in fifth grade elementary school female students" conducted on 297 fifth grade female elementary school students in districts 1 and 2 of Tehran, showed that the teaching model of education management based on rational scaffolding is effective in increasing motivation and academic achievement of science courses (Kordloo, Behrangi, 2020). Talebi Khansari (2020) in a study examined the relationship between classroom management practices and communication skills with the academic achievement motivation of elementary school students in Chabaksar and concluded that teachers can use effective classroom management styles and communication skills to increase students' motivation for academic achievement and prevent burnout and academic failure (Talebi Khansari, 2020).MethodologyThe present study is a methodological description of correlation. The statistical population of this study consisted of 2613 students of girls' secondary schools in Qazvin. Due to the large size of the statistical population, three schools were randomly selected and one class was selected from each school, which includes the seventh, eighth and ninth grade. A total of 9 classrooms were selected with a student population of 270. The sampling method was cluster random. Ritchie and Fitzpatrick (1990) communication patterns questionnaire was used for collecting data related to students' communication patterns variable, Sinha and Singh (1993) academic adjustment questionnaire for academic adjustment variable, Hermans Progress Motivation questionnaire (1970) for progress motivation variable.Discussion and ResultsTo model the final structural equations, the mediating role of academic adjustment in the relationship between family communication patterns and achievement motivation in students has been used. In order to investigate the mediating effect of academic adjustment in the hypothesis under discussion, the direct effect of the two structures with the indirect effect in the case of involving the mediating variable should be considered so that if the effect increases, the mediating effect can be considered acceptable. In the present hypothesis, the effect is equal to 0.59. Provided that there is a mediating variable, the indirect effect is:0/79 × 0/88 = 0/695Due to the fact that the effect of direct path is less than that of indirect path, so the existence of mediator variable increases the effect and the role of mediator in the present hypothesis is confirmed.ConclusionThe main hypothesis assesses the mediating role of academic adjustment in the relationship between family communication patterns and achievement motivation in students. In the present hypothesis, the direct effect is equal to 0.59. Due to the fact that the direct path effect is less than the indirect paths, therefore, the existence of an educationally consistent mediating variable increases the effect and the mediating role in the present hypothesis is confirmed. This result is consistent with the research findings (Aboutalebi, 2021; Kordloo, Behrangi, 2020; Talebi, 2020; Bahadori Khosroshahi, Haibi Kelibar, 2017; Gaston, 2016; Westerman, 2019). Explaining this result, it can be said that no institution in human life is as effective in the development of human personality and identity as the family. This institution plays an important role in the health, growth and development of family members. The family can create an environment for its members in which they can grow up and shape specific behavioral patterns and attitudes, and it can also provide an opportunity for people who interact with each other to become cognizant. Studies show that family communication problems are a major source of interpersonal issues. Significant cultural-socio-economic developments have led to less communication between children and their parents in recent years in comparison with two decades ago. Lack of verbal and non-verbal communication between parents and children can be a serious obstacle and an important deterrent to the normal development of children's psychological behaviors. Adaptability is one of the most important psychological phenomena that plays a decisive role in individual and social life.Relationship between Teachers' Communication Skills and Students' Academic Well-being with Emphasis on the Mediating Role of Academic Adjustment in Girls' High Schools in Kashmar
javad shalian
Volume 3, Issue 1 , June 2021, , Pages 167-195
Abstract
Extended Abstract Abstract The aim of this study was to investigate the relationship between teachers 'communication skills and academic well-being with emphasis on the mediating role of students' academic adjustment. The research method was descriptive-survey. Teachers (143 persons) were selected based ... Read More Extended Abstract Abstract The aim of this study was to investigate the relationship between teachers 'communication skills and academic well-being with emphasis on the mediating role of students' academic adjustment. The research method was descriptive-survey. Teachers (143 persons) were selected based on Krejcie and Morgan table by simple random sampling method and 371 students(371 persons) were selected by cluster random sampling method as a statistical sample. In the present study, the educational welfare questionnaires of Peternin et al. (2014), Baker and Cyriac (1984) academic adjustment questionnaires and communication skills of Queen Dam teachers (2004) were used. Their validity was confirmed by academic experts and their reliability by means of Cronbach's alpha coefficient test was obtained 0.76, 0.89 and 0.72, respectively, and approved. In order to analyze the data, structural equation technique was applied using Lisrel statistical software and Spss26 statistical software. Quantitative results obtained from hypothesis testing of the study showed that there is a positive and significant relationship between teachers 'communication skills and students' academic adjustment and academic well-being. There is a positive and significant relationship between students 'academic adjustment and their academic well-being, and academic adjustment in the relationship between teachers' communication skills and Students' academic well-being has played a mediating role. Introduction Today, education, specifically or generally. is an important part of every person's life, in addition, the quality and quantity of this education also plays an important role in the individual's future life. Therefore, for nearly a century, psychologists have been widely involved in Attempts to identify predictor factors of the academic achievement. Awareness of students' psychological aspects can act as a powerful teaching aid tool. For example, understanding how students behave in certain situations can lead to an increase the effectiveness of educational tools as well as teacher's teaching methods and the education system and ultimately the progress of students (hamedinasab and asgari, 2020). Academic well-being is one of the most important and influential variables on academic performance. It is derived from the basis of positive psychological theory, and those who possess dejected behavior and negative excitements such as anger, disturbance and sorrow; more than others are subject to education drop and drop-out.(Jahani and etal, 2018). Teachers are the most important variable in students' learning. In other words, the most important factor in the educational system is not the teaching materials or teaching methods, but the teachers themselves; and due to this importance, over the years, researchers have examined the internal and external factors effective on the performance of teachers and therefore the performance of students (Teymoriyan and etal, 2018). Communication skills Refers to behaviors through which a person can communicate with others in a way that leads to positive responses and avoid negative ones (Nakagawa and etal, 2019). Given the importance of communication skills and educational adaptation in improving the academic well-being of students, recognizing its affective factors is one of the main necessities of our country's educational system. Therefore, because the researches concern with the above-mentioned variables and their effective amount on the student's educational well-being have not much fulfilled, in the present study, the researcher decided to address the relationship between these variables in the girls' high schools in Kashmar. Therefore, this study examines the question of whether there is a significant relationship between teachers' communication skills and students' academic well-being by emphasizing the mediating role of academic adjustment in girls' high schools in Kashmar. Case study In this study, all teachers and students of girls' secondary schools in Kashmar city have been studied as a case study. Theoretical framework Ardalan and Hosseinchari in a study showed that communication skills can predict students' academic adjustment (Ardalan and Hosseinchari, 2010). Research results have shown that there is a direct relationship between communication skills variables with students' academic well-being and self-efficacy. Accordingly, with increasing and developing teachers' communication skills, students' well-being and self-efficacy will improve (Baezat and Rahimi, 2015). Another study on academic adjustment showed that there is a positive relationship between communication skills and academic adjustment and motivation (Bahadori Khosroshahi and Habibi Kelibar, 2017). Another study has shown that teachers 'communication skills can develop students' self-efficacy and ultimately their academic well-being (Baezat and Rahimi, 2015). Research has shown that friendly and effective communication in the classroom has an effective role in improving the academic atmosphere and academic adjustment of students. Accordingly, academic adjustment will improve academic conditions and lead to high academic performance (Cheong and etal, 2019). Methodology This research is of descriptive-survey type. The study population includes teachers and students of girls' secondary schools in Kashmar. Based on this, 143 teachers were selected by simple random sampling and 371 students were selected by combined cluster random sampling as the sample size. Piternin et al.'s (2014) Academic Welfare Questionnaire, Queen Dam's Teachers' Communication Skills (2004) and Baker's and Cyriac's (1984) Academic Adjustment Questionnaires were used for data collection. Discussion and Results The first hypothesis of the research is to measure the relationship between teachers' communication skills and students' academic adjustment. The strength of the relationship between communication skills and academic adjustment is calculated to be equal to (0.62), which indicates a favorable correlation. The t-test of the test was obtained (7.60), which is greater than the critical value of t at the level of error of 5% (1.96) and shows that the strength of the observed relationship is significant. Therefore, it can be said that there is a positive and significant relationship between teachers' communication skills and students' academic adjustment. The second hypothesis of the research has investigated the relationship between students' academic adjustment and their academic well-being. The strength of the relationship between academic adjustment and academic well-being has been calculated equal to (0.68), which indicates a favorable correlation. The t-test of the test was obtained (7.66), which is more than the critical value of t in the error level of 5% (1.96) and shows that the strength of the observed relationship is significant. Therefore, it can be said that there is a positive and significant relationship between students' academic adjustment and their academic well-being. The third hypothesis of the study analyzed the relationship between teachers' communication skills and students' academic well-being. The strength of the relationship between communication skills and academic well-being has been calculated equal to (0.39), which indicates a favorable correlation. The t-test of the test was obtained (4.37), which is more than the critical value of t at the level of 5% error (1.96) and shows that the strength of the observed relationship is significant. Therefore, it can be said that there is a positive and significant relationship between teachers' communication skills and students' academic well-being. The fourth hypothesis of the study examines the relationship between teachers' communication skills and students' academic well-being with the mediating role of academic adjustment. In order to examine the meditative effect of the academic adjustment in the hypothesis under discussion, the direct effect of the two structures in comparison with the indirect effect when the academic adjustment variable interferes should be examined so that if the effect increases, the mediating effect of the link with the school can be considered acceptable. In the present hypothesis, the power of the direct relationship between communication skills and academic well-being is (0.39). The indirect effect if there is a mediating variable of academic adjustment is: (0.42) = (0.68) * (0.62) Due to the lower effect of direct path than indirect paths, therefore, the existence of the mediator variable of academic adjustment increases the strength of the relationship and the mediating role of academic adjustment in the present hypothesis is confirmed. Conclusion The results of the first hypothesis of the research showed that there is a positive and significant relationship between teachers' communication skills and students' academic adjustment. This hypothesis is explained by the fact that students try to give more explanations to those of their classmates who are less absorbant and have difficulty in understanding the curriculum, and help them understand class topics (Yazdani and Soleimanpouromran, 2018). These results are consistent with and supported by research findings (Nakagawa and etal, 2019; Alizadeh and Jouybari, 2016; nasri and etal, 2017). Based on this, the first hypothesis of the research is confirmed. The results of the second hypothesis of the study showed that there is a positive and significant relationship between students' academic adjustment and their academic well-being. In explaining this hypothesis, it can be said that a positive attitude intensifies the desire to continue communication and learning (Badri and etal, 2019). With high ability to distinguish emotions and improve mood in students it is exceptable that their academic engagement status will lead to a successful and evolved identity (Oinas and etal, 2021). These results are consistent and supported by the research findings (Razavi Alavi and etal, 2018, Nasri zadeh and Nargesian, 2019, Nair and etal, 2021). Based on this, the second hypothesis of the research is confirmed. The results of the third hypothesis of the study showed that there is a positive and significant relationship between teachers 'communication skills and students' academic well-being.This hypothesis is explained by the fact that improving the learning conditions in the classroom causes Students can be satisfied with the effective teaching in the classroom and look forward to the educational content (Lebares and etal, 2021). These results are consistent with and supported by research findings (Behroozi and etal, 2018, Hoferichter and etal, 2021). Based on this, the third hypothesis of the research is confirmed. The results of the fourth hypothesis of the study showed that there is a significant relationship between teachers' communication skills and students' academic well-being with the mediating role of academic adjustment. This hypothesis is explained by the fact that students who take the initiative to learn, in comparison with the students who passively attend in class and receive instruction, learn more and better (Ghomi and etal, 2017). These results are consistent with and supported by research findings (Razavi alavi and etal, 2018, Delgado and etal, 2018). Based on this, the fourth hypothesis of the research is confirmed.Develop a job satisfaction model based on job empowerment and professional competence
Mohamad Izadian Sheyjani; mitra sadoughi
Volume 3, Issue 4 , March 2022, , Pages 141-164
Abstract
Extended AbstractAbstractThe purpose of this study is to develop a job satisfaction model based on job empowerment and professional competence. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the study consisted of 837 high ... Read More Extended AbstractAbstractThe purpose of this study is to develop a job satisfaction model based on job empowerment and professional competence. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the study consisted of 837 high school teachers in Rasht. 263 people were selected as a statistical sample by simple random sampling. The Minnesota Job Satisfaction, Job Competence Questionnaire of Mollainejad (2012), and Job Empowerment Questionnaire of Spritzer (1995) were used to collect data. Their validity was confirmed by academic experts, and their reliability was confirmed by Cronbach's alpha coefficient test. In order to analyze the data, the structural equation technique was used with Lisrel statistical software and SPSS statistical software. The findings showed that there is a positive and significant relationship between teachers' professional competence with their empowerment and job satisfaction. Teachers' job empowerment has a positive and significant relationship with their job satisfaction. Job empowerment has a mediating role in the relationship between teachers' professional competence and their job satisfaction. The research results indicate that the cognitive competency component has the greatest power in relation to empowerment and job satisfaction.IntroductionEducation has long played a key role in the survival of human societies; therefore, teachers as human resources and implementers of educational programs are considered as its basic element, and their performance has a major impact on the success of this institution (Kamali et al, 2020). One of the main tasks of educational systems in any country is to transfer the cultural heritage of the community, cultivate the talents of the graduates and prepare them for active participation in the community. Therefore, it is necessary to train people in order to take charge of various affairs. The academic success and performance of the graduates of any society shows the success of the educational system in the field of goal setting and attention to meeting individual needs. Academic performance is progress in the practice of education, and the components and stages that cause this progress are also considered (Vafaei, 2019). The first step towards achieving a successful teaching staff is to understand the factors that affect the quality of their activities (Hanna et al, 2017). One of these factors is teachers' job satisfaction; because there is a direct relationship between job satisfaction of individuals and their performance, and those who are satisfied, do their job better (Tavakoli et al, 2015). Therefore, it is necessary for the educational system to pay more attention to the issue of job satisfaction of teachers. Being a teacher, among different occupations of a society, is one of the most important; and teachers, because of their direct educational and disciplinary effects on the family's offsprings, play an irreplaceable role in the future generations of any society (Behjat et al, 2016; From Mohammadi, 2007). Teacher empowerment also affects their job satisfaction. Kanungo (1988) defines empowerment as a process to strengthen the sense of self-efficacy among members of the organization. Scientists such as Thomas & Velthouse (1990) believe that competence has a multifaceted nature and its nature cannot be achieved by a single concept. In addition, teachers have a lot of talent, motivation and latent force, and the emergence of these potential forces is achieved according to the teacher empowerment strategy, and ultimately leads to the growth and promotion of schools (Molla Zadeh, 2018).According to the above, the main issue of the research is whether there is a significant relationship between professional competence and job satisfaction, considering the mediating role of job empowerment of high school teachers in Rasht in the academic year 2021-2022.Theoretical frameworkJob satisfaction as a complicated and multidimensional concept is one of the important factors of job success and increasing efficiency. Job satisfaction due to predicting organizational behaviors plays an important role in the study and management of human behaviors. Job satisfaction increases productivity, organizational commitment, physical and mental health and work ethic (Dodange et al, 2016).Empowerment allows people to share their knowledge, increase their role in promoting creativity in the workplace, and look for creative ways to correct mistakes and repeat work processes. Teacher empowerment has a different scope from the empowerment of other participants in the educational environment or staff working outside the education sector, and is defined according to their ability to participate in decision-making processes related to inclusive school learning and teaching (Asivand, 2018).Proficiency, semantically, usually refers to being appropriate for the purpose, competency, sufficient, or qualificated in the true sense, acceptable, and rejected, sufficiently prepared to enter a particular profession, and Directly related to specialized certificate or approvement in that profession. The International Association of Standards of Internship, Performance and Training considers competency to be an integrated set of skills, knowledge and attitudes that enables an individual to effectively perform the activities of a particular profession or to live up to the expected standards of that profession (Karimi, 2013).Sepahbod & Montazeri Najafabadi (2021), conducted a study entitled "The effect of sense of competence on the path of job satisfaction with the mediating role of job burnout and relative deprivation (Case study: selected government offices in Najafabad)." The results showed that the sense of competence higher than the organizational position in employees leads to a decrease in job satisfaction in the organization.Orgambídez & Almeida (2020), conducted a study entitled "Study of the relationship between structural empowerment and job satisfaction through the mediating effect of role stress and professional competence: a cross-sectional questionnaire study". The results showed that there is a significant relationship between structural empowerment, role stress and professional competence with job satisfaction.MethodologyThe research method is descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the study consisted of 837 high school teachers in Rasht. 263 people were selected based on Krejcie and Morgan table and simple random sampling method as the sample size. To collect data related to Minnesota Job Satisfaction Questionnaire (MSQ) and Professional Competence Variable, Mollaei Nezhad Questionnaire (2012) and Job Competence Variable were used by Spreitzer (1995).Discussion and ResultsIn order to test the research hypothesis and analyze the data, the structural equation technique was used with Lisrel statistical software and Spss statistical software. The results showed that the mean root index of approximate squares equal to (0.018) of the model has a good fit. Other goodness-of-fit indicators have been in the range of acceptance, and the results showed that there is a positive and significant relationship between professional competence and teachers 'job empowerment. There is a positive and significant relationship between job empowerment and teachers' job satisfaction; and between professional competence and job satisfaction; and between professional competence and job satisfaction with the mediating role of job empowerment.ConclusionThe present study was conducted to investigate the development of job satisfaction model based on job empowerment and professional competence. The findings of this hypothesis are consistent with the results of the findings of Jiraro et al, (2014); Zendedel (2016); Abdollahi et al, (2014); Orgambídez & Almeida (2020); and Hamidi Zadeh & Bramon (2011); Teachers learn the skills needed to teach and try to develop their abilities within their scope of work. They pursue their career outcomes in line with the higher goals of the education system (zarebin, 2020). Their job responsibilities are very clear and it is important for them to judge how students perform in the education system (Rajabpour et al, 2019). Teachers with high job ability manage their cognitive and behavioral characteristics based on individual controls, and how well they function in the education system is very important to them (Bisung & Dickin, 2019). Teachers who are well-qualified in the teaching process will have sufficient skills in using teaching methods appropriate to the subject matter. Such people have up-to-date and desirable information on how to produce and organize thematic knowledge (Khoshravian, 2016). They are constantly trying to be useful in challenging themselves and their colleagues and examining their job abilities. Teachers' job performance is a topic that is constantly analyzed by school principals (Dibai Saber, 2016). Such people have the ability to analyze content and critique and its skills. They can develop this ability in teachers, and this power of content analysis can be valuable in attracting teachers to professional activities (Blömeke & Kaiser, 2020).The development of teachers' professional competencies should be considered as a process that starts from the pre-service period and covers the entire teaching profession. This proposal should be systematically designed, supported, budgeted for, and considered for teacher promotion. Teachers should have access to the necessary information about how to teach properly as well as school work policies. They need to be more clarified and aware of the goals of the education departments, which are clearly defined, and to know what an important role their work plays in achieving the goals of the schools and the education system. On the other hand, the teachers, by providing opportunities for selection, making decision and internal control and the use of challenging, diverse and enjoyable assignments with emphasis on different dimensions of academic participation (behavioral, emotional, and cognitive factors) play an important role in creating useful understanding and increasing interest; and students can have motivation and educational participation. Accordingly, it is suggested that teachers in the educational process pay attention to the dimensions of students' academic participation in their work priority. Finally, the formation of training workshops for teachers in relation to familiarity with solutions makes them have more understanding of their competencies.
management
Investigating the effect of authentic leadership on employee job satisfaction with emphasis on the mediating role of job involvement
Mohammad Hadi Asgari
Volume 4, Issue 4 , March 2023, , Pages 161-183
Abstract
The present study was conducted with the aim of investigating the effect of authentic leadership on the job satisfaction of employees, emphasizing the mediating role of job involvement. The method of this study was descriptive-survey type. The statistical population of the research was 311 employees ... Read More The present study was conducted with the aim of investigating the effect of authentic leadership on the job satisfaction of employees, emphasizing the mediating role of job involvement. The method of this study was descriptive-survey type. The statistical population of the research was 311 employees and managers of the central organization of Islamic Azad University (275 employees and 36 managers), of which 158 people were selected based on Cochran's formula and by simple random sampling as the sample size of employees. The census method was used to collect the managers' information due to the limited statistical population. To collect the data, the standard questionnaires of Ladahl and Kenger (1965) on job involvement with a reliability coefficient of (0.85), and Minnesota job satisfaction with a reliability coefficient of (0.88), and the authentic leadership of Walumba et al. (2008) with a reliability coefficient (0.90) was used; whose validity was confirmed by academic experts and their reliability was also confirmed through Cronbach's alpha coefficient test. In order to analyze the data, structural equation technique was used through Statistical software LISREL and Spss version 22. Quantitative findings from the test of research hypotheses showed that authentic leadership has a positive and significant effect on both job involvement and job satisfaction of employees. Job involvement has a positive and significant effect on employee job satisfaction. Job involvement has played a mediating role in the impact of authentic leadership on job satisfaction. The results of the research also showed that the components of transparency in relationships, balanced processing, internal aspects, and self-awareness had the most influence on job engagement and job satisfaction, respectively. Extended Abstract Introduction Today, the importance of job satisfaction is a well-known and self-evident matter, and it is also a matter of concern in human resources management. Paying attention to this factor shows the importance that managements attach to human resources as one of the valuable capitals (Kiani & Nazari, 2022). It should be stated that employee satisfaction is the most important concern of leadership in organizations, and the requirement for successful leadership is that the manager pays primary attention to employee satisfaction programs, which include leadership methods and programs designed to change the role of employees. Changing the role of employees is important, because in today's era, the purpose of the university is not merely transfer of the cultural heritage and human experiences to the new generation; and to creation of favorable changes in the attitudes, cognitions and ultimately the behavior of people has a special position in it (Zavvar et al., 2021). The employees of the organization are one of the key and important elements of the higher education system, which must have the necessary competencies and qualifications to be able to undertake this important job (Rajabzadeh et al., 2015). Employees must have the necessary knowledge and skills, and be able to perform and apply them, and it is necessary for teachers to be motivated and work with motivation to achieve high job performance and have the necessary satisfaction. Creating satisfaction in employees causes their individual success to affect the overall effectiveness of the university, which employee satisfaction and then increasing the efficiency of the university depends on the role of managers within the organization, meanwhile, the key feature of a first-rate university is the presence of outstanding managers (Mousavi et al., 2020). Therefore, creating job satisfaction in employees is a very important matter that should be created in different ways. One of these methods is the institutionalization of managerial skills of managers. The way of managers' performance in applying the three-type management skill will attract the attention of the employees toward this matter, and the optimum of these skills will lead to the formation of job satisfaction in employees. On the other hand, the reasons for carrying out the research in order to eliminate the existing gaps can be examined from several aspects: the concept of employee job satisfaction in the literature of human relations and organizational behavior is so important that researchers from different angles have examined the predictors of this key structure in the realization of the organization. Job satisfaction is the feeling that a person has towards his profession (Abdullah, 2019). Another fundamental factor in improving the job performance of employees is the level of their job involvement. Job involvement is an important variable attitude in maximizing organizational effectiveness. Job involvement mainly includes job satisfaction, ability, dedication and attachment. Power indicates a high level of energy, psychological flexibility while working, the desire to spend effort in one's work and different in facing problems (Ziaei et al, 2015). High job involvement indicates the experience of the feeling of meaningfulness, enthusiasm, honor, being immersed in work and having a pleasant feeling towards work. In this situation, over time, a person becomes attached to his job (Braganza et al, 2021). People with low job involvement are usually at a higher level in terms of job burnout, psychopathy and extroversion. Job involvement is related with job resources including social support from colleagues and supervisors, performance feedback, leadership, job control, task variety, learning and growth opportunities, and training facilities. In addition, employees with high job involvement attach more importance to the job (Taştan & Türker, 2018). Therefore, conducting studies that examine the factors affecting the level of employee satisfaction is of great importance and necessity, and since the review of the research background shows that so far, a study that examines the effect of managers' managerial skills on employees' satisfaction with the role of managers has not been available to the researcher; therefore, the present research is a new work in this field and its results will solve the existing research gap in this field. According to the stated content and the statement that improving the quality of education and performance of the university depends on the knowledge and perception of managers and employees about their role, and the way managers work can affect various factors regarding employees, including their satisfaction as a member of the country's educational organization, therefore, according to the theoretical and research bases mentioned, this research tries to answer the question whether authentic leadership has a significant effect on the job satisfaction of employees by emphasizing the mediating role of university employees' job conflict? Theoretical framework Job conflict Job involvement refers to positive psychological conditions in a person that prompts him to be actively involved in his role and his organization. Harter et al (2003) defined employee involvement as a combination of emotional and cognitive variables in the work environment; including satisfaction, happiness, prosperity and positive thinking (Tabatabai Adnan et al, 2021). Authentic leadership Authentic leadership is a social process that organizes all human, financial and technological resources by using human, conceptual, specialized and artistic, scientific and experimental skills; and realizes the goals and policies of the organization through the material and spiritual needs of the employees (Fadaei, 2017). According to Falath (1989), the term authentic leadership refers to the activities that managers perform or assign to others to increase employee learning. Authentic leadership places a high priority on improving the quality of performance, and tries hard to realize this vision (Mousavi Jahromi et al, 2018). The basic task of authentic leadership is to improve the learning situation. If someone in the position of authentic leadership cannot be effective in improving quality, his existence in this position cannot be defended and justified. In fact, the purpose of several decades of research on leadership, which has been associated with the creation of many theories, models and scales, is to increase our understanding of how leadership can lead to the best organizational results (Jafari & Rezaiee, 2018). Job satisfaction If the satisfaction of the employees increases, the quality of education, the efficiency of the higher education system, the saving of educational costs and the optimal use of time and educational facilities, and etc. will increase, and in general, the efficiency and effectiveness of the educational system will increase (Adli & Motallebi Varkani, 2018). In a research, Zovar et al. (2022) investigated the mediating role of managers' creativity in the relationship between participatory management and their social responsibility with teachers' job satisfaction, and showed that collaborative management and managers' creativity have a direct and significant effect on teachers' job satisfaction, but social responsibility of managers do not have a direct and significant effect on teachers' job satisfaction, and the role of creativity as a mediating variable was confirmed (Zavvar et al, 2021). In a research, Mousavi and Shirzadi (2019) investigated the impact of school administrators' social capital on teachers' job satisfaction, and showed that the structural dimension has the greatest impact on teachers' job satisfaction (Mosavi & Shirzadi, 2019). Abdullah (2019) in the study of teachers' satisfaction with the perceived leadership of principals showed that there is a relatively strong correlation between the principal's perceived leadership style and the overall satisfaction of teachers, and the satisfaction of female primary school teachers was higher compared to that of the male teachers (Abdullah, 2019).. Methodology The research method is descriptive-correlative in nature, and practical in terms of purpose. The statistical population of the research was made up of managers and employees of the central organization of Islamic Azad University as many as 311 people (36 managers and 275 managers). The size of the research sample for employees was determined 160 people based on Cochran's formula. A simple random sampling method was used in order to give an equal chance to all of the statistical sample members of the teachers. The census method was used to collect the managers' information due to the limited statistical population. Based on this, the sample size of the managers was 36 people. Out of the total number of distributed questionnaires, 158 questionnaires were received from employees and 35 questionnaires from managers. The return rate of questionnaires related to employees was 99% and for managers was 97%. Library and field methods were used to collect data. Discussion and Results The main hypothesis analyzes the mediating role of job involvement in the influence of authentic leadership on job satisfaction. The results showed that the strength of the direct relationship between authentic leadership on job satisfaction was calculated to be equal to (0.48), which shows that the correlation is favorable. The strength of indirect authentic leadership on job satisfaction, with regard to the mediating role of job involvement is equal to (0.51). The results related to the first sub-hypothesis showed that the strength of the influence of authentic leadership on job involvement was calculated equal to (0.67), which shows that the correlation is favorable. The significance statistic of the test was also obtained (7.65), which was more than the critical value of t at the 5% error level, i.e. (1.96), and it shows that the observed correlation is significant. The results related to the second sub-hypothesis showed that the strength of the impact of job involvement on job satisfaction was calculated equal to (0.76), which shows that the correlation is favorable. The significance statistic of the test was also obtained (8.74), which was more than the critical value of t at the 5% error level, i.e. (1.96), and it shows that the observed correlation is significant. The results related to the third hypothesis showed that the strength of the influence of authentic leadership on job satisfaction was calculated equal to (0.48), which shows that the correlation is favorable. The significance statistic of the test was also obtained (5.46), which was more than the critical value of t at the 5% error level, i.e. (1.96), and it shows that the observed correlation is significant. Conclusion The purpose of this research was to investigate the effect of authentic leadership on the job satisfaction of employees, emphasizing the mediating role of job involvement among employees of the central organization of Islamic Azad University. The main hypothesis analyzes the mediating role of job involvement in the influence of authentic leadership on job satisfaction. The results showed that the strength of the direct relationship between authentic leadership on job satisfaction was calculated to be equal to (0.48), which shows that the correlation is favorable. The strength of indirect authentic leadership on job satisfaction, with regard to the mediating role of job involvement is equal to (0.51). Due to the fact that the power of the indirect path is greater than the direct path, therefore the existence of the variable of job involvement increases the power of influence and the mediating role of this variable is confirmed. In this regard, it can be said that an authentic leader with the variables such as self-awareness, relational transparency, balanced processing and internalized moral framework can give employees the confidence that he possesses a calculated behavior (Corriveau, 2020). Self-awareness and relational transparency convey that the authentic leader tries to acquire a correct recognition about himself, his moods, and his thoughts on one hand; and he is aware of the thoughts and moods of the employees and the environment on the other. As a result, he probably creates the confidence that he has as much correct information as possible. Balanced processing can ensure this confidence that the authentic leader will not have an unbalanced view as much as possible and will not make an unreasonable decision (Amiri, 2017). It is expected that the employees of the organization will have higher motivation and ability and their job success will improve. These results are in line with the results of the research findings of Nik Del Makki (2019). The results related to the first sub-hypothesis showed that the strength of the influence of authentic leadership on job involvement was calculated as equal to (0.67), which shows that the correlation is favorable. The results of the second sub-hypothesis showed that the strength of the effect of job involvement on job satisfaction has been calculated to be (0.76), which shows that the correlation is favorable. Also, the results related to the third hypothesis showed that the power of authentic leadership on job satisfaction has been calculated equal to (0.48), which shows that the correlation is favorable. It can be said that authentic leadership has a positive and significant effect on job satisfaction. In this regard, it can be said that authentic leaders are people who have achieved self-knowledge and are aware of their thoughts and behavior. They are very hopeful, flexible and have a very moral personality (Bahmani, 2017). These results are in line with these research findings: Rajabzadeh et al, (2015), Call & Ployhart (2021), Rajabzadeh et al, (2015), and Wang et al, (2018). In this regard, the following suggestions can be made: Organizations that are interested in raising the indicators of authentic leadership in their managers can teach the concepts of authentic leadership and the importance of paying attention to them by holding workshops. For more impact and expansion, it is suggested that this training starts from the higher levels of the organization. One of the effective mechanisms of authentic leadership is the creation of a common identity between the leader and the team members. The leader should pay attention that the more he can align the values and beliefs of his team members with the values and beliefs of himself and the organization, the more common identity and as a result more common emotional trust is created. This view in managers will be created that the reason for the existence of organizations in the first stage is the employees and in fact they are the ones who determine what organizational performance will be in front of the organization. Employees are the first step of managers in fulfilling organizational obligations.
Education Management
Identifying factors affecting the weakening of entrepreneurship in graduates of Payam Noor universities in Tehran province
Alireza zare davijani; khadije Khanzadi; Abdolrahim Navehebrahim; Nader Soleimani
Volume 5, Issue 2 , September 2023, , Pages 168-194
Abstract
AbstractThe aim of the current research is to identify the factors affecting the weakening of entrepreneurship in university graduates of Payam Noor universities in Tehran province. According to its purpose, the research method is applicable in terms of purpose, and mixed (qualitative-quantitative) in ... Read More AbstractThe aim of the current research is to identify the factors affecting the weakening of entrepreneurship in university graduates of Payam Noor universities in Tehran province. According to its purpose, the research method is applicable in terms of purpose, and mixed (qualitative-quantitative) in terms of implementation; of thematic analysis type, and exploratory in terms of the nature. The statistical population of the research in the qualitative part includes 11 experts in the field of entrepreneurship and management professors, selected by purposeful sampling. In the quantitative part, the statistical population of the research includes 3750 final year students. The sample size is 384 people based on Cochran's formula. Multi-stage cluster sampling (PPS) was used in this part. The data collection tool is a semi-structured interview (qualitative dimension) in the qualitative part; and in the quantitative part, the questionnaire is taken from the qualitative part. The analysis in the qualitative part is thematic analysis, and in the quantitative part it is confirmatory factor analysis using SPSS and PLS software. 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. Extended abstractIntroductionAn integrated view of human resources in several discussions of higher education, employment, national development, transition from the concept of first and second generation universities and the tendency towards third generation universities and similar cases has caused the training of entrepreneurial personnel to be one of the basic tasks in leader educational institutions such as first-tier universities (Yazdan Panah & Zabeidi, 2017). Entrepreneurship education and academic entrepreneurship empowers human resources in a standard process and leads to an innovative business in the university or near the university, alone or with others. From the point of view of students, entrepreneurship is attractive due to the simultaneous response to three needs of affiliation, belonging, and success. Most students' life experiences have shown that the tendency towards academic entrepreneurship makes it easier to find a job and increase the efficiency and effectiveness of students, creating space for independent work experience and facilitating the process of realizing individual and organizational entrepreneurship (Grecu & Denes, 2017).Therefore, the researcher asked the main question: what are the factors affecting the weakening of entrepreneurship in university graduates of Payam Noor universities in Tehran province?Theoretical FrameworkThe entrepreneurial university and academic entrepreneurship in the new world has been removed from the emphasis of mere theory and are considered as one of the main drivers of social systems and the link between the university (technology and innovation systems), industry (production systems), and the government (the factor of creating development conditions) (Boruck Klein & Cesar Mafra, 2020). Based on this, the three concepts of entrepreneurship education, academic entrepreneurship and entrepreneurial university are considered as related concepts and generally having a longitudinal relationship with each other (Klucznik, 2021).Academic entrepreneurship depends on the entrepreneurial behavior of the members and active human resources in the university. Management studies show that identity development precedes behavioral actions and in order to realize academic entrepreneurship focused on students, it is necessary to strengthen their entrepreneurial identity in different ways as much as possible, and it is based on the level of behavioral expectations (Hayter et al, 2022).Mahmudi Khamiri Pur et al, (2022) investigated the identification of factors affecting the improvement of faculty members with an entrepreneurial approach (case study: Payam Noor University, Hormozgan Province). Based on the interviews conducted with experts in the field of human resources improvement, 71 basic themes along with 25 organizing themes were identified, and categorized based on the conclusion of the researcher in 5 comprehensive dimensions including the dimensions of individual improvement, organizational improvement, educational improvement, research improvement, and professional improvement.Karimpour Malekshah et al, (2022) investigated the identification of components and measuring the relationships of entrepreneurial knowledge dimensions in large-scale cooperatives. Based on the findings obtained from the research, the pattern of entrepreneurial knowledge formation in large-scale cooperatives has four dimensions: individual characteristics, infrastructure and organization, environment, and support. Also, in order to measure the effectiveness and affectability of the dimensions together, with the help of the Dimtel method, it was determined that the causes include individual characteristics, infrastructures, and the organization; and the effects include the environment and support.Research methodologyAccording to its purpose, the research method is applicable, and in terms of implementation, it is mixed (qualitative-quantitative), of thematic analysis type, and in terms of the nature, is exploratory type research. The statistical population of the research in the qualitative part is experts in the field of entrepreneurship and management professors, entrepreneurs who have more than 5 years of work experience and have relevant research activities in this field (project manager or main collaborator), and familiar with the structure and activity procedure of Payam Noor University (a previous student of the university, a lecturer at Payam Noor University, or have other meaningful and effective connections with this university). Sampling method in the qualitative dimension is targeted sampling; the research was conducted on the selected and introduced people as the statistical population, and eleven experts were selected as the research sample. In the quantitative part, the statistical population of this research includes final year students studying in 18 units and centers of Payam Noor in Tehran province in multiple disciplinary groups of humanities, basic sciences, technical and engineering; boys and girls separated, as well as graduates of the year of 1401 Payam Noor universities in the province. The number of qualified students is around 1750 and the number of graduating students is around 2000 (previous years). According to this rule, the total number of people in the statistical community under investigation is 3750 people. According to Cochran's formula, the sample size is equivalent to 384 questionnaires. Combined methods, semi-structured interview (qualitative dimension) and questionnaire survey of the target population and library studies (quantitative dimension) have been used collect information in this research.Research findingsThe analysis is thematic in the qualitative part, and confirmatory factor analysis in the quantitative part using SPSS and PLS software. 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 effective environments on academic entrepreneurship.ConclusionThe current research has been conducted with the aim of identifying factors affecting entrepreneurship among college graduates of Payam Noor universities in Tehran province. The result of this research is in agreement with the results of Mahmudi Khamiri Pur et al, (2022), Karimpour Malekshah et al, (2022), Daneshniya et al, (2021), Akbari et al, (2020), Dorri et al, (2020) ), Keshavarz (2014). Akbari et al, (2020) showed that the identification analysis of 20 components is stated in five main categories: 1- strategy and management, 2- structure and processes, 3- culture, 4- educational system, and 5- network of interactions as main components and categories of the formation of an entrepreneurial university. Finally, in order to show the importance and priority of these components as an input to the decisions of policy makers in the field of higher education to move the country's universities towards entrepreneurial universities, the hierarchical group analysis method has been used. In this regard, while using the opinions of 7 specialists and technical experts in the field of higher education, the weight and priority of the categories and components have been calculated and presented. Based on this, the five components of leadership, entrepreneurial organization, resource management, entrepreneurial attitude and laws have the highest weight and importance.According to the research results, the following suggestions were made:In order to improve the skills and competences and individual qualifications of the graduates, proposing the development of the concept of education in addition to the topics of education, holding skill courses, providing suitable platforms and conditions for taking role models and finding role models from entrepreneurial people are part of the recommendations that can be presented. In the aspect of improving skills, investments should be made on the technical skills, management skills and communication skills of the graduates, respectively.In order to strengthen and improve the attitudes, behaviors and values of graduates and students regarding entrepreneurship, it is necessary to work on the psychological field of people and change values and improve behaviors with concrete value creation.
Education Management
Scientific Tourism Development: An Interpretative Structural Model for Iran's Higher Education Landscape
Sirus Mansoori; Mahdieh Rezaei; Davood Ramazani
Volume 5, Issue 4 , March 2024, , Pages 169-192
Abstract
AbstractThe 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 ... Read More AbstractThe 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 abstractIntroductionThe 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 frameworkFrom 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).MethodologyThe 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 ResultsIn 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.ConclusionThe 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.
management
Analyzing the dimensions and components of the developed model of competency-based successor training in education-oriented organizations with a meta-composite approach
mahdi khodaparast; Davood Kiakojouri; seyyed javad mortazavi amiri; Syed Ahmad Jafari Kalarijani
Volume 5, Issue 4 , March 2024, , Pages 193-220
Abstract
Abstract The purpose of this research is to analyze the dimensions and components of the developed model of successor training based on competence in education-oriented organizations with a meta-composite approach. This research is applicable in terms of purpose, qualitative in terms of the method of ... Read More Abstract The purpose of this research is to analyze the dimensions and components of the developed model of successor training based on competence in education-oriented organizations with a meta-composite approach. This research is applicable in terms of purpose, qualitative in terms of the method of data collection, and with a meta-composite approach in terms of the research implementation method. The statistical population of the research includes all studies conducted in the period of time for Latin research from 1990 to 2022, and for Persian research from 2005 to 2022. In this regard, 282 researches were evaluated in the field of the subject and ultimately 41 articles were selected purposefully. Extraction of components and indicators was obtained from background investigation and theoretical foundations, and then coding was used for analysis. To analyze the data, the meta-composite method was used, and then through open, axial, and selective coding; and MAXQDA 2020 software was used. The results showed that 7 codes, 53 concepts, and 24 categories were determined and identified, which codes include key competences and abilities, determination of successor training policy, value foundation, organizational support, strategic planning in the field of successor training, identification of talents and forming a fund of talents, training and improvement of talents. Extended abstract Introduction Today, all organizations compete with each other to attract qualified human resources, and as soon as these people feel that their merits are not recognized and appreciated in an organization, they choose another organization to work; therefore, identifying, recruiting, cultivating, promoting and maintaining competent human resources with the aim of optimizing the organization's ability to face new changes is undoubtedly the main concern of today's organizations (Aref & Moradi Shirazi, 2017). Successor training as a system in the field of human resources management creates the confidence in the organization that the circulation of human resources does not have an erosive and destructive effect on the organization. In simpler terms, succession management and planning assures the organization that it will have the right and competent employees to take on the jobs they deserve and at the right time. Also, successor training planning can be seen as an attempt to design a plan for an appropriate and competent number of managers and employees with key skills in such a way that they will be suitable successors at the time of retirement, death, illness, and promotion of other employees and even new positions that are created in the future plan of the organization (Azar & Khorrami, 2020). Therefore, considering the importance of competencies in formulating the successor training system, the aim of this research is to identify the dimensions and components of the developed model of successor training based on competence in education-oriented organizations in the field of human resources management, which can cause mutual reinforcement between each of the human resource management sub-systems of education-oriented organizations based on merit, which will improve the performance of the organization and establish succession management. Therefore, according to the issues raised, the current research intends to answer the question: what are the dimensions and components of the developed model of competency-based successor training in education-oriented organizations with a meta-composite approach? Theoretical Framework Succession Successor training is not a secret strategy to quickly replace people in specific positions; it is a systematic process whereby professional and personal development is aligned with the strategic plan to ensure that there are people, with the skills and the right attitudes at the right time, ready to fill any vacant position. Organizational successor training means the transfer of an organization due to the owner's desire to retire or leave the organization for numerous reasons. Succession can include the transfer of position to family members, employees, or outside buyers. Successor training is a flexible, long-term and growing approach in future recruitment. Organizational successor training planning is a type of planning that regularly nurtures both leadership successors and the next generation (Amini Dehaghi et al, 2023). Amini Dehaghi et al, (2023) conducted a research with the aim of analyzing the phenomenon of managerial successor training in women's championship sports. The model obtained in total included 16 components as the phenomenon of managerial successor training in women's championship sports in two stages of interactionism and structuralism. Therefore, in order to institutionalize successor training in women's sports management, the interests and mindset of women towards managerial positions should be evaluated, the managerial activities of women in sports should be monitored, people inclined to managerial positions should be identified, and finally the performance mrthod of women in managerial positions to provide positive feedback and strengthen positive image of women's management should be reviewed and reflected. Rahimi & Sadeqiarani (2023) conducted a research with the aim of designing and explaining the successor training management system in Kashan water and sewage industry. The type of research was applicable in terms of purpose, and qualitative-quantitative in terms of measurement. This research was done in several phases; the first two of which were qualitative, and the rest were quantitative. The first phase included the identification of competencies from university scientific sources as well as water and sewage company resources, and eighty competencies were identified in this phase. In the second phase, the identified indicators were evaluated by the managers and elites of the water and sewage company, and the competency model of the managers of the water and sewage company was designed by using the Delphi research method; with 33 competency indicators, which includes individual, managerial and occupational. In the third phase, according to forty management positions in the company, the competencies identified for prioritization were polled, and prioritization was done for each position by using the TOPSIS multi-criteria technique. Also, the general situation of Kashan Abfa Company based on individual competencies and management-organizational competencies shows that Kashan Abfa has the highest score in the competencies of belonging and organizational loyalty, moral intelligence, and work commitment; and the lowest score in the competency of successor training and people management, performance management and project management. Research Methodology This research is applicable in terms of purpose, qualitative in terms of the method of data collection, and with a meta-composite approach in terms of the research implementation method. The statistical population of the research includes all studies conducted in the period of time for Latin research from 1990 to 2022, and for Persian research from 2005 to 2022. In this regard, 282 researches were evaluated in the field of the subject and ultimately 41 articles were selected purposefully. Extraction of components and indicators was obtained from background investigation and theoretical foundations, and then coding was used for analysis. Research findings To analyze the data, the meta-composite method was used, and then through open, axial, and selective coding; and MAXQDA 2020 software was used. The results showed that 7 codes, 53 concepts, and 24 categories were determined and identified, which codes include key competences and abilities, determination of successor training policy, value foundation, organizational support, strategic planning in the field of successor training, identification of talents and forming a fund of talents, training and improvement of talents. Conclusion The present research was conducted with the aim of analyzing the dimensions and components of the developed model of competency-based successor training in education-oriented organizations with a meta-composite approach. According to the obtained results, the present research is aligned with the results of Amini Dehaghi et al, (2023), Rahimi & Sadeqiarani (2023), Ismailzadeh et al, (2023), Mohammadi Dayani et al, (2022), Milaninejad & Jalalundi (2023), Janahmadigol et al, (2022), Teimouri et al, (2022), Bano et al, (2022), Ghazali et al, (2021), and Dahlan Gunawan et al, (2021). Ghazali et al, (2021) showed that the cultivation of talent along with competence in higher education institution is an important part of successor training planning. Even if an institution has a well-organized plan, successor training planning will not progress smoothly unless the institution has a willing, able, and fully prepared successor. Competency-based successor training planning models provide a blueprint for building the necessary competencies now and in the future, as well as a benchmark for assessing academic leadership requirements. According to the obtained results, the following suggestions are provided: Clarity and transparency of the organization's strategy regarding the successor training plan in such a way that the capabilities, skills and competence of the managers who must realize the goals of the programs can be extracted and determined, which of course requires a positive and optimistic view and understanding by the senior managers of the organization about this matter. Using the positive and successful records and experiences of other organizations in implementing new ideas and techniques of successor training management in recent years, such as the proposal system of Kaizen problem solving teams and the appointment of middle and senior managers within the organization.
management
Presenting the Model of Training Strategic Managers of the Country based on Data-based Theory Approach
baballh nemati; Reza Tavakkoli-Moghaddam
Volume 5, Issue 4 , March 2024, , Pages 221-243
Abstract
AbstractThe purpose of this research is to present the model of training strategic managers of the country based on the data-based theory approach in the Ministry of Economy and Finance. According to its purpose, the research method is applicable, and qualitative in terms of implementation; content analysis ... Read More AbstractThe purpose of this research is to present the model of training strategic managers of the country based on the data-based theory approach in the Ministry of Economy and Finance. According to its purpose, the research method is applicable, and qualitative in terms of implementation; content analysis type, and, exploratory in terms of nature. The statistical population of the research includes 12 university professors in the field of management and senior managers of the Ministry of Economy and Finance, and the sampling was done in a purposeful and snowball manner, and the interviews continued until the theoretical saturation. Grounded theory was used for data analysis, and MAXQDA 2020 software was used for coding the interviews. The results indicated that a total of 8 categories and 50 indicators were identified and extracted, and in the results of the leveling of the final model of the country's strategic managers training model, the consequences are the most effective factors in the country's strategic managers training model using the data-based method and, phenomenon-based and strategies are in the next priority. Contextual conditions and intervening conditions are placed in the third level of influence on the final model of training strategic managers of the country according to the data-based method, and causal conditions have the least impact on the final model of training strategic managers of the country.Extended abstractIntroductionStrategic management is a set of management decisions and actions that determine the long-term performance of a company. Strategic management is environmental review (both internal and external environment); formulation of strategy (long-term or strategic planning); and strategy implementation and evaluation and control. Therefore, strategic management emphasizes on monitoring and evaluating external opportunities and threats in the light of paying attention to the strengths and weaknesses of a company. In general, strategic management includes: planning, implementation, and control of strategic planning. Flexibility in planning means the capacity of a company's strategic plan to change based on environmental opportunities/threats. The idea of flexibility in planning was presented for the first time to investigate how the company's environmental characteristics affect the design of strategic planning systems. By presenting this theory, Kokalis helped organizations to maximize their performance in complex environments by applying flexible scheduling systems (Taleghani & Taleghani Nezhad, 2016).One of the most important factors that lead the organization to hire or develop strategic managers is to observe signs that the organization has poor performance (Villagrasa, et al, 2018). The decision to change the organization's current activities program can affect the organization's competitive advantage (Roundy et al, 2016; Pangarkar, 2015). Current organizational environments require a high level of management responses and strategic changes more than ever before (Ben-Menahem et al, 2012).Based on this, the current research is looking for an answer to this question: What is the pattern of training strategic managers of the country based on the data-based theory approach in the Ministry of Economy and Finance?Theoretical FrameworkToday, the performance of organizations is considered according to the strategic plan of its managers. Strong strategies build organizations and weak strategies destroy organizations. Therefore, it is necessary to identify the basic skills to create effective strategies (Soleimani et al, 2018). Strategic thinking is an insight and understanding of the current situation and exploitation of opportunities. This insight helps to know the realities of the market and its rules correctly and on time. It can be said that the philosophy of strategic thinking is the development and promotion of the spirit of opportunism, and it is of particular importance in today's world because without this thinking, the system's efforts to achieve the developed strategies will not be effective (rigi et al, 2021).Vakili et al, (2022) investigated the presentation of the personal development model of the strategic managers of the Underprivileged Foundation of the Islamic Revolution. Based on the findings, six dimensions were identified for individual development, which are: knowledge, attitude, communication, professional, leadership and spiritual competence. Also, two categories of actions for the individual development of strategic managers were identified, one of which is knowledge-based methods and the other is skill-based methods. In addition, a set of individual, organizational and environmental antecedents and individual and organizational consequences for the individual development of strategic managers were identified, and the set of these variables is presented in the form of a model. The results of the research showed that the strategic managers of the Underprivileged Foundation of the Islamic Revolution, by using knowledge-based and skill-based measures of personal development, can improve their competencies and achieve desirable results at the individual and organizational level.Wang et al, (2021) investigated the role of information technology in the combination of human resources strategy and organizational resources. They concluded that organizational leadership plays an important role in the strategic alignment of human resources and organizational resources, and organizational culture also has a moderating effect.Research MethodologyAccording to its purpose, the research method is applicable; and qualitative in terms of implementation, type of content analysis; and, exploratory in terms of nature. The statistical population of the research includes 12 university professors in the field of management and senior managers of the Ministry of Economy and Finance, and sampling was done theoretically. Ground theory was used for data analysis.Research FindingsFor data analysis, MAXQDA 2020 software was used to code the interviews, and the results showed that a total of 8 categories (main category) and 50 subcategories were identified and extracted; and in the results of the leveling of the final model of the country's strategic managers training model, the consequences are the most effective factor in the country's final model of training strategic managers using the data-based method; and the central phenomenon and strategies are in the next priority. Contextual conditions and intervening conditions are placed in the third level of influence on the final model of training strategic managers of the country according to the data-based method, and causal conditions have the least impact on the final model of training strategic managers of the country.ConclusionThe current research was conducted with the aim of providing a model for training strategic managers of the country based on the data-based theory approach in the Ministry of Economy and Finance. The results of this research are in agreement with the results of Vakili et al, (2022), Rigi et al, (2021), Dehghani et al, (2021), Jafariniya et al, (2021), Kim et al, (2020), and Haque (2021) ). (Vakili et al, 2022) showed that the strategic managers of the Underprivileged Foundation of the Islamic Revolution can improve their competencies and achieve desirable results at the individual and organizational level by using knowledge-based and skill-based measures of individual development. Kim et al, (2020) suggested in a study that strategic goals and results include a comprehensive approach to the organization and are considered by different departments. Almost every strategic priority is cross-functional; as a result, the alignment of the organization is very necessary and it causes communication between the goal of the organization and the individual, reducing time wastage and reducing work waste (increasing efficiency). Since the results showed that the main categories of the model of training strategic managers in the Ministry of Economy and Finance include strategic issues, training, efficient management, supervisory and control functions, internal organizational activities, individual competencies, external components and professional principles, it is suggested that issues such as training and control and monitoring activities should be paid more attention by organizations and also transfers based on competencies should be less involved in external components. Considering that the results showed that strategic issues, training, efficient management, supervisory and control functions, intra-organizational activities, and extra-organizational components and professional principles had a favorable status; and the component of individual competencies had an average status, it is suggested that the components which has an average status should be taken more seriously and more work should be done on individual competencies, and also desirable components should not be ignored so that they decline.
Education Management
Designing the curriculum model of virtual schools in the second period of high school in Khaf city
alireza zanganeh; reza vala; ala etemad
Volume 5, Issue 4 , March 2024, , Pages 244-262
Abstract
Abstract The purpose of this research is to design the curriculum model of virtual schools in the second period of high school in Khaf city. The current research is applicable in terms of its purpose; and survey in terms of the research implementation method; and it is specifically based on structural ... Read More Abstract The purpose of this research is to design the curriculum model of virtual schools in the second period of high school in Khaf city. The current research is applicable in terms of its purpose; and survey in terms of the research implementation method; and it is specifically based on structural equation modeling. The statistical population was made up of all the teachers working in the second period of high schools of Khaf city (Razavi Khorasan), numbering 260 people, of which 152 people were selected as a sample based on the Morgan-Kresji table; the sampling method is simple random due to having the names of the respondents available. The collection tool in this research is a researcher-made questionnaire. SPSS software was used to analyze data; and PLS software was used to design the final research model. The results showed that school curriculum design includes 6 components of curriculum goals, curriculum content, curriculum evaluation, curriculum learning-teaching flows, curriculum strategies, degree of curriculum fitness; and the results of model fit statistics show that the values obtained for each of the indicators suggest a very good fit of the model. Extended abstract Introduction The main concern in today's education is not access to more information. In fact, one of the challenges of the students is to give meaning to the amount of content they are faced with and to absorb all the information in a targeted manner. Due to the explosion of information and the accompanying developments in communication, we need new approaches (Movahed Nasr & Jalili, 2018). In the classroom, teachers try to participate and interact with students and create an interactive environment with activities such as question and answer, encouraging students to think, feedback information to students, research and individual and group projects, creating an environment for discussion and exchange of opinions, seminars, and so forth. In the e-learning environment, there is also a need to create an interactive environment between students and teachers, and this will not be achieved unless social network services are used in the e-learning management system of schools. These services will effectively increase the interaction between students, teachers and administrators of schools across the country (Ahn et al, 2011; Ali et al, 2012). Therefore, the researcher is trying to answer the main question: what is the design of the curriculum model of virtual schools in the second period of high school in Khaf city? Theoretical Framework Virtual education is an education sector that has allocated the most growth in the education industry today. Meanwhile, with the increasing use of new communication technologies, the importance of attention and discussion regarding the quality of educational services also increases. Although virtual education has created tremendous changes in the field of education, the nature of virtual education is such that it leads to the creation of new issues in the field of educational service quality (Samadi & Ashori, 2019). Rezapor & Moharramzadeh (2021) investigated the formulation of the model of the effectiveness of the virtual educational program of physical education in schools (case study: the epidemic of Covid-19). The results showed that considering managerial requirements (planning, creativity, motivation, monitoring, feedback, evaluation), attitudinal requirements (society's attitude, families' attitude, students' attitude), support requirements (teachers' support, schools' support, family support, support of education and training, support of experts and heads of groups) and the requirements of the virtual teaching process (virtual training, virtual teaching tools, sports activities and proper nutrition at home, virtual sports competitions, virtual classroom management, principles of virtual teaching, plan sports) it is possible to develop an effective model for the virtual training program of the physical education lesson of schools in critical conditions such as the epidemic of covid 19. The findings of this research can be used as a model for the effective development of the virtual training program of the physical education lesson of schools. Alipor et al, (2021) investigated the design of the components affecting the quality of electronic learning environments. Using content analysis, 29 subcategories were identified, and the components of the e-learning environment that were extracted in 7 dimensions using content analysis are: learner, teacher, curriculum approaches, teaching-learning process, content of education. physics of electronic learning environment and evaluation. Dependability was used to check the validity and reliability of the coding, which includes four criteria of believability (the degree of belief in the research findings), ability of certitude (the ability to identify where the data of a certain study came from), verifiability (the findings are actually and really data-based) and transferability (the results of a qualitative study can be transferred to another different environment). Research methodology This research is applicable in terms of purpose, and descriptive-survey type in terms of research implementation method. The statistical population was considered to be all male and female teachers of the second period of high schools in Khaf city. Therefore, first by referring to the Department of Education in Khaf city, it was determined that 260 male and female teachers were working in second period of high schools, of which 143 were male and 117 were female; due to having the names of the respondents available, the sampling method is simple random. According to Cochran's formula, a questionnaire prepared from the qualitative part of the research was distributed among 260 people in order to design the curriculum model of virtual schools in the second period of high schools of Khawf city. The data collection method is a combination of field and library methods. The data related to the theoretical foundations and literature review of this research were gathered through the study of documentary and library sources including articles, Persian and English related books. The questionnaire acquired from the qualitative part is used to gather the data related the research variable. Research findings SPSS software was used to check the research hypothesis, and then PLS software was used to design the final research model. The findings related to the design of the curriculum model of virtual schools in the second period of high school in Khaf city showed that the components of the flexibility of goals, the use of exploratory learning methods, need-orientation, diverse roles of the teacher, creating an interactive environment, content diversity of Curriculum, improvement of learning opportunity, and use of information technology all had a factor load above 0.50 and a significance level above 1.96, through which items exactly measured the variables predicted in the virtual school curriculum model design questionnaire in the second period of high school, so they had a high level of validity and the value of R2 (coefficient of determination) was equal to 0.999, the value of Q2 (predictive power of the model) was equal to 0.728 and the value of GOF (goodness of fit) was equal to 0.893. The design of the curriculum model of virtual schools in the second period of high school seemed appropriate and desirable. Conclusion The current research was conducted with the aim of designing the curriculum of virtual schools in the second period of high school in Khaf city. This finding is consistent with the research findings of Samadi & Ashouri (2018), Remroudi (2018), Nam et al (2020), Kathleen Huth et al (2020), and Detina and Kadiri (2018). In fact, it should be said that in the curriculum, the goals of the main pillar of teaching are the orientation of teaching and the presentation of appropriate content, and in a way, dividing the chart and the process of learning-teaching flows. In the virtual space, the design of the curriculum model of virtual schools is more diverse because multimedia content prevails in these schools. In these schools, the use of multimedia content such as PowerPoint, video, audio file provides the best basis for learning development. However, the goals of the school curriculum should be attractive for the learner, on the basis of attractiveness in the design of the curriculum model, more emphasis is put on diversity and flexibility; the variety of curriculum content can provide content with entertainment and attractive content. According to the results of the research, it is suggested that the goals of the curriculum be developed based on the updated learning resources and the students' needs; for example, the sources that have the most attractiveness, success and application in the field of students' learning should be paid attention. Considering the flexibility of the education environment in virtual schools, it is suggested that before formulating the goals, a general monitoring of the needs and interests of the students of the second period of high school should be done in each subject, so that the goals of the curriculum be determined according to the needs, interests, and abilities of the learner. The content of the courses in the curriculum should be designed and compiled in a combined manner, focusing on skill-oriented courses and appropriate to the native culture of the target region. It is suggested to use video files, audio files and PowerPoint as the basis of evaluation in the lessons that have a practical mode in the curriculum goals.
management
Designing a crisis management model for administrators of Farhangian University
Fariba Abdi; Rasoul Davoodi; Naghi Kamali
Volume 5, Issue 4 , March 2024, , Pages 263-279
Abstract
Abstract The purpose of the current research is to design a crisis management model for administrators of Farhangian University. The research method is qualitative; and applicable research in terms of its purpose. The statistical population of the research includes 16 university experts, managers and ... Read More Abstract The purpose of the current research is to design a crisis management model for administrators of Farhangian University. The research method is qualitative; and applicable research in terms of its purpose. The statistical population of the research includes 16 university experts, managers and academic staff members who had experience in crisis management, and were individually interviewed and selected by theoretical (non-probability) and purposeful sampling. And semi-structured interviews were used with university experts. The components and quality requirements of crisis management were obtained through theme analysis during three stages of data coding. The results showed that the components of crisis management in Farhangian University include the degree of preparedness to deal with the crisis (individual factors, organizational factors, educational factors, economic factors); preparation of risk management plan (before the crisis, during the crisis); Organizational structure; participation of organizations; organization communication (internal communication plans, external communication plans); Continuous monitoring (crisis maneuver, possible crisis scenario, review and evaluation); organizational leadership (leadership and management, organizational culture); organizational agility; and university infrastructure. Extended abstract Introduction As one of the main social institutions, the university has the important task of personnel training, scientific research, social services, cultural heritage, and innovation. In the period of rapid social transformation, the outer space of the university becomes more and more complex, which causes the university to face various tests in the process of reform and development. Critical incidents show a growing trend that is also reflected in the universities themselves. At all times, when the university faces a critical incident, the society, people, and media have paid great attention to it. In recent years, more researchers have studied university crisis management (Wenting, 2019). Crisis management is the process of quick decision and action, all-round flexibility to anticipate in order to be prepared to prevent its occurrence, deal with the crisis and repair the effects of the crisis on the environment and actors. Iran is at the top of the most damaged and vulnerable countries in the world (Darvishzadeh, 2018). According to the mentioned materials, the main problem of the research is; what is the model of crisis management for Farhangian University administrators? Theoretical Framework Crisis Management The crisis is clear to the general public, and they easily understand its meaning. People consider crisis as a bad event and a negative thing and define it as sudden and dangerous events that can have bad and negative effects (Nazemiyan, 2019). Crisis management is an art through which the government of elite men, actors on the stage, display their decisive role. Paying attention to the complexity of natural disasters in cities and the urgent need to use risk reduction funds in urban residential areas, risk management has been used in different ways in the world as a new and effective method in the stages of prevention and preparedness in crisis situations (Hoseini et al., 2018). The concept of crisis management in the university Crisis management is an applicable science that, through systematic observation of crises and their analysis, seeks to find a tool by which crises can be prevented, and in case of a crisis, it can be prepared, dealt with effectively, organized and coordinated, and planned action (Rahimi & Moradi, 2021). Balachi et al, (2023) investigated the role of organizational structure in the ability of crisis management in the organization. The results of the research also show that flexible organizational structure and high coordination improves the ability of crisis management in the organization. In addition, strong communication and cooperation between organization members are also considered as essential factors in crisis management ability. This study brings important results to managers and policy makers of organizations and recommends that organizations improve crisis management ability by creating a flexible organizational structure and strengthening cooperation between members. Sazmand et al, (2022) investigated the relationship between emotional intelligence and crisis management of the Corona pandemic at Mazandaran University of Medical Sciences. The findings of the research showed that among the dimensions of emotional intelligence, the average of interpersonal skills was higher than the other dimensions. Also, there is a positive and significant relationship between the three dimensions of interpersonal skills, adaptability, and general mood with crisis management. In addition, there is a significant positive relationship between the overall score of emotional intelligence and crisis management. Research methodology The present study was applicable in terms of its purpose, and qualitative in terms of data collection. The statistical population includes 16 university experts who were identified using theoretical (non-probability) and targeted sampling, and semi-structured interviews were used. Research findings Thematic analysis method was used to analyze the data obtained from the interview,. The results showed that the components of crisis management in Farhangian University include the level of preparedness to deal with the crisis (individual factors, organizational factors, educational factors, economic factors); preparation of risk management plan (before the crisis, during the crisis); Organizational structure, participation of organizations, organization communication (internal communication plans, external communication plans); Continuous monitoring (crisis maneuver, possible crisis scenario, review and evaluation); organizational leadership (leadership and management, organizational culture); organizational agility; and university infrastructure. Conclusion The present research was conducted with the aim of designing a crisis management model for Farhangian University administrators. The findings of the present research are in agreement with the findings of Rezaei & Nuri (2018), Jamaledini et al, (2016), AlQahtany & Abubakar (2020), Kwesi-Buor et al, (2019), Lin et al, (2018), Torani et al, (2019), Wasson & Wieman (2018), Lauriola et al, (2018), and Aghaei et al, (2018). In explaining this finding, it can be said that the dimensions that can be a reason for crisis in universities are divided into six categories. The first category is the dimensions of the crisis caused by natural or human factors, such as earthquakes, floods, gas leaks, and accidents caused by damage to vital arteries. The second category of crisis-making dimensions is in the political dimension. For example, the presence of unorthodox people in various forms and shapes in the university campus, politicization among students, the lack of transparency and lawfulness of political activities in the university territory, political dissatisfaction in universities and the migration of elites, politics mistrust of students and professors towards university management can be mentioned as examples of this dimension. The third category of crisis-making dimensions is in the management dimension; among which can be mentioned the inadequacy of managers' commitments to implement changes, the application of parallel management as a factor of conflict in university administration, the prevailing bureaucratic and inflexible management in universities, problems related to the centralized system of university management, and the lack of familiarity of managers with crisis management in universities. The fourth category is the dimensions of the crisis in the educational dimension. In this context, we can refer to things such as the large number of applicants to enter the university, the lack of physical space and student dormitories, the inappropriate quality of food and the physical space of the university, the lack of up-to-date information, and knowledge of university professors, the way of accepting students and the predominance of doctrinal thinking among the students. The fifth category of crisis-causing dimensions is the economic dimension. The severe financial dependence of the university on the approved budget, the low salaries and benefits of university faculty members, the personal and social agitations of students due to the pressure of increasing tuition fees, and the lack of suitable job opportunities to attract university graduates are clear examples of the crisis. The sixth category is the dimensions of the crisis in the cultural-social dimension, such as the increase in the tendency of students to migrate abroad, the alienation of students from the culture and national identity and the loss of self in front of foreign culture, the clash of student values with the cultural values of the university, and psychological aspects of unemployment among graduates, etc. Therefore, it can be concluded that in order to manage the crisis in Farhangian University and higher education, Special attention should be paid to these components. According to the results, it is suggested that in order to achieve a more practical and effective model, the final model of the research should be implemented as an example in one of the provinces of the country and be tested and evaluated. Considering the importance of the quality of resources in the research results, such as the quality of educational resources, the persons involved should provide the necessary grounds for employing skilled and quality professors and training according to people's needs in order to make these trainings more effective.
management
Analyzing the dimensions and components of sustainable human resource management in the Azad Universities of Fars province
mitra rastegar; nader shahamat; moslem salehi; reza zarei
Volume 5, Issue 4 , March 2024, , Pages 280-303
Abstract
AbstractThe purpose of the present study is an analysis of dimensions and components of sustainable human resources management in Fars province Azad universities. The research method is qualitative, and applicative in terms of its purpose. The statistical population includes 18 members of the faculty, ... Read More AbstractThe purpose of the present study is an analysis of dimensions and components of sustainable human resources management in Fars province Azad universities. The research method is qualitative, and applicative in terms of its purpose. The statistical population includes 18 members of the faculty, staff and experts of the Islamic Azad University of Fars province, who were selected by purposive sampling and criteria-based technique. The data collection tool includes two parts; a semi-structured interview in the field part, and the review and exploration of upstream documents and higher education documents in the library part. To analyze the data; open, central and selective coding was used based on the theory of the foundation data, and the Atlas ti software was used to code the interviews. The results indicated that the dimensions and components of sustainable human resource management in the Azad universities of Fars province, a total of 151 concepts and 31 categories or core codes were identified and extracted. 31 categories identified in 6 groups which include causal conditions, governing context, intervening conditions, strategies, consequences, and central category or phenomenon.Extended abstractIntroductionScientific discussions along with the need of organizations to refocus and determine the role of human resource management in the sustainability of organizations have led to the development of a new approach to human resource management, which is known as sustainable human resource management (Anlesinya & Susomrith, 2020). Sustainable human resource management research is a topic that has become increasingly important in the last decade. Human resource management has meant the efficient and effective use of people to achieve short-term financial results. But currently, according to the concept of sustainability, it means using human resources tools to establish a sustainable strategy and create a human resources management system that helps the sustainable performance of the business (Montiel & Delgado-Ceballos, 2014). This new perspective of human resource management includes identifying broader goals for human resource management through recognizing the complexities of the dynamics of the work environment and clearly recognizing the need to prevent the negative effects of human resource management actions (Lopez-Cabrales & Valle-Cabrera, 2020).Accordingly, the current research is looking for an answer to this question: What are the dimensions and components of sustainable human resource management in the Azad universities of Fars province?Theoretical frameworkHuman resource management improves organizational performance and efficiency and then brings efficiency and profitability. Undoubtedly, famous and powerful organizations are aware of the effective role of human resources in increasing growth and development, and cautious and far-sighted managers consider the organization as a combination of employees with different thoughts and moods, knowledge, and different physical conditions; and organizations cannot find actual existence without them (Koshki Jahromi & Rezaei Mir Ghaed, 2018).Sustainable human resource management refers to all activities related to the development, implementation, and continuous maintenance of a system that is carried out with the aim of creating employees of a sustainable organization. In fact, this concept is that aspect of human resource management that is interested in transforming regular employees into sustainable employees so that it can reach the organization's environmental goals and ultimately make a significant contribution to environmental sustainability. It refers to the policies, practices and systems that encourage the organization's employees to sustain and protect the environment for the benefit of the individual, society, the natural environment, and the job. Based on the studies conducted in the past, the need for human resources management support for sustainable issues was reinforced by studies that discussed the positive effects of human resources for the efficiency of companies in a wider way (Norozi Fard & Zamani, 2016).Parsazadeh, (2022) investigated the impact of human resource management strategies on sustainable competitive advantage through job satisfaction and the moderating role of servant leadership (case study: Islamic Azad University, Ahvaz branch). The results showed that human resource management strategies have an effect on sustainable competitive advantage. Also, job satisfaction mediates this relationship and servant leadership moderates the relationship between job satisfaction and sustainable competitive advantage. Fazalali & 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 it has been rejected, but organizational leadership style has an effect on competitive work environment; competitive work environment on human resource management; and organizational leadership style on human resource management with a mediating role of competitive work environment. They are meaningful and have been confirmed.Research methodologyThe present study was conducted qualitatively in terms of data collection, and was applicable in terms of purpose. The research method is a case study. The statistical population of the research includes 18 faculty members, staff and experts of the Islamic Azad University of Fars province. The purposeful sampling method was done with criteria-based technique. In the library section, 16 documents were studied, examined and researched. In this research, the data-based theory method was used in order to identify and analyze the dimensions and components of sustainable human resources management. The implementation of the Foundation's data theory method began with conducting interviews, collecting and coding data.Research findingsIn order to analyze the data; open, central and selective coding was used, and Atlas ti software was used to code the interviews; and the results showed that the identified and extracted dimensions and components of sustainable human resource management in the Azad universities of Fars province were a total of 151 concept and 31 core categories or codes. 31 identified categories were placed in 6 main categories that include causal conditions (sustainable job analysis and design - sustainable human resource planning - sustainable performance evaluation - safety and health management - sustainable reward and discipline management - social conditions and economic conditions); the dominant context conditions (manpower training - sustainable attitude - change and strategic management - technological infrastructure - effective laws and documents - supportive atmosphere in the organization - and competitive advantages), intervening conditions (management system - organizational atmosphere - individual culture in the organizational position - conflicts - demographic effects - supportive law), strategies (conceptualization of a sustainable university - sustainable management - sustainable education program - sustainability policy - sustainability monitoring - alignment with micro and macro missions of the university - sustainable research), and consequences (individual consequences - consequences organizational - social consequences). ConclusionThe current research was conducted with the aim of analyzing the dimensions and components of sustainable human resource management in the Azad universities of Fars province. The results of this research are in agreement with the results of Baum et al, (2016), Baum (2018), Lin & Sanders (2017), Lin (2013), Elahi & Mahmudi Shenas (2019), Chams & García-Blandón (2019), Abdolalipor (2017), Macke & Genari (2019), Indiparambil (2019), and Sharifi (2016). Causal conditions of events are events and happenings that lead to the occurrence or expansion of the desired phenomenon, or events that precede the desired phenomenon in terms of time. It should be considered that sustainable human resource management is defined to meet the current needs of the organization and society without jeopardizing the ability of the future generation to meet these needs, and simultaneously pays attention to economic, environmental, and social needs; provided that series of specific conditions in which strategies and mutual actions are taken to manage, control and respond to the phenomenon should be considered as background conditions; and intervening conditions are factors that facilitate the causal conditions, or interferes as a result of these conditions and prevents it. In other words, intervening conditions alone do not lead to behavior, but they can affect behavior due to causal conditions. Strategies or actions are purposeful actions that provide solutions for the desired phenomenon. Strategies are a set of actions that individuals, teams, and organizations take in response to causal conditions and context and considering intervening factors in order to realize the core category of sustainable human resource management in Fars province free universities; and the consequences, results, and outputs of strategies or actions and reactions. In other words, wherever a person or persons choose to perform or not perform a certain action/reaction in response to a matter or problem or in order to manage or maintain a situation, consequences arise.According to the results of the research, the following suggestions are presented:Creating superior organizational capabilities to achieve high quality standards and integrity;Having a sustainable organizational culture in human resources activities;Cultivation at the community level to understand the importance of sustainable education;The need to pay attention to the management of green human resources in order to move towards competence;balance of economic, social and environmental performance;Forming special training groups to teach the basics of sustainability
management
The mediating role of success mechanism in work in the influence of positive personality traits on self-leadership with emphasis on the moderating role of active personality.
Peyman Akbari; Marzieh Dehghani Zadeh; Zolekha FasihMofrad
Volume 5, Issue 3 , December 2023, , Pages 1-24
The effectiveness of classroom management skills training on classroom psychosocial climate and teacher’s self-efficacy
Farzaneh Azarboueh; Naser Nastiezaie
Volume 4, Issue 1 , June 2022, , Pages 14-32
Abstract
AbstractThe Purpose of this research was to investigate the effectiveness of classroom management skills training on classroom psychosocial climate and teacher’s self-efficacy. A quasi experimental design was employed with pretest, posttest and control group. The population of this study included ... Read More AbstractThe Purpose of this research was to investigate the effectiveness of classroom management skills training on classroom psychosocial climate and teacher’s self-efficacy. A quasi experimental design was employed with pretest, posttest and control group. The population of this study included all new teachers employed in Zabol city (Sistan and Baluchestan province) in the academic year 2021-2022. The sample consisted of 30 teachers which were randomly selected in two groups of 15 experimental and control groups. The data collection instrument was questionnaires of classroom psychosocial climate of Fraser et al., and teachers' self-efficacy of Techanan-Mooran et al., that all participants completed as the pre-test. Then, the relationship intra-individual skills training were conducted in the experimental group for eight sessions (60 minutes). Finally, the posttest was completed by both experimental and control groups. The univariate analysis of covariance was used to analyze the data. The findings indicated that classroom management skills training has a positive and significant effect on classroom psychosocial climate and teacher self-efficacy. Therefore, classroom management skills training should be considered as one of the prerequisites for the teaching profession for novice teachers.Extended AbstractIntroductionTeacher self-efficacy is described as his judgment about his abilities to make positive results for students' learning and engage them in educational affairs (Jessica et al, 2021). Self- effective teachers create an optimal psychological-social climate for learners. The classroom psychological-social climate means social communication template among classmates and relation with teacher and general form of teaching and training. (Soldozi, 2020) The classroom psychological-social climate can be enriched by cohesion, it can be disciplined, assignment-based, challenging and striving or competitive (özüdoğra.2020). If teachers don't manage the classroom properly, they can't control teaching-learning process and they don't make a suitable climate for learning. (Jafari et al., 2017) The effective management is considered to be one of the most important issues for teachers, especially for novice ones will be more complicated (Flower et al., 2017). Since novice teachers are worried about creating a suitable environment for learning and class management, they can not conveniently conduct whatever they have learned from academic training, as a result they always feel a sense of failure and inefficiency (Hajitabar Firouzjaee, 2020). Here, the project's results help teachers especially novice ones to manage and control the class effectively by learning the classroom management skills and creating a psychological-social climate for students. In this way they will promote their self-efficacy in teaching too. So the main issue of the project is to survey the effect of training class management skill on teacher's self-efficacy and create a psychological-social climate in class.Theoretical frameworkThe classroom management includes teaching management, personnel management and behavior management (Emmer et al., 1980). The classroom management styles are introduced in this way; non-intrusive, interventional and interactively (Glickman & Tamashiro, 1982). The best management style is a management in which limitations and expectations are accounted, and presented in a simple and intelligible language, by means of proper methods and devices for training (lm et al., 2019). Techanan-Mooran et al, (1998) describe teacher self-efficacy as his/her judgment about his/her abilities to create positive outcomes for students learning and involvement in education even with problematic and unmotivated students. They are divided into three subscales "student involvement ", "teaching methods", and "classroom management "Teachers with high self -efficacy design their educational goals and try to use new method to overcome the challenges they face and achieve their goals (Ross.2002). Teachers with self efficacy are more skillful in organizing education, asking questions, explaining, giving appropriate feedback to students in difficult situations continually and keeping students active in their homeworks (Chan.2008). Teachers who feel more self sufficient, can provide more opportunities for their students to progress (Skaalvic & Skaalvic, 2007). Friser et al., (1987) state that the classroom climate and situations are created by school, teachers, classmates and other school agents. Psycho-social environment influence on student’s activities, classmate orientation, teacher orientation, school orientation, behavior, self-efficacy, learning empowerments, self-concept, success and schooling achievement, emotional and social development, class leadership style, teacher's fatigue and quality of school life (Fraser, 1981).Akyar et al (2022) discovered that there is a relationship between the class management skills and the students' self-regulative guidelines (self-monitoring, self-evaluation, self-enhancement).Fathi et al (2021) discovered that in spite of the effect of self-efficiency and the teacher's acceptance of the job-fatigue, the teacher's self-efficiency is more predictive in their job-fatigue.Veisi et al (2021) discovered that class management authority sources (specialty, encouragement, punishment, and resourcefulness) are able to predict the teacher's style of teaching.Research methodologyA quasi experimental design was employed with pretest, posttest and control group. The population of this study included all new teachers were employed in Zabol city (Sistan and Baluchestan province) in the academic year 2021-2022. The sample consisted of 30 teachers which were randomly divided in two groups of 15 experimental and control. The data collection instrument was questionnaires of classroom psychosocial climate of Fraser et al., and teacher self-efficacy of Techanan-Mooran et al., that all participants completed as the pre-test. Then, the classroom management skills training were conducted in the experimental group for eight sessions (60 minutes). Finally, the same questionnaire was completed by both experimental and control groups. In order to analyze the data, descriptive statistics (mean and standard deviation) and inferential statistics (univariate analysis of covariance) were used by SPSS21. Research findingsThe first finding show that the mean of classroom psychosocial climate in the post test of experimental group is significantly higher than that of control group (Sig=0/002, DF=27&1, F=11.134). Based on the first hypothesis of research (classroom management skills training has a positive and significant effect on class psychosocial climate) it is confirmed that the rate of this effect will be 0.292.The second finding shows that the mean of teacher's self-efficacy in post test relating to experimental group is significantly higher than that of control group (Sig=0/001, DF=27&1, F=40.410). Based on this hypothesis of research (the classroom management skills training has a positive and significant effect on teacher's self-efficacy) it is confirmed that the rate of this effect will be 0.599.ConclusionThis study was conducted to investigate the effectiveness of classroom management skills training on the psychosocial climate of teachers' overall self-efficacy. The results showed that management skills training has a positive and significant effect on the psychosocial climate of the classroom and teachers' self-efficacy. This finding is consistent with the results of studies (Browne, 2013, Shobe, 2003, Kerssen-Griep & Witt, 2012, Lewis et al., 2008, Nakamur, 2000, Abu-Tineh et al., 2011, Stronge, 2018). Explaining this finding, it can be said that teaching classroom management skills causes teachers to teach classroom rules to students, to apply the rules in a coherent and fair manner among students, to act preventively and proactively against inappropriate student behaviors, involve students in the process of creating and maintaining rules and procedures, spend more time on teaching, and waste less time on distractions, and know when to change daily activities or when there is a need to intervene to avoid behavioral problems, to be willing to be exposed to problems when problems arise so that they can eliminate them; they consciously reduce their physical or mental distance from students resulting in an attractive, task-oriented, and organized class. In these classes, the relationship between teacher and student is positive and based on mutual respect, and educational expectations from students are clarified, and a suitable structure is provided to meet the expectations. As a result, they lead the psycho-social climate of the class to the desired climate and have a higher sense of self-efficacy. According to the findings of this study (the positive effect of classroom management skills training on the psychosocial climate of the classroom and teacher self-efficacy), it is suggested to education planners to design a program to teach classroom management skills in the form of workshops, brochures or books for teachers.
management
Designing a Model of Ambidextrous Leadership Competencies in Social Systems
Maasoumeh Mohtaram; Zahra Pakbaz
Volume 5, Issue 3 , December 2023, , Pages 25-48
Abstract
The aim of the current research was to design the competency model related to ambidextrous leadership in social systems; It should be noted that the current research is applied in terms of its purpose, the qualitative research approach and the research method are meta synthesis. To conduct this research, ... Read More The aim of the current research was to design the competency model related to ambidextrous leadership in social systems; It should be noted that the current research is applied in terms of its purpose, the qualitative research approach and the research method are meta synthesis. To conduct this research, the seven stages of Sandelovski and Barso (2007), which have the necessary comprehensiveness, were used. In order to ensure and validate the search process and achieve the research findings, the expert team consisting of four educational management specialists formed the members of the research meta synthesis team. The sources of research data collection were the existing articles and texts about ambidextrous leadership from 2010 to 2023.The findings of this research showed that the model of ambidextrous leadership competencies includes 32 basic themes in 9 organizing themes with the titles: 1. "Individual competencies"; 2. "Communication skills"; 3. "Professional-management skills"; 4. "participatory management skills"; 5. "Planning skill and strategic thinking"; 6. "Ability to lead change"; 7. "Inclination to increase knowledge"; 8. "The ability to respond to the environment while paying attention to internal coherence"; 9. "The ability to apply contingency management". It should be noted that the output of this research can be provided to the managers and planners of organizational development in order to consciously develop the capabilities and skills of managers at different organizational levels, knowing the factors that influence ambidextrous leadership competencies. Extended abstract Introduction In the last century, various organizations have experienced amazing changes in their processes and areas of activity. The key mission of organizations, which until the 1960s was to expand the scale of production and focus on the quantity of organizational output, turned to increasing the quality of products and services as well as reducing costs. In this era, the managers of the organization tried to make maximum use of the internal resources and assets of the organization and always improve the productivity and efficiency of their organization. But in the 1990s, with the expansion of the competitive environment between organizations, it became clear to the managers of the organization that in a competitive world, only focusing on productivity and efficiency is not enough to maintain the competitive advantage and also the survival of the organization in the long term; Rather, the flexibility and ability to respond to changes and environmental expectations, as well as paying attention to components such as agility, the capacity to change strategic focus and quick and timely response to the evolving and changing environment, as basic axioms for survival and improving the performance of organizations. They play a key role. Accordingly, in the current world, the ability to discover new and innovative ways to create value has become one of the main axes of the strategic thinking of organization leaders (Gastaldi, Lessanibahri, Tedaldi & Miragliotta, 2022). On the other hand, organizations today are facing the fourth industrial revolution, which the complexity of physical and digital realities has created and expanded a complex and unique competitive environment for organizational activity. (Culot, Nassimbeni, Orzes & Sartor, 2022). In this situation, organizations are under pressure to be efficient in the short term and have a competitive performance, but also to be flexible in the long term and operate with an innovative approach; In other words, organizations must be ambidextrous (Derbyshire, 2014). According to March (March, 1991), duality includes exploitation (managing the current position and resources of the organization) and exploration (adapting to environmental changes and continuous innovation); Ambivalence is the ability of an organization in two dimensions of exploration and exploitation in order to increase its competitive power in complex and changing environments, which requires durability and survival, flexibility, development and maintenance of competitive advantage and exploration of potential opportunities in the environment. (Mom, Chang, Cholakova & Jansen, 2019). In fact, expectations and environmental developments are the factors of pressure on organizations in the direction of moving towards bilateral development; In addition to being completely superior in their current operations and improving their functional areas both in terms of quantity and quality, they also strive to innovate and discover new opportunities (Herzallah, Gutierrez-Gutierrez & Rosas, 2017). Therefore, the existence of ambidextrous leaders who can improve the two basic aspects of improving the organization's performance in the current world, i.e. exploitation and exploration, with competence and acquiring the necessary skills, is considered a competitive advantage and a key factor for success in organizations; By considering the environmental dynamics as well as the internal requirements of the organization, ambidextrous leaders establish a smart balance between the two dimensions of exploitation and exploration; Because they believe that the relationship between leadership behavior and the performance of the organization is not a linear and formulated relationship that works in every situation, but the conscious movement of the organization between construction and innovation, guarantees adaptation to the environment and as a result, improves the performance of the organization (Rosing, Frese & Bausch, 2011). Therefore, knowing the characteristics and competences of ambidextrous leaders is considered a vital necessity to guide the organization in dynamic and changing interactive environments. Therefore, in the present study, an attempt was made to study the available sources and texts about the competencies of ambidextrous leaders, the components related to Ambivalent leadership should be identified and investigated. The output of this work can provide useful information to managers and organizational development planners in order to improve the leadership skills of managers according to organizational and environmental requirements. Theoretical framework Organizational ambidexterity refers to the ability of an organization to simultaneously pay attention to exploration and exploitation; The exploitation aspect means that an organization is cultivating the potentials and capacities that it currently and from the past; However, the exploration aspect deals with the creation of innovation, knowledge and the discovery and use of new resources and capabilities (Stokes, Moore, Moss, Mathews, Smith & Liu, 2015). In the new approaches, it is suggested that the ability to simultaneously pursue the exploitation and exploration and cultivation of these two dimensions in employees is the best way to promote innovation and increase the performance of today's organizations. This argument led to the emergence of ambidextrous structure and ambidextrous leadership (Zarb, De La Robertie & Zouaoui, 2017). Ambivalent leadership is considered a new theory in leadership that was proposed by Rasing, Fars and Bush (2011); In their research, these researchers came to the conclusion that ambidextrous leadership can best stimulate and guide innovation; Because he is able to simultaneously use the exploratory skills and the exploitative skills required for the innovation process. In this style of leadership, the leader's open behaviors support exploratory activities and against the closed behaviors of the leader, they support exploitative activities. Finally, Rasing et al. (2011) have defined ambidextrous leadership by combining the aforementioned behaviors as follows: "The ability to cultivate both exploratory and exploitative behaviors in followers by increasing or decreasing variability in their behavior and being flexible. in changing between these two types of behavior". Methodology The upcoming research is applied in terms of purpose, qualitative research approach and meta-composite research method. The purpose of the present synthesis is to discover the basic findings of various studies in the form of concepts; Therefore, to conduct this research, the seven stages of Sandelovski and Barso (2007), which have the necessary comprehensiveness, were used. The validity of the research data was taken into consideration by using the techniques of reliability and transferability through the self-review of the researchers and the alignment of the data and reliability in the process of collecting information as well as the transparent report of the process of obtaining the research data (Lincoln & Guba, 1985). Research findings What are the components of the competency model related to strong leadership? The ambidextrous leadership competency theme network (subordinate) shows that the ambidextrous leadership competency model consists of an overarching theme, 9 organizing themes, and 32 basic themes. Conclusion In today's complex world where continuous and fast-paced changes occur, organizations are faced with turbulent environments that do not allow managers, like in the distant past, with a closed approach to the interactive environment and only by focusing on the components and processes within the organization to continue their effective activity. In fact, every change and transformation, however small in the interactive environment, has a direct or indirect reflection on the performance of organizations. Therefore, in order to survive and be effective in today's world, organizations need leaders who, in addition to being skilled in managing the processes and internal affairs of the organization, by looking at the components of the interactive environment, also discover the opportunities in the environment and use this opportunity for the benefit of the organization. and with knowledge and awareness of existing threats and dangers, use weapons such as innovation, creativity, flexibility and all-round readiness for change in different dimensions and levels to confront and protect against these threats. equip in the shortest possible time; In the world of management, such leaders are known as ambidextrous leaders, and in this regard, in this research, an effort was made to discover and identify the dimensions of competence of ambidextrous leaders through a deep study of reliable and relevant scientific sources. The result of the study and investigation in related sources showed that ambidextrous leaders benefit from 9 categories of competence or special ability. In general, it can be said that maintaining the survival and efficiency of organizations in today's complex world, whose distinctive feature is the emergence of new changes, implies the existence of competent leaders who, by maintaining a balance between open behaviors, means creating a platform for the emergence of creativity, freedom of action and ideation. among employees and closed behaviors in the sense of standardizing activities to monitor the good performance of employees, institutionalize the two important dimensions of exploration and exploitation in the atmosphere of the organization; Such ambidextrous leaders with a correct understanding of the actual capabilities of the organization and awareness of potential environmental opportunities as well as intelligent prediction of the future developments of the surrounding world, while they have the ability to challenge the current situation of the organization and the desired situation and idea draw the future of the organization, improve the self-confidence and intellectual power of the subordinates in order to take risks and express themselves in ideation and independent implementation of ideas in order to shorten the path of the existing and desirable state of the organization; And this is while the control and monitoring of the quality of the current processes of the organization does not remain far from the prudent eyes of the two-handed leaders.Structural modeling of the effect of manager's management skills on teachers' job satisfaction
hoda arabi makiabadi; Elham Heydari
Volume 4, Issue 1 , June 2022, , Pages 32-52
Abstract
The purpose of this study is to investigate the effect of manager's managerial skills on teacher's job satisfaction. The present study is applicable in terms of purpose and descriptive-correlative in terms of nature and method of data collection; and is specifically based on structural equation modeling. ... Read More The purpose of this study is to investigate the effect of manager's managerial skills on teacher's job satisfaction. The present study is applicable in terms of purpose and descriptive-correlative in terms of nature and method of data collection; and is specifically based on structural equation modeling. The statistical population of the study was primary school teachers and principals in Shiraz in the academic year 1399-1400, 773 people (690 teachers and 83 principals), of which 244 people were selected as the teacher sample size, based on Krejcie and Morgan table and by simple random sampling method. In this study, two questionnaires including the standard management skills questionnaire of Katz (1974) and Minnesota job satisfaction were used. Findings showed that there is a positive and significant relationship between managerial skills of school principals and teacher's job satisfaction. The results also showed that the human skills component has the most power in relation to teacher's job satisfaction.Extended AbstractIntroductionSuccessful managers must have specific techniques, methods and knowledge relevant to their field of work, as well as general knowledge and expertise in various fields. Effective managers must also be equipped with human or people skills related to coordination with individuals, self-awareness, understanding of others, motivation, leadership and ability to develop employees. But most managers, especially managers of government agencies, have little human and technical skills and pay more attention to perceptual skills (Zakavati, 2016: 240). Among the issues facing schools in selecting principals, selecting competent principals according to the criteria and components necessary to hold this position and role is important (Mohammadi, Abadi & Fallahzadeh, 2021: 70). There is a lot of evidence that confirms the effect of specialized training on improving the performance of technical managers of organizations (Navid Adham & Shafi'zāde, 2020: 42).By using the individual and professional competencies of teachers, implementing programs with a clear vision and setting understandable and practical goals, the educational administrators can help improve educational activities, and review and increase school productivity. In addition, educational administrators should evaluate the effectiveness and efficiency and the achievement of educational goals by continuously evaluating the teaching and educational activities of the school and use the appropriate opportunity to review educational programs (Abdullah, 2019: 22). Another task of educational administrators is to pay attention to the interests and desires of teachers, and to provide appropriate conditions and facilities to increase the satisfaction and desire to do organizational work. One of the effective ways to motivate, set and assign specific and achievable goals is to recognize different individual and organizational needs and to coordinate teachers' behavior with school goals (Navid Adham & Shafi'zāde, 2020: 47). Given the above, the main issue of the research is: what effect do managers 'managerial skills have on teachers' job satisfaction?Theoretical FrameworkIf we want to have a dynamic and advanced education, its administrators must necessarily change, that is, their knowledge and information must be updated and their technical, perceptual, human and communication attitudes and skills must be developed. Paying attention to this will have many consequences and blessings, one of which is to increase the satisfaction of teachers. In case of increasing teachers' satisfaction, the quality of education, the efficiency of the school system, saving educational costs and the optimal use of time and educational facilities, and etc. will increase, and in general the efficiency and effectiveness of the educational system will increase (Adli & Motallebi Varkani, 2018: 33).Robert Katz has observed three skills in the field of administrative behavior. Robert Katz's three skill trends all emphasize what one does (Marshall, 2015: 51). These skills include technical skills, human skills and perceptual skills. What managers become familiar with during training courses is actually a kind of technical skill. Courses such as finance, planning, construction plans, recruitment, curriculum planning, purchasing, and the like are taught to educational administrators from the beginning. Technical skills are both easy to teach and easy to learn, and once applied, their learning can be clearly assessed. The ability of a manager as a member of the group to work effectively, to create collective efforts within the group he leads or manages, is called human skill. The difference between human skill and technical skill is working with people (human skill) and working with objects (technical skill). Perceptual skill means the ability to see the organization as a whole. In other words, knowing how the various tasks of the organization are interdependent and how changing one part of the organization affects other departments and units (Eslamieh & Davoudi, 2014: 113)Zavvar et al, (2021) in a study, examined the role of managers 'creativity in mediating the relationship between participatory management and their social responsibility with teachers' job satisfaction and showed that participatory management and managers' creativity have a direct and significant effect on teachers' job satisfaction even though social responsibility of managers has no direct and significant effect on teachers' job satisfaction; and the role of creativity was confirmed as a mediating variable.Hadavand, (2020) also evaluated the educational effectiveness of specialized project management courses in a study using the Kirk Patrick model. The evaluation results showed that there is a close relationship between the expected results and the defined goals, which confirms the effectiveness of the course.research methodologyThe research method is descriptive-correlative in nature and applicable in terms of purpose. The statistical population of the study consisted of 773 teachers and principals of primary schools in Shiraz in the academic year 1300-1499 (690 teachers and 83 principals). The sample size for teachers was 247 based on Krejcie and Morgan table. In order for all members of the statistical sample related to teachers to have an equal chance of being selected, a simple random sampling method was used. The questionnaire of Katez, (1974) for the managerial skills variable, and the questionnaire of (MSQ) for job satisfaction were used to collect related data.Research FindingsIn order to test the research hypothesis, structural equation modeling of structural equation model-finding method with the help of SPSS software for inferential statistics was used. Then regression was used to test the hypotheses with pls software for confirmatory and content factor analysis as well as the effect of factors, and the results showed that management skills with a coefficient of 0.824 have a significant effect on job satisfaction. The t-statistic for this coefficient is 401/576 and its value is more than the significant threshold of 1.96. Therefore, the main hypothesis of this study is that the significant effect of managers 'management skills on teachers' job satisfaction is confirmed. The results also showed that the path coefficient of the effect of technical, perceptual and human skills on job satisfaction is 0.241, 0.264 and 0.559, respectively. The t-statistic for these coefficients is 5.271, 2.016 and 5.631, respectively, which is greater than the significance threshold of 1.96. Therefore, the sub-hypotheses of this study confirm the significant effect of technical, perceptual and human skills on teachers' job satisfaction.ConclusionThe aim of this study was to investigate the effect of managers 'managerial skills on teachers' job satisfaction. The results of this study are consistent with the results (Dehghaan Marvasti, 2017) and (Marshal, 2015); their findings show that principals used to be selected solely as school principals, but today school principals are responsible for classroom instruction, learning processes, staff development, curriculum changes, individual and specific school plans, executive plans, and most importantly, actions and decisions of school security, and the role of principals can be emphasized as a factor in teacher satisfaction and improving teacher performance. The more school principals have managerial skills at the technical level, the more professional dependence of teachers will increase. Research findings (Wang & etal, 2018) and (Zavvar & etal, 2021) showed that managers should have an adequate understanding of their role, which includes effective administrative services, monitoring the improvement of teachers' teaching methods, continuous monitoring of compliance with objectives. educational, supervising curriculum planning, the duty of supervising and taking care of affairs and activities for the correct implementation of programs, solving internal and external problems of the school, providing educational technology in schools, creating coordination among staff, supporting staff and teachers and creating a positive and effective organizational atmosphere and culture in the school. According to the present study, it is suggested to the managers of Shiraz education departments to provide the necessary ground to increase the job satisfaction of teachers by holding in-service courses to improve the technical skills of the principal. Since human skill means having the ability and power of discernment to create an environment of understanding and cooperation and to do work by others; School principals are encouraged to know themselves more than anything else, to be aware of their strengths and weaknesses, to be aware of the impact of their words and actions on others, and to be able to provide a safe and acceptable environment for teachers to cooperate.
management
Identifying and prioritizing the effective and efficient factors of quantum leadership of the broadcasting organization in the field of social networks
Roozbeh Hajizadeh Majdi,; Shahram Fatahi; Iraj Ranjbar
Volume 5, Issue 3 , December 2023, , Pages 49-69
Abstract
The purpose of this research is to identify and prioritize the effective and efficient factors of the quantum leadership of the broadcasting organization in the field of social networks. The research method is quantitative and applicative. The statistical population of the research includes 15 media ... Read More The purpose of this research is to identify and prioritize the effective and efficient factors of the quantum leadership of the broadcasting organization in the field of social networks. The research method is quantitative and applicative. The statistical population of the research includes 15 media experts, political science professors, media management professors, and management, who were selected by targeted and available sampling method; and to perform the calculations, Dimetal technique was used. The components and indicators of quantum leadership identified from the Delphi stage include three management and organizational dimensions, quantum skills and quantum leadership, which management and organization dimension has two components (quantum management, quantum organization), the quantum skills dimension includes seven components (quantum view, quantum thinking, quantum feeling, quantum cognition, quantum action, quantum trust, quantum existence), and quantum leadership has four components (media leadership, social media leadership, transformational leadership in the media, participatory leadership in the media). Three dimensions and thirteen components were identified and confirmed for the quantum leadership of the Broadcasting Organization in the field of social networks. The findings showed that the social media leadership component, which has the highest D value, has the greatest influence with other indicators; also, the quantum management component, which has the highest R value; has the greatest impact on other indicators. Besides, quantum management, which has the highest amount of D+R; has the highest effectiveness compared to other components, and also quantum trust, which has the highest D-R value; has the most impact on other components. Extended abstract Introduction Media are communication channels through which messages are sent to the audience. But whether these channels interfere in the content of the message or whether it is just a neutral tool in the transmission of the message is one of the important topics in media philosophy and of course in its management (Ghaed Amini Harouni et al, 2018). The success of today's organizations depends on the correct and efficient leadership, which relies on the influence, guidance, direction and streamlining of the organization's activities, and the belief of the employees (Erfanmanesh, 2018). In the last decade, much attention has been paid to new approaches and theories of leadership. These approaches and theories have shown more attention to the intellectual and philosophical foundations of leadership and behaviors related to it instead of emphasizing only the behavioral signs of leadership as a leadership style. Leadership worldview, strategic leadership and quantum leadership can be introduced as new paradigms in this style (Totkzadeh, 2018). Quantum leadership tries to create the desired future by determining objectives, choosing the best solutions, and using the best tools correctly so that a situation fits the internal conditions of the organization and the requirements of the strategic environment (Kmali Ardekani et al, 2020). The purpose of quantum leadership is to increase the effectiveness and power of managers and employees of the organization. Forming self-governing groups and providing extensive feedback to managers and employees, which prevents costly mistakes for the organization, is one of the strategies used in quantum leadership (Ghaed Amini Harouni et al, 2018). Based on this, the researcher tries to answer the question; how to identify and prioritize the effective and efficient factors of the quantum leadership of the broadcasting organization in the field of social networks? Theoretical Framework Quantum leadership is a style of leadership that seeks to increase trust, security, dynamic communication and learning and reduce vertical communication and increase horizontal communication in the organization. The framework and structure of the quantum organization includes mutual and fluid communication between the leader and the followers, which can be defined through an organization combined with trust, value, spirituality, learning, dialogue and thinking together (Rozbeh et al, 2021). Quantum leadership is a type of leadership that is able to provide energy and great influence on organization members, and, it can stimulate the natural human capacity as a capability, and guide everyone to move towards common goals. Quantum leadership is related to the science of complexity, which its purpose is to study all potential abilities; so that it can create creative potentials by uncertainty. Like the Gestalt theory, the quantum theory states that the whole in the world is greater than the sum of its parts. Quantum leadership can manage conflict for the benefit of the organization and improve leadership quality (Ningtias & Mundiri, 2019). Pir Dehghan & Monsef (2022) investigated quantum leadership and job self-efficacy. The research findings showed that there is a positive and significant relationship between quantum leadership components and job self-efficacy, but there is no relationship between quantum leadership components and organizational excellence. Geok & Bilal Ali (2021) presented a quantum leadership style framework in their research to promote lifelong learning among employees through management science. Hence, Quantum leaders understood the implications of organizational learning in the workplace during challenging times. Lifelong learning was promoted to improve profitability, organizational stability and growth with a conducive learning environment. The resurgence of quantum leadership contributes to new developments in management science in industry and higher education. The need for future studies was evident on purposeful learning through quantum leadership to support knowledge creation and consistent paradigms. Methodology: This research is practical in terms of purpose, and descriptive survey based on research design and in terms of data collection method. The statistical population of the research includes 15 experts in the field of media, professors of political science, professors of media management and management. The sampling method is targeted and accessible, and two methods of literature review and semi-structured interview were used to collect data. Discussion and Results: Excel software environment and coding in VB language have been used in order to perform the calculations related to Dimetal technique. According to the results of the research, the components and indicators of quantum leadership identified from the Delphi stage include three dimensions: managerial and organizational, quantum skills, and quantum leadership; the managerial and organizational dimension has two components (quantum management, quantum organization), the quantum skills dimension includes seven components (quantum view, quantum thinking, quantum feeling, quantum cognition, quantum action, quantum trust, quantum existence) and quantum leadership has four components (media leadership, social media leadership, transformational leadership in the media, participatory leadership in the media). The findings showed that the social media leadership component, which has the highest D value, has the greatest influence on other indicators; and the quantum management component, which has the highest R value, has the greatest impact on other indicators. Also, quantum management, which has the highest amount of D+R, has the highest effectiveness compared to other components; and quantum trust, which has the highest D-R value, has the most impact on other components. Conclusion: The current research was conducted with the aim of identifying and prioritizing the effective and efficient factors of quantum leadership of the Broadcasting Organization in the field of social networks. The results of this research are consistent with the findings of researchers such as Ahmadian et al, (2021), Geok & Bilal Ali (2021), Rozbeh et al, (2021), and Oudlajani & Naqib al-Sadat (2021). According to the findings of the research, it can be concluded that quantum leadership has played an important role in organizations because managers and leaders can welcome new opportunities due to creativity, which is one of the most important characteristics of quantum leaders. Leaders in quantum leadership warrant their competitive advantage by relying on this feature, and with the help of people who are open to innovation and facing unknown and new phenomena, and providing risk-taking and adaptability in the organization's people to welcome change and transformation in the organization. As a result, organizational leaders must cultivate new skills in themselves, which are called quantum skills; these skills help organizations to increase the ability of managers to manage people in organizations, resolve conflicts, increase productivity; creativity and innovation, agility, organizational excellence, organizational learning, etc., which are all signs of quantum leadership, and provide the basis for success, organizational development, and ultimately their survival in today's complex and rapidly changing world, due to the development of technology and the progress that exists in the world today. According to the results of the research, it is suggested that by taking advantage of the quantum view and the ability to see purposefully, the style and way of thinking and attitude should be comparable with the quantum thinking and the ability to think in a contradictory way in order to lay the groundwork for quantum knowledge and intuitive knowledge of issues in the organization In this way, organizational leaders and managers can create quantum feeling and trust among their employees, which in turn causes a new attitude to issues, creative and intuitive thinking, and foresight and prediction in the organization. It is suggested that when selecting people for a leadership position in the organization, they should be evaluated in terms of their willingness and ability to implement quantum leadership, and those should be selected who have this characteristic more prominent and stronger.The relationship between goal orientation and academic self-concept with enthusiasm for school with the mediating role of students' academic persistence
narjes malekian; samira pali
Volume 4, Issue 1 , June 2022, , Pages 53-71