Zahra Balazadeh
Abstract
The aim of this study was to determine the role of social networks and computer games on the level of aggression and academic anxiety of female high school students in the 8th district of Tehran. The method of the present study was descriptive-correlative. The statistical population of this study included ...
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The aim of this study was to determine the role of social networks and computer games on the level of aggression and academic anxiety of female high school students in the 8th district of Tehran. The method of the present study was descriptive-correlative. The statistical population of this study included female high school students in the second period of District 8 of Tehran in the academic year 2009-2010. The sample size based on Krejcie and Morgan table was included of 347 people who were selected based on random cluster sampling method. The data collection tool was combination and summary of standard and researcher-made questionnaires. Data analysis by means of structural equation method showed that the use of social networks has a negative and significant effect on students' aggressiveness and academic anxiety (p <0.05). The use of computer games has a positive and significant effect on students' academic anxiety (p <0.05). It is suggested that the use of virtual social networks in the service of educational goals at primary schools be considered.
Hamid Aboutalebi
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 ...
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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.
omolbanin Ramaji; iraj shakerinia
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 ...
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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.
abbas najafipour tabestanagh; zahra hosseini; narmin faraji; maedeh ebrahimi zahed
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 ...
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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.
Zahra Amini; Vahid Khoshravesh
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 ...
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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.
Leila Talebi Khansari
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 ...
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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.
javad shalian
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 ...
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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.
Mohamad Izadian Sheyjani; mitra sadoughi
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 ...
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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.
Farzaneh Azarboueh; Naser Nastiezaie
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 ...
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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.
hoda arabi makiabadi; Elham Heydari
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. ...
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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.
narjes malekian; samira pali
Abstract
AbstractThe present study was conducted with the aim of investigating the relationship between goal orientation and academic self-concept with enthusiasm for school with the mediating role of students' academic persistence. This research is applicable in terms of its purpose and descriptive-correlative ...
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AbstractThe present study was conducted with the aim of investigating the relationship between goal orientation and academic self-concept with enthusiasm for school with the mediating role of students' academic persistence. This research is applicable in terms of its purpose and descriptive-correlative in terms of data collection method. Statistical community of school students included 1767 elementary girls' schools in Rahim Abad city, and 251 people were selected as a statistical sample with the help of random cluster sampling. The research data was collected through a questionnaire (Wang et al., 2011; Martin and Marsh, 2008; Elliott and McGregor, 2001; Li Yu and Wang, 2005). SPSS and Lisrel software were used in data analysis. The research findings indicate that goal orientation and academic self-concept have a direct and indirect positive relationship with enthusiasm for school. There is a positive and significant relationship between goal orientation, academic persistence and enthusiasm for school. There is a positive and significant relationship between academic self-concept and academic persistence and enthusiasm for school. Academic persistence plays a mediating role in the relationship between goal orientation and academic self-concept with enthusiasm for school. The results showed that by improving academic self-concept and improving goal orientation, it is possible to increase academic persistence and increase students' enthusiasm for school.Extended AbstractIntroductionSchool is very important in the lives of children and teenagers, and they spend a long time in school; therefore, the level of their interest and passion for school and investigating the factors related to passion for school will be important (Karababa, 2020). The persistence of students makes them adjust their academic problems and develop their abilities by creating motivation and enthusiasm in themselves (Rabiei, 2016). Such students tie their persistence to academic enthusiasm, because persistence in the academic process makes students identify and solve unexpected problems easily. This causes enthusiasm in them to continue their education (Hoferichter & etal, 2021). One type of inference that can be made about students' motivations is the goals they adopt for studying and then adjust and adapt the amount of effort they put in to achieve those goals (Balali, 2017).The experience of success creates a positive self-concept in students, and successive failures create the impression that they are worthless, weaker and more incompetent than their classmates, which creates a negative self-concept in the students (Wu et al, 2021). Academic self-concept refers to a student's perception or idea of his/her competence in relation to school learning, which affects academic progress and is simultaneously affected by it, and it seems that self-concept and academic performance have a two-way relationship (Tayebi & Mohammadi, 2019).According to the mentioned materials, the main problem of the research is whether there is a relationship between goal orientation and academic self-concept with enthusiasm for school with the mediating role of academic persistence of female students of elementary school in Rahim Abad city?Theoretical FrameworkTyler (1976) considers goal orientation to include a part of knowledge, attitude and skills that help people effectively meet their needs (Lin et al, 2022).Academic self-concept refers to mental representations of one's abilities in school and educational environments or representations related to academic progress. In other words, academic self-concept refers to a person's self-evaluation of the domain and special academic abilities (Eslami & et al, 2020). Academic persistence refers to the student's ability to overcome problems and obstacles and challenges that usually occur in the academic life of most students, such as low grades, exam pressure, difficult assignments, and feedback on teacher-student relationships, competition, and loss (Rabiei, 2016). Enthusiasm for school refers to the quality of effort that students spend on targeted educational activities to directly contribute to achieving desired results. Academic enthusiasm is a multidimensional construct consists of various behavioral, cognitive and motivational components (Yeung, 2022).Fartash (2021), in a research on the relationship between education and parents' goal orientation with motivation, self-concept and academic self-efficacy of adolescent girls. The results showed that parents' education has a direct and positive effect on academic self-efficacy, control expectations and children's verbal self-concept. Parents' functional orientation has a positive and direct effect on students' external motivation, but it does not have any significant role on their internal motivation. Parental functional orientation has a positive effect on children's academic self-efficacy and academic self-concept through the mediation of external motivation.Green et al, (2021) conducted a study titled "The relationship between academic motivation, academic self-concept and enthusiasm for school with academic performance". The results of the research showed that there is a positive and significant relationship between academic motivation, academic self-concept and enthusiasm for school with students' academic performance.MethodologyThe research method is descriptive-correlative in nature and applicable in terms of purpose. The statistical population of the research was made up of 1767 girls' elementary school students in Rahim Abad city, of which 251 people were selected as the research sample by random cluster sampling. To collect data related to the variable of passion for school, the questionnaire (Wang et al, 2011) with 10 questions; and for the variable of academic persistence, the questionnaire (Martin & Marsh, 2008) with 4 questions; and for the variable of goal orientation, the questionnaire (Alyot & Mac Grigor, 2001) with 9 questions; and for the academic attitude variable, the questionnaire (Li u & Wang, 2005) with 15 questions; and it was used based on a 5-point Likert scale (completely agree to completely disagree).Discussion and ResultsIn order to investigate the research hypothesis and data analysis, SPSS and Lisrel software were used, and the results showed that goal orientation and academic self-concept have a direct and indirect positive relationship with enthusiasm for school. Students who analyze their educational conditions and have a coherent plan for their lessons can better show perseverance against the problems they face and will show more persistence. There is a positive and significant relationship between goal orientation and academic persistence and students' enthusiasm for school. Students who have plan for their lessons can acquire the desired educational results among other students. There is a positive and significant relationship between academic self-concept, academic persistence and enthusiasm for school. Students who have high academic persistence try to do their best during the class. Academic persistence plays a mediating role in the relationship between goal orientation and academic self-concept with enthusiasm for school. Students who try to pay more attention in learning the lessons during the teaching in the classroom can better educate the materials. The results showed that by improving academic self-concept and improving goal orientation, academic persistence can be increased and cause an increase the enthusiasm for school. Students who can cope with school problems such as bad grades and negative feedback about their work can better align their academic plans with academic goals. ConclusionThe present study was conducted with the aim of investigating the relationship between goal orientation and academic self-concept with enthusiasm for school with the mediating role of students' academic persistence. The results of this research are consistent with the results of research findings (Rahmati, 2020); (Green et al., 2020); (Fathi, 2018); (Gorbani, 2014) and (Skaalvik, 2020); People who have higher academic self-concept than other students are more eager to go and stay in school and avoid frequent absences in school. The most important characteristic of academic self-concept is that academic self-concept can be learned and acquired over time, and teachers play an important role in the formation of students' academic self-concept. Based on this, it can be said that higher academic self-concept will improve the conditions of enthusiasm for school.According to the current research, it is suggested that the new approaches and concepts of positive psychology be used in schools in a way that, by identifying as many effective factors as possible on the goal orientation, a better understanding of the causes and correlations of this phenomenon can be obtained based on which, it is possible to benefit from the positive consequences of goal orientation in the academic future of students through educational planning and counseling. It is recommended for school teachers to use active, exploratory and learning-oriented teaching methods and to teach lessons in a practical and applied manner as much as possible so that specialization becomes the main goal of learning. This will improve the goal orientation in students.
Reza Besharati
Abstract
The present study was conducted with the aim of investigating the factors affecting the job motivation of employees of the Islamic Azad University of Kashmar branch based on Herzberg's theory of health -motivational factors. In this descriptive and analytical research, 90 people out of 100 official and ...
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The present study was conducted with the aim of investigating the factors affecting the job motivation of employees of the Islamic Azad University of Kashmar branch based on Herzberg's theory of health -motivational factors. In this descriptive and analytical research, 90 people out of 100 official and contract employees of Islamic Azad University, Kashmar branch participated in the academic year 2018-2019. In order to investigate the factors affecting the job motivation of employees, a researcher-made questionnaire based on Herzberg's theory was used, and after confirming its validity and reliability, the research data was obtained using spss-21 software in the form of frequency distribution and Pearson variance and correlation analysis. The results of the research showed that the most important factors affecting employees' job motivation were "job security and stability" and "level of salary" in the field of health factors, and "nature of work" and "growth and progress" in the field of motivational factors, and the effect of health factors in creating career motivation is more than motivational factors.Extended AbstractIntroductionThe perception, attitude and needs of people to work in every organization are different from each other. Therefore, the management of the organization must have a real, correct and logical understanding of the people of the organization in order to be able to use them to achieve the goals and objectives of the organization by creating appropriate motivation (Asefzadeh, 2018), as far as the human force does not have acceptable job motivation. Other activities of the organization will not have the necessary results and outcomes, providing the necessary motivation to do the work and paying attention to the motivational forces of employees is one of the most important and at the same time the most complicated tasks of organizations (Muslimi et al, 2017).Providing career motivation in organizations has various benefits such as innovation, gaining customer satisfaction, competitive advantage, etc. (Atefi, 2017), it is important to know what factors affect the motivation, commitment and retention of employees in the organization (Suttikun et al. al, 2018), therefore, every organization should adopt the necessary policies and guidelines to improve employee motivation (Atefi, 2017). Lack of job motivation of employees, irresponsibility and lack of effective work is one of the most obvious work situations in Iran (Taleghani, Davoodi, 2017).According to the mentioned materials, the main problem of the research is: what are the effective factors on the job motivation of the employees of the Islamic Azad University of Kashmar branch based on Herzberg's theory of health-motivational factors?Theoretical FrameworkDifferent theories and methods have been presented to motivate employees. One of the important theories in this field, which also forms the structure of the current research, is Herzberg's motivational theory. The factors creating job-satisfaction were called motivational factors, and the factors whose supply do not necessarily lead to satisfaction, were called health factors by Herzberg. These two categories of factors are known as Herzberg's two-factor theory of motivation (Lutans, 2021). Health factors are mainly related to the "job environment and context, not the job itself". These factors include: salary and other types of employee benefits, administrative policies and regulations governing the working environment, personal relationships with partners, supervisors and subordinates, job guarantee, working environment conditions, supervision and monitoring. Motivational factors are related to the essence and nature of the job (work content) and have a positive effect on morale, efficiency, and productivity. According to Herzberg, motivational factors are: recognition and appreciation, nature of work, career success, responsibility, growth and development (Iran Nejad, 2022).Ganjali (2020) in a research in the field of designing a motivational model for non-academic employees of Imam Sadiq University (a.s.) concluded that the priorities of university managers to motivate employees in order of priority are: paying bonuses to employees based on merit, development Professionalism of employees and job guarantee, employee-favored behavior of officials and development of personal characteristics of officials.The research of Mehrabian et al, (2020) at Gilan University of Medical Sciences showed that the level of motivation and satisfaction of employees in all investigated areas including management, supervision, communication, physical conditions of the workplace, psychological conditions and job guarantee, promotion opportunities And personal growth and salaries and benefits is at the average level, and only in the area of satisfaction with the work environment, has been at the optimal level.MethodologyThe current research is applicable in terms of its purpose and descriptive-survey in terms of data collection method, which was conducted in order to investigate the factors affecting the job motivation of employees of the Islamic Azad University of Kashmar Branch based on Herzberg's theory. The statistical population in this research included all the employees who were employed by the university in official and contractual ways in the academic year 2018-2019, so the total sample size was 100 people, which made up all the members of the research community, and after the distribution of questionnaires 90 people completed them. In order to collect data related to research variables, a researcher's questionnaire was used, which includes three parts; 4 questions related to individual characteristics in the first part; 44 question to examine the opinions of employees regarding the factors affecting their job motivation in the second part; and at the end of the questionnaire, three open-ended questions are asked, two of which question the factors affecting the highest and lowest levels of job satisfaction, and the last question has been asked from research units.Discussion and ResultsIn order to investigate the research hypothesis and data analysis, SPSS 21 software was used and the results showed that in examining the relationship between the factors affecting job motivation and individual characteristics of employees, the results of the Pearson correlation test showed that there was a positive and significant correlation (586/ r=0) between age and health factors (P-value=0.001) and also between age (r=0.857) and motivational factors (P-value=0.001). The results of the analysis of variance showed that there is a significant difference between the two sexes in terms of health (P-value=0.001) and motivational factors (P-value=0.007), which means that in men, the score of health and motivational factors is more than that in women. There is a significant difference in terms of health factors (P-value = 0.003) and content (P-value = 0.001), that is, the score of health and motivational factors in people with education higher than diploma is higher than the score of health and motivation factors for people with diploma education and lower. There is a significant difference between the type of employment in terms of motivational factors (P-value = 0.001), in official employees, the score of motivational factors is higher than that of contract workers (P-value = 0.001).ConclusionThis research was conducted with the aim of investigating the factors affecting the job motivation of employees of the Islamic Azad University of Kashmar branch based on Herzberg's theory of health-motivational factors. The results of the research showed that the most important factors affecting the job motivation of employees in the field of health factors were "job security and stability" and "rate of salary" and in the field of motivational factors "nature of work" and "growth and development", and the effect of health factors in creating job motivation is more than that of motivational factors. The results of this research are in agreement with the findings of Ganjali (2020), Ghanbari et al, (2014), Pourmiri et al, (2011), Sotoudeh (2013), Dadashzadeh et al, (2013), Shigli et al, (2011). The results of examining the relationship between the factors affecting job motivation and the individual characteristics of employees showed that the scores of contextual and motivational factors in men were higher than in women, and in employees with higher than diploma education, it was higher than in employees with less than diploma education. Also, the score of motivational factors in official employees was higher than that in contract people. These findings are contrary to the results of the study of Asgarian (2012), which did not observe any significant difference between the motivational and health factors with the level of education, background and employment status in the statistical population, (Azizi, 2015). Pourmiri et al, (2011) have also reported in their studies that there is a significant difference between the job motivations of employees according to the type of employment; in expressing these differences, it can be said that the motivational factors of the work environment can be different in organizations and time for different reasons.According to the findings of this study, it is suggested to increase the financial payments to the employees according to the needs of life, performance and education; and to formulate the necessary rules by the central organization of the university in order to ensure that the employees are covered by the labor law and have sufficient support in the legal authorities, and have job security. Employees should be dealt with based on their merits, records and performance, and political and ethnic relations should not play a role in promoting or demoting their administrative ranks, and people should benefit from sufficient opportunities for career and academic advancement.
forouzan sharifi; haideh ashouri
Abstract
The purpose of this research is to investigate the level of identity and academic well-being and their role in reducing academic procrastination of students. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the research was made ...
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The purpose of this research is to investigate the level of identity and academic well-being and their role in reducing academic procrastination of students. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the research was made up of 6225 secondary school students of Ramsar city. The sample size of the research was 188 people, which was obtained by random cluster sampling. In order to collect data, the standard questionnaires of academic identity by Vaz and Isaacson (2008), academic well-being by Pieternin et al. (2014) and academic procrastination by Sulmon and Rothblum (1989) were used. Their validity was confirmed by academic experts and their reliability was also confirmed through Cronbach's alpha coefficient test. In order to analyze the data, the structural equation technique was used, accompanied by Lisrel statistical software and Spss statistical software. The research findings showed that there is a positive and significant relationship between academic identity and academic well-being. There is a negative and significant relationship between academic identity and academic procrastination. There is a negative and significant relationship between academic well-being and academic procrastination. The results of the research indicate that academic well-being plays a mediating role in the relationship between academic identity and academic procrastination of students. On the other hand, the component of successful identity has had the greatest impact on academic well-being and academic procrastination of students.Extended AbstractIntroductionResearchers pointed that when people consider their duties unpleasant, attempt procrastination. Since academic procrastination includes postponing a lesson until the night before test, which ultimately leads to the academic failure, it is probable to be in relation with the other inabilities in learning in students (Moradi et al, 2016). Academic well-being is one of important and effective variables in academic performance. It is derived from the theoretical basis of positive-view psychology, and those who behave depressively and have negative emotions such as anger, distress, and grief more than others are subject to the academic failure and leaving the school(jahani et al, 2018).Findlow (2012) considers the academic identity as the most important factor in academic performance and motivation to advance. Academic identity can be considered as an effective individual factor in occurrence of academic procrastination (Samimi et al, 2017). Academic identity is the process of everybody's sensible respond to his/her academic situation; whether he/she should study or not? Which way he/she should take, and thus search for his/her academic identity. If such an identity in a person, there will be some sense for movement and success in different aspects of education (Tran et al, 2017).According to the mentioned materials, the main discussion of this research is that if there is any relationship between the academic identity and academic procrastination of the students along with emphasize on the moderating role of academic well-being of the high school students in Ramsar city.Theoretical FrameworkAcademic procrastination is one of the behavioral problems that has a very high prevalence and is one of the variables related to the academic status of students. Procrastination is described as a lack of self-regulation and the tendency to delay what is necessary to achieve a goal. One of the manifestations of procrastination is the emergence of the characteristic or attribute of procrastination in school environments, which is called academic procrastination (Ghadampour et al. et al., 2020).Academic identity is a reflection of the types of competences, autonomy, purposefulness, efficacy beliefs, and the experience of common emotions that teenagers have in classrooms with their peers and teachers, and its characteristic is how to act in academic fields (Frick & Brodin, 2020).The academic well-being of students depends on their overall satisfaction with the level of fulfillment of their expectations (Davoodi Beilandi, 2017). Degarmo & Martinez (2006) consider academic well-being to have components such as the ability to do school assignments, satisfaction with education, and academic enthusiasm (Hietajärvi et al, 2019).(Rashvandi & Ashouri, 2022) investigated the relationship between information literacy and teaching quality of teachers with academic well-being with the moderating role of students' study strategies. The research findings showed that there is a positive and significant relationship between teachers' information literacy and students' academic well-being. There is a positive and significant relationship between the quality of teachers' teaching and students' academic well-being. There is a positive and significant relationship between teachers' information literacy and students' academic well-being with the moderating role of study strategies.Shalian (2021) in a research investigated the relationship between teachers' communication skills and students' academic well-being, emphasizing the mediating role of academic adjustment in first secondary girls' schools of Kashmer city. The results of the research indicated 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.MethodologyThe research method is descriptive-correlative in nature and applicable in terms of purpose. The statistical population of this research included secondary school students of Ramsar city in the academic year of 2001-2014, with the number of 6225 people. In order to determine the size of the statistical sample, due to the large size of the statistical population, two schools were randomly selected and one class was selected from each school, which includes seventh to twelfth grade classes. A total of 12 classrooms were selected with a total of 188 students. To collect data related to the academic identity variable the questionnaire of Vaz & Izakson, (2009) with 40 questions; for academic well-being variable the questionnaire of Piternin et al, (2014) with 11 questions; and for academic procrastination variable the questionnaire of Solmon & Rasblom, (1989) with 15 questions were used; based on a 5-point Likert scale (completely agree to completely disagree). Discussion and ResultsSPSS and LISREL software were used to investigate the research hypothesis and analyze the data, and the results showed that there is a positive and significant relationship between academic identity and academic well-being, and there is a negative and significant relationship between academic well-being and academic procrastination, and There is a negative and significant relationship between academic identity and academic procrastination, and academic well-being plays a mediating role in the relationship between academic identity and academic procrastination.ConclusionThe current research was conducted with the aim of investigating the level of identity and academic well-being and their role in reducing academic procrastination of students. There is a positive and significant relationship between academic identity and academic well-being. Students are trying to get the best grades for studying and their planned goals. They are not worried about their lessons because they study it at home after every class teaching and they are trying to do their best in the classroom (Dugas et al, 2020). There is a negative and significant relationship between academic well-being and academic procrastination. In the explanation of this finding, it can be said that students who only dream about getting their grades procrastinate and refuse to do their homework. There is a negative and significant relationship between academic identity and academic procrastination. We can point to two factors, one is the difference in the tools used and the other is the role of the goals of the country's education system and public culture in the field of paying attention to emotions and feelings (Flecknoe et al, 2017). Academic well-being plays a mediating role in the relationship between academic identity and academic procrastination. Students who do not have a correct and stable academic identity do not have the necessary concentration when doing school assignments, and are always nervous and hot-tempered. They will quickly become nervous and upset when dealing with problems and lose the power of thinking. These findings are consistent with the results of Was et al, (2018), Ozer & Akgun, (2018), Komarraju & Dial, (2019), Rashvandi & Ashouri, (2022), (Rahimi & Farhadi, 2017), and (Luzón, 2018).According to the present research, it is suggested that the trainings appropriate to the conditions of the development of processes or new services for students should be taken into consideration, it also suggested the use of advanced and modern structures such as team structures in different parts of the school for the participation of teachers and administrators together to help each other during the time when people have problems in doing their organizational work. At the same time, the trustees of education, especially teachers and school counselors, should try to create a happy and positive environment in the school so that students experience more intimacy and by holding educational workshops based on positive psychology, they can institutionalize the concepts of academic well-being.
Mitra Moubed; Reza Rafi
Abstract
In this research, a model is presented to measure the importance and performance of different dimensions of agility in the university. To analyze the results, in addition to the calculations related to importance and performance, the importance-performance matrix (IPA) is used, which can show the location ...
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In this research, a model is presented to measure the importance and performance of different dimensions of agility in the university. To analyze the results, in addition to the calculations related to importance and performance, the importance-performance matrix (IPA) is used, which can show the location of the agility dimensions and the strengths and weaknesses of the organization. This model was implemented as a case study in Ardakan University and the obtained results were evaluated and analyzed. A questionnaire and a survey of faculty members and employees were used to evaluate agility, and the results show that there is no significant difference between these two groups. The evaluation and analysis of the obtained information about the importance and performance of different agility items has been done with the help of the IPA matrix, and decisions about these items have been presented based on their position in the matrix. Based on this matrix, the strengths and weaknesses of Ardakan University and the cases that do not need to be allocated a budget at the moment have been identified and suggestions have been made for the university managers.Extended Abstract IntroductionAgility as the business paradigm of the new century is a winning strategy to be able to compete in the global market with customers whose needs change rapidly (Sarlak, Delangizan & Kakeh baraie, 2016). There are different definitions for organizational agility, but in simple terms, it can be said that it is the ability of the organization to survive and progress in an environment with continuous and unpredictable changes. In addition to surviving in such environments, agile organizations can also gain benefits and opportunities for themselves (Karami, 2008).The need for the agility of higher education in dealing with the changes in the world after the corona pandemic showed itself well. In this change, trying to maintain the quality of education while responding to the needs of students, staff and professors, and clear and accurate communication with these groups, universities faced new challenges (Connolly & Farrier, 2022). Virtual education and the use of digital tools have also strengthened concepts such as virtual university, agile university and 4th generation university (Shrivastava & Shrivastava, 2022).The main question of this research is to identify the state of agility in Ardakan University and the position of different aspects of agility in terms of their importance and performance and their prioritization. With such an analysis; the strengths, weaknesses and problems of the university in the field of agility can be identified and ranked.Theoretical FrameworkAgility as a strategy for organizations in the 21st century to quickly adapt to changes was introduced to the world by Iacocca Research Institute in 1991. Later, many researchers in this field researched and presented models and defined different dimensions for agility in organizations (Sarlak, et al, 2016). Agility in academia is defined as its ability as a living human system to thrive and learn from continuous changes in the environment, so that change becomes part of normal organizational life and not a threatening event (Sharpe, 2012).The IPA matrix was first proposed in 1977 to evaluate service quality. As a simple and understandable tool, IPA has wide applications in evaluating the organization by managers and shows a good picture of the organization's performance.Moradi, Hosseinpour, & Mehralizadeh, (2021) investigated the primary and secondary factors affecting agility in the University of San'at Naft and showed that university culture, knowledge management and information technology are effective on the strategic agility of managers and training and empowerment of employees and value addition of employees on organizational agility.Pourjavid, Khosravipour, & Alibaygi, (2021) examined agility in the dimensions of causal, contextual, intervening, core, strategies, and consequences of agility in agricultural education in Iran. This research describes the methods of achieving agility in agricultural universities and has not provided a model to evaluate the level of agility. MethodologyThis qualitative research is applicable in terms of purpose, and descriptive-analytical in terms of nature and method. The statistical population under investigation was all Ardakan University personnel (including staff and faculty members), whose number was 110 at the time of the research. By calculating the sample size through Cochran's formula at the error level of 10%, the number of 51 people was obtained as a sample. A total of 50 answer sheets were collected and the data of 47 of them were confirmed.To conduct this research, a questionnaire with 27 items on a 5-point Likert scale was used to measure the importance and performance of different agility factors in Ardakan University. In order to use the IPA model, the questionnaire is set in two sections: importance and performance. In order to measure content validity, the opinion of seven professors and experts in this field who had at least one article on university agility was received.Discussion and ResultsSPSS 19 software was used to check the research hypothesis and analyze data, and ANOVA test was used to check the difference of opinion of different occupational groups, and the results showed that the significance level (Sig.) for all dimensions of agility is higher than 0.05, that is, the reason is not enough to reject the null hypothesis, and in all dimensions the sample mean is equal to the expected mean. In other words, the importance of all aspects of the university's agility is high from the viewpoint of the university's staff and faculty. Friedman's test was also used for the performance of different dimensions of agility. The results of this test show that according to the significance value less than 0.05, the average performance of agility in different dimensions is not the same. The performance ranking results of different dimensions with the help of Friedman's test in Table 9 show that although agile leadership ranked first in terms of importance, it was ranked third in terms of performance. The ANOVA test results show that the significance level (Sig) for all dimensions is higher than 0.05, that is, the average gap in all dimensions is equal for different occupational groups. As a result, there is no significant difference between the opinions of the faculty, staff, and faculty with the executive position.ConclusionThe present research was conducted with the aim of assessing the agility in universities with the IPA model (case study: Ardakan University). Rapid changes in the environment, businesses, educational needs, teaching methods and new technologies have drawn the attention of university managers and higher education institutions to agility in the university. In the past, many studies in this field have been conducted in other countries and also in our country. Most of these studies have estimated the level of agility by surveying university faculty members about different dimensions. In this article, the performance-importance tool is proposed to measure different aspects of agility in the university and it has been used specifically in Ardakan University. Also, in addition to faculty members, employees have also been surveyed for evaluation. The results of the research showed that the importance of all dimensions of agility is high and performance in all dimensions is less than that. Comparing the performance gap in all dimensions and the opinions of faculty members and employees showed that the opinions of the different groups surveyed did not differ significantly. At the end, by placing the different dimensions and items of the questionnaire in the importance-performance matrix, the situation of each is analyzed and solutions are provided for them.According to the current research, the following are suggested:- Focusing on more interaction and encouraging teamwork between employees and faculty members by holding face-to-face and virtual meetings and defining projects and tasks as a teamStrengthening the industry communication unit to create and expand cooperation networks with different industries and specialists and hold related seminarsDesigning and creating appropriate systems and processes for evaluating and supporting the research of students, staff and faculty.
Siroos ghanbari; Mohsen Ahmadi
Abstract
The purpose of the present study was to investigate the role of individual citizenship behavior in the organizational innovation of schools with the mediation of knowledge sharing in primary school teachers. The descriptive-correlation research method was structural equation modeling. The statistical ...
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The purpose of the present study was to investigate the role of individual citizenship behavior in the organizational innovation of schools with the mediation of knowledge sharing in primary school teachers. The descriptive-correlation research method was structural equation modeling. The statistical population of the research included all the primary school teachers of the two districts of Kermanshah in the number of 1150 people, of which 291 people were selected using the stratified random sampling method based on the Karjesi and Morgan table. To collect research data, three standard questionnaires of personal citizenship behavior by Shuibski (2014), knowledge sharing by Vanden Hoff and Van Veenen (2004) and organizational innovation of schools by Amid et al. (2002) were used. The reliability and validity of the instrument were determined by Cronbach's alpha techniques and confirmatory factor analysis, and the reliability value was reported as 0/90 for citizenship behavior, 0/92 for knowledge sharing, and 0/94 for organizational innovation, respectively. To analyze the data, confirmatory path analysis was used using Lisrel software. The results showed that individual citizenship behavior and knowledge sharing of teachers have a significant effect on the organizational innovation of schools at the level of 0/05. Individual citizenship behavior through knowledge sharing has a significant effect on the organizational innovation of schools at the level of 0/05. Also, individual citizenship behavior and knowledge sharing can explain 47% of the variance of schools' organizational innovation.
management
maliheh asghariajiri; hamid jafarian
Abstract
Extended AbstractAbstractThe present study was conducted to investigate the needs of the labor market for the specialization of students in technical-vocational branches of Qom province. This research is a survey in terms of practical purpose. The statistical population included all teachers in Qom province ...
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Extended AbstractAbstractThe present study was conducted to investigate the needs of the labor market for the specialization of students in technical-vocational branches of Qom province. This research is a survey in terms of practical purpose. The statistical population included all teachers in Qom province and the sample according to Cochran's formula was 259 people, and sampling method was the stratified quota. Data were collected by a researcher-made questionnaire and a checklist of disciplines in the technical-professional branch (40 disciplines) and the vocational branch (161 disciplines). Content validity was evaluated positively by the relevant professors, and reliability was calculated to be 0.78 with Cronbach's alpha. Kolmogorov-Smirnov test, one-sample t-test, and Friedman test were used to analyze the data. Mechanical equipment (with an average rank of 15/31), carpet handicrafts (with an average rank of 14.74); and in its field of expertise, troubleshooting computer systems, production and development of Internet sites, electric machines and computer game programming in the branch of expertise are market priorities in the work market of Qom province. In this study, new cases for educational management in the field of technical-vocational branches and skills in Qom province were introduced, which ultimately provides a good platform for employment growth and reducing unemployment among high school students. It is suggested that educational administrators include the identified priorities in their plans and base their educational activities on the results of scientific research, including the present study, in order to make the provided training effective.IntroductionIn order to accelerate their movement towards social and economic development, industrialized and developing countries seek to better and more economically exploit their important source of production, namely manpower (Genmaoui, 1991). The importance of technical-vocational education and its impact on economic development is not hidden from anyone. Today, technical-vocational education leaders, with great responsibility and wisdom, must take advantage of the potential opportunities that the new era brings along, by providing flexible leadership for their institutions (binNasir, 2021). There is a lot of evidence that increasing the level of skills by increasing investment in vocational training has enhanced the economic potential of countries (Abdollahi, 2016). Any inconsistency between the needs of the community and the skills of the graduates can be prevented by conducting a needs assessment for the vocational education curriculum (Rosina et. al, 2021). With regard to the relationship of the technical-vocational training impact on the job-creating skills (Abdullah et. al, 2021), Technical-professional training is one of the main methods of training specialized personnel. In this regard, the more the managers have a clear knowledge and understanding of their vision and direction, the more they can clearly define organizational goals and strategies for employees (Eyni, 2020). The progress of many countries has been achieved by relying on increasing the skills of human resources; however, based on existing research findings, it seems that in our country, the graduates of these trainings are not in line with the intended goals (Abbaszadeh et. al, 2018. (In order to improve the quality of technical and vocational education curricula, it is necessary to tailor the curricula to the professional needs of businesses and the link between employers and planners (Shafi, 2021). In fact, having a perspective, as well as defined goals and missions for achieving the determined goals is the introduction of getting acceptable results from training (Hadavand, 2020). Although in the field of vocational education implementation, the influence of determining factors related to resources and stakeholders is very vital (Caves et al., 2021), it seems that some levels of education are not organized in technical schools (Sangita, 2021). Paying attention to creating a connection between technical education and the labor market and trying to measure the climate needs in the distribution of technical disciplines will increase the efficiency of the professional technical field and is one of its needs. According to the Supreme Leader, the economic progress is not possible without work-affair enhancement and look at work (Statement in the meeting between teachers and workers, 1378/2/19). Considering that the lack of connection between the field of education and the labor market causes the waste of national capital, efforts to create information and communication bridges is essential to link industry and the job market to in-school training. In fact, short-term and medium-term goal setting in the education of the provinces based on the results of field research in the field of labor market and industry needs, paves the way for development, so the question can be asked: what are the labor market needs of Qom with regard to the skills of the graduates of this field?Theoretical frameworkA review of theoretical foundations and already-done research shows the importance of technical-vocational training in developed countries; for example, vocational training in Germany is often presented as a dual system, i.e. teaching and learning is done in two environments: One in the workplace such as factories, workshops, service offices, and the other in part-time technical-vocational schools, and whoever learns skills in a dual style is both a workplace intern and a student at school (Alavi Ilkhchi and Khosravi Babadi, 2014). Findings of Jalilian et.al (2017) showed that there is no correspondence between the existing performance of technical-vocational education and the desired situation (identified needs andpriorities of education) in Khorramshahr city. Research results demonstrate the importance of needs assessment in the branches of technical-vocational to be adapted to the labor market.MethodologyThe present study was applied in terms of purpose; and descriptive and survey in terms of data collection method. The statistical population of the study consisted of all students working in education colleges in Qom province in the academic year 2020-2021, which according to the organization of Education were 796 people. In this research, the quota targeted stratified sampling method was used in which each technical-vocational conservatory was involved in sampling according to its number and proportion. The sample size was determined through Cochran's formula of 259 people. Data were collected by means of library, field, questionnaire methods and evaluation checklists. Thus, by studying in the field of research, the main axes in two areas of external factors (recruiting the graduates in the labor market, tendency to employ graduates, matching market needs with the learning of the graduates) and internal factors (launching new disciplines equipment, course content, management style, teaching method) were identified and researcher-made questionnaire questions were designed based on these areas.Discussion and ResultsPrioritization of labor market needs of Qom province in the field of technical-vocational fields according to the significance of Friedman test related to the field of automotive mechanics with an average rank of 15.65 in the first priority, the field of mechanical installations with an average rank of 15.31 in the second priority, and the field of handicrafts (carpet) with an average rank of 14.74 was in the third priority of the needs of the labor market of Qom province. The field of photography with an average rank of 11.16 has the lowest needs of the labor market of Qom province. The field of troubleshooting computer systems with an average rank of 25.55 is the first rank and the most need of the labor market of Qom province in the field of its specialized fields. Also, the field of shielding gas welding with an average rank of 21.14 is the forty-sixth rank and has the lowest needs of the labor market of Qom province.ConclusionThe purpose of this study was to investigate the needs of the labor market in relation to the expertise of students in technical-vocational branches of Qom province. By comparing the findings, it was found that the highest and lowest needs of the labor market in Qom province in the field of technical-vocational are as follows: the field of automotive mechanic in the first priority, the field of mechanical installations in the second priority, and the field of handicrafts (carpets) in the third priority. The field of photography has the lowest needs of the labor market of Qom province. The acquired results are consistent with the results of research that introduces training in the field of machine industry and mechanics as a priority of technical-professional training. This study showed that the main priority of the labor market needs of Qom province in the field of expertise is the computer systems troubleshooting in the first place.Also, the field of shielding gas welding with an average rank of 21.14 takes the forty-sixth rank and has the lowest needs of the labor market of Qom province. These results are in line with the research findings that the priority of staff training is information skills and technical skills. According to this study, the lack of skills of professional technical graduates and their skills is related to the lack of workshop equipment in vocational schools. These findings are in line with the results of researches according to which business tools and equipment are among the first priorities of professional competence for students, and require more serious attention to the motivational, equipment, training and structural dimensions. This research was conducted during the corona outbreak, which made it difficult to access the addressed people directly, and to solve this problem, some questionnaires were sent to them through cyberspace. Considering the effect of using research findings in scientific decision-making, it is suggested that managers with technical expertise are employed in the field of management in vocational schools. Also, in order to equalizing the trainings in the teacher training level and the level of function in the art-schools, a close connection should be created between these two levels so that students can be in the atmosphere of conservatories from the beginning of entering teacher training and get acquainted with the needs and issues of students and complete their teaching skills in relation to these needs. In the end, it is also suggested that the mass media produce and offer special programs in this regard at the time of the selection of the field, so that the students does not feel alienated from choosing the field in the technical-vocational branches.
