Original Article (Quantified)
maryam ghafouri; Fatemeh Mosadeghi Nik
Abstract
Extended AbstractAbstractThe aim of this study was to determine the mediating role of school bonding in the relationship between psychological toughness and aggression. The method of this study was descriptive-correlative. The statistical population of the study was the second female high school students ...
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Extended AbstractAbstractThe aim of this study was to determine the mediating role of school bonding in the relationship between psychological toughness and aggression. The method of this study was descriptive-correlative. The statistical population of the study was the second female high school students in Ramsar. A total of 217 students were selected as the statistical sample size by cluster sampling. Data collection tools were Rezaei Sharif and Hajiloo School Connection Questionnaires (2016), Long and Golett Psychological Hardiness(2003), and Eiseng and Glenn Wilson Aggression (1975), which were validated by academic experts and their reliability was confirmed by Cronbach alpha coefficient test. The structural equation technique was used to analyze the data, using Lisrel statistical software and Spss statistical software. Quantitative findings of testing the research hypotheses showed that there is a positive and significant relationship between psychological toughness and school bonding. There is a negative and significant relationship between school bonding and students' aggression. There is a negative and significant relationship between psychological toughness and student aggression, and finally, the link with school has played a mediating role in the relationship between psychological toughness and aggression of the student.IntroductionToday, education, either in general or specific, is an important part of every person's life, and the quality and quantity of education also plays an important role in the future of the individual. Therefore, the psychologists have spent nearly one century to identify exhaustively the predictive factors of 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 increase effectiveness of educational tools as well as teacher training methods and education system and finally students' progress (Hamedi Nasab., & Asgari, 2020). Students' academic achievement is one of the important indicators and criteria for the efficiency of the educational system, and therefore the analysis of related factors is one of the most basic research topics in the education system. The study and review of already-done researches shows that academic achievement is not the result of one single factor but several factors affect this variable. Communication with the school can be defined as the extent to which students feel satisfied with being in school; Relationship with the school is defined as students' perception of school support that has a favorable atmosphere and a supportive culture (Rezaei Sharif, Hajloo, 2016). On the other hand, connection with school includes the definition of participation in school, commitment to valued principles, and beliefs to school, and the mental feeling of being accepted, encouraged by others in the classroom, and the feeling that one is an important part of classroom activity. Also, the concept of connection with the school includes the connection of students' experiences with the school, the feeling of security in it, receiving respect from teachers, attachment to the school, the level of participation and involvement in the school and commitment to school values and beliefs (Jafari Harand & et al. 2019). Meanwhile, aggression among children and adolescents is a serious social problem rapidly spread in recent years (World Health Organization, 2015). Aggression and violence exist from childhood and are kept on over time and continue into adolescence and adulthood; so that the highest emergence of aggression is in adolescence (Shakeri, et al., 2019). Aggression weakens the regulation and management of emotions, expressing inappropriate behaviors and emotions, slowing down mental processing and hasty and inappropriate decision making (Jalil, et al., 2017). Hardiness is a set of personality traits introduced by Cubasa (1979) and acts as a source of resistance to stressful life events. This personality variable consists of three interrelated components including commitment, control, and challenge. People with high stubbornness feel more committed to whatever they do, and dedicate themselves to the goal (commitment) in addition to feeling in control of the situation (control) and considering the challenges and limitations of life as an opportunity to grow (challenge) (Hashemi, et al., 2019). Psychological stubbornness creates a certain inner attitude that on the one hand affects a person's view of his abilities and on the other hand has a positive effect on how a person performs among peers and the community. The characteristics such as significant curiosity, the desire to have interesting and meaningful experiences, the belief in the effectiveness of what is mentally imagined, the expectation that changing is natural, and any important stimulus can lead to growth and development can affect academic and social performance. (Azimi, et al., 2018). Based on the above, the researcher tries to answer the question of whether there is a significant relationship between psychological stubbornness and aggression of high school female students with the mediating role of bonding with school.Theoretical frameworkZhang (2010) states that stubbornness is associated with five major personality factors; So that the three components of stubbornness (commitment, control and challenge) have a negative and significant relationship with neuroticism and a positive and significant relationship with the other four personality factors (extraversion, delightedness, pleasantness and conscientiousness). Psychological toughness also reduces depression and anxiety. Psychological hardiness reduces test anxiety and increases students' academic achievement (Azimi, et al., 2018). Social psychologists define aggressive behavior as conscious behavior aimed at inflicting physical or mental suffering. This behavior should not be confused with the prove-oneself-to-others, although many people roughly call others aggressive (Sharifi, S.2017).MethodologyThe research method is descriptive-correlative in nature and applicable in terms of purpose. The statistical population of the study consists of 1774 female students studying in the second secondary school of Ramsar city in the 1300-1400academic year. Due to the large size of the statistical population, three schools were randomly selected and one classroom was selected from each school, which included the tenth, eleventh and twelfth grades. A total of 9 classrooms were selected with a student population of 250. Accordingly, the sampling method was cluster random. Library and field methods were used to collect data. Considering that all the questionnaires used in the present study have been reviewed by university professors and experts and their validity and reliability have been measured; the researcher personally took action on the validity and reliability of research tools to improve the validity of the questionnaires.Discussion and ResultsStructural equation modeling has been used for analysis. Since the root mean index of the mean squared is approximately 0.037, the model has a good fit. Other goodness-of-fit indicators have also been accepted in the range. The strength of the relationship between psychological toughness and school bonding has been calculated to be equal to (0.79), indicating that the correlation is favorable. The t-test of the test (8.83) was obtained which is greater than the critical value of t at the 5% error level (1.96) and shows that the observed correlation is significant. Therefore, it can be said that there is a positive and significant relationship between students' psychological toughness and their connection to school. Also, the calculated strength of the relationship between school and aggression is equal to (-0.83), which indicates that the correlation is favorable. The t-test of the test (-9.72) was also obtained, which is smaller than the critical value of t at the 5% error level (-1.96) and shows that the observed correlation is significant. Therefore, it can be said that there is a negative and significant relationship between students' connection with school and their aggression. Also, the strength of the relationship between psychological toughness and aggression has been calculated equal to (-0.52), which indicates that the correlation is favorable. The t-test of the test (-6.62) was obtained which is smaller than the critical value of t at the 5% error level (-1.96) and shows that the observed correlation is significant. Therefore, it can be said that there is a significant negative relationship between students' psychological stubbornness and their aggression.In order to investigate the mediating effect of school connection goals on the relationship between psychological toughness and student aggression in the hypothesis in question, the direct effect of two structures with indirect effect on the involvement of the mediating variable should be investigated in order to consider the mediator acceptable provided that the effect increases. In the present hypothesis, the direct effect is equal to (-0.52). The indirect effect if there is a mediator variable of school connection is: (0.83-) × (0.79) = (0.655-)Due to the fact that the direct path effect is less than the indirect path effect, so the existence of the mediating variable of the link with the school increases the strength of the relationship and the mediating role in the present hypothesis is confirmed.ConclusionThe results of this main hypothesis are explained by the fact that the characteristic of psychological toughness creates a certain inner attitude in students that affects the way they deal with various academic problems and causes patience and learn to struggle in the face of adversity and to endure difficult and stressful events (et al.2016.Behroozy). Psychological toughness also causes students to have a positive attitude towards their abilities and capabilities and consider challenging situations in the school environment as an opportunity for learning, growth and academic success, not a threat to their safety and comfort. In fact, they do not ignore or underestimate the importance of problems, but face various problems actively, especially educational problems, and try to solve them (Murray. Et al.2014). Psychological toughness is rooted in concepts such as having a purpose and meaning in life, being valuable, power and responsibility resulting from individual freedom and ability to select, the importance of mental experience and the effective role of the individual in building society. The connection with the school also represents an important arena for students in which they feel safe and valued at school, feel free to face social and academic challenges, and explore new ideas in the school environment. These results are consistent with the findings of Martinez-Ferrer et al. (Martinez-Ferrer et al. 2018).According to the results of the present study, it is suggested that in order to improve the school-student connection, workshops and guidance sessions and even group and individual counseling be organized by counselors and school officials for students, in which the necessary training related to psychological toughness for students are provided. It is also suggested that those involved in the education system in the needs assessment of in-service education programs and the development of cognitive standards using international experiences and local conditions of the country to pay more attention to these issues, and teachers benefit from the acquisition of abilities, how students grow, information about the subject of teaching, how to produce and organize subject knowledge, use of knowledge and technology skills in the learning process.
Original Article (Quantified)
shahab bahrami; mohammad saeid kiani; leila nazari; Leila shahbazpour
Abstract
Extended Abstract
Abstract
The aim of this study was to investigate the effect of social responsibility of sports teachers on optimizing leisure time and preventing social harms of students. The study method was descriptive- correlative. The statistical population of the study included all 2950female ...
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Extended Abstract
Abstract
The aim of this study was to investigate the effect of social responsibility of sports teachers on optimizing leisure time and preventing social harms of students. The study method was descriptive- correlative. The statistical population of the study included all 2950female high school students in the seventh district of Tehran. The sample size was determined based on Krejcie and Morgan table of 370 students who were selected by means of cluster random sampling method. Data collection tools included the standard questionnaire of Barton Goff (2012), the researcher-made questionnaire of Kashefi and Nazari (2018) and the questionnaire of Aaghaii and Timurtash (2009). The validity of the questionnaires in terms of form and content was confirmed by sports management professors and their reliability was confirmed by Cronbach's alpha coefficient test. Data analyzing was accomplished by Spss statistical software. Findings showed that the social responsibility of sports teachers is effective in optimizing students' leisure time and social harms. Furthermore, leisure time is effective in preventing students' social harms. Favorable spending of leisure time in a comprehensive and essential form allows young people to meet the aspects of life; experience of teamwork; skills; and design a bright and promising future.
Introduction
Various activities are performed in the education system for the growth and excellence of individuals and bringing human beings to the desired perfection; including educational, research, cultural, social, athletic, etc. (Ahmadi & et al, 2020). Today, social responsibility goes far beyond its field of activity and influence in the past, which was humanitarian. Social responsibility has found its role and place in the field of business to achieve sustainable development, on preventive solutions to the social and environmental challenges and similar areas (Chau & et al, 2018). Therefore, one of the most important indicators and components of social growth is social responsibility (Commentary & et al, 2019). Responsibility is obligation and inner commitment of the individual in the proper performance of all activities entrusted to her (Ester Cerin & et al, 2017). On the other hand, sometimes, there is a kind of confusion accompanied by a decrease in self-esteem and self-concept during a special and sensitive period of adolescence, which leads to a decrease in natural activities and social interactions. Therefore, the adolescent can be prepared to learn ethical concepts by being taught responsibility and assigning appropriate plans to him/her (Faith & et al, 2016). Participation in sports activities is one of the educational activities during which the students can develop characteristics such as responsibility, cooperation and social relations (Ghalavandi & et al, 2018). Nowadays, some concerns of parents and teachers are optimal learning and correct education and avoidance of social harms of students, and there are many ways to achieve these goals, including all kinds of encouragement and laziness, and visiting doctors and psychologists, and etc., nontheless few people have tried the effect of exercise on learning and reducing social harms. Also, in our country, less attention is paid to students' leisure time, and the reason is that leisure time has not yet found its real place in society. The plans of education officials and families and the responsibility of teachers, especially physical education teachers, are not enough for students' leisure time and do not provide them with satisfaction. Accordingly, the responsibility of teachers, who have an effective role in reducing the social harms of students in their spare time, is felt more. According to the contents of this article, an attempt is made to answer the question that how far the sport teachers are effective on optimizing leisure time and preventing social harms of students?
Theoretical framework
Inadequate and unfavorable social results are obtained when "leisure" is not designed for attractive, fun and uplifting programs full of "educational" elements. Spending this time in the context of healthy activities can reduce its harmful aspects and be a preventive measure against adolescents going astray on these ages (Mehrdad, 2011). A study by Yen et al. Found that adolescents who spend their leisure time with friends in "unsupervised activities" are more likely to exhibit "aggressive" behaviors than adolescents who are "organized" and "active" during leisure time and also indoor activities (Khwaja Nouri & Hasheminia. 2010). In a study Hosseini and Mirzaei Khalis (2021) examined the mediating role of social goals in the relationship between mental vulnerability and responsibility in female high school students, and the results showed that there is a positive and significant relationship between students' psychological vulnerability and their social goals responsibility. (Hosseini and Mirzaei Khalis, 2021).
Methodology
The present study is methodically descriptive-correlative. The statistical population of this study includes statistically 2950 female high school students in the seventh district of Tehran, of which 370 students were selected as a research sample by cluster random sampling. The validity of the questionnaires was determined by the point views of sports management experts and so were the questionnaires approved. The reliability of the questionnaires in this study was determined by Cronbach's alpha. The Cronbach's alpha coefficient of the social responsibility, leisure and social harm questionnaires were 0.75, 0.85 and 0.86, respectively, which has the desired reliability of the questionnaires. Descriptive statistics such as central indicators were used to analyze the data and correlation coefficient and regression were used to measure the relationship between variables.
Discussion and Results
The camera-Watson test was used to test the research hypotheses. Considering the value of simple correlation coefficient, it can be said that sport has an effect on optimizing the leisure time of female high school students in the seventh district of Tehran (R = 0.146). Also, the social responsibility of sports teachers has an effect on the prevention of social harms of female high school students in the seventh district of Tehran (R = 0.253). Leisure time also has an effect on the prevention of social harms of female high school students in the seventh district of Tehran (R = 0.351).
Conclusion
The aim of this study was to investigate the effect of social responsibility of sports teachers on the optimization of leisure time and prevention of social harms of students. Researches in the field of social responsibility can be referred such as Modarres Yazdi et al. (2020), Taghvai Yazdi (2016), Qalavandi et al., and in the field of leisure time, such as Hdayyan and Dodkhah (2020), Tamizifar & Azizifar (2021), Khater Wisie and Yektayar (2020), Mousavi Rad and Keshavarz (2018), Ester et al. (Ester, & Eva, 2020), Chau et al. (2018). Research results show that the variables of social responsibility and leisure are effective as two factors. Therefore, the results of this study indicate that the social responsibility of sports teachers is directly related to students 'leisure time. Therefore, leisure time not only prevents the spread of social anomalies, but also helps the students' development in a way that they feel responsible towards the community and peers, so leisure activities for a student are conditions for trial and error and social experience that allows him to enter the community and take responsibility. Among the limitations of the present study, it can be mentioned that during the present study the researcher found that other variables (economic-facilities, cultural-social, and family and personal factor) are effective in preventing social harms, but in the present study it has been assumed to be constant. Sports can have a significant effect on the vitality of male and female students. Students who are in a better mental condition are undoubtedly safe from most social ills such as addiction and sexual perversion. These students, healthy and vital. are more successful in other stages of life, (A healthy mind in a healthy body) and they will be successful parents in the future.
Original Article (Mixed)
Azimeh Motekalem
Abstract
Extended Abstract
Abstract
The aim of this study is to identify and analyze the factors affecting the outcomes of student selection in Farhangian University, which has been done in a mixed method. Delphi technique has been used in the qualitative part in this research. The statistical population of ...
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Extended Abstract
Abstract
The aim of this study is to identify and analyze the factors affecting the outcomes of student selection in Farhangian University, which has been done in a mixed method. Delphi technique has been used in the qualitative part in this research. The statistical population of the study includes 550 professors of Farhangian University in the campuses located in three provinces of West and East Azarbayjan, and Ardabil. 27 persons were available through purposeful sampling in the qualitative stage, and 227 persons were chosen through cluster sampling in the quantitative stage. The research tool was a semi-structured interview in the qualitative part, which was validated by means of the participant's feedback method. In the quantitative part, a researcher-made questionnaire was used. Average values of extracted variances (AVE) in all components are higher than 0.7. Therefore, the reliability of the research questionnaire is confirmed. Coding method was used for qualitative data analysis, and structural equation modeling was used for quantitative data analysis using PLS version 3 software. Based on the findings of the qualitative department, the most important factors affecting the consequences of student selection in Farhangian University are: process-based selection, selection criteria, and selection tools. The results of the quantitative section show that the studied structural model is of good quality and the observed values are well reconstructed and the studied model has a high predictive ability which can predict the endogenous latent variable.
Introduction
Education is the foundation of social, economic, political and cultural development of any society and has the greatest impact on the promotion of society in various dimensions. Any fundamental change in society requires the transformation of the educational system of that society and the main axis of development of any educational system is the quality of teacher performance (Nazarpour, 2017). Formal education has been an inclusive system since the beginning of this century, first in advanced societies and then in all developing societies, and today there is no society in which this system has no role in its evolution and development (Golshan, 2018). But what is most important among the various teacher education programs is the issue of attracting and selecting the right people. This issue has always been important in the educational systems of most developed countries and has been prioritized in their educational programs (Soleymani & Motakallem & Namvar, 2021). In Finland, for example, the selection of qualified people for the teaching profession is a complex process, and the selection of these people takes place with ultimate precise. (Garbe & Shiel & Sulkunen, 2017). However, despite the importance of this issue, there are always disagreements about the process of selecting the right people, and these different perspectives should be benefitted to form a suitable program to select the right people (Kitchen & Petrarca, 2016). Undoubtedly, universities and teacher training centers are places that must use appropriate and sufficient criteria to select the right people from among the various candidates. If they refuse to play their role, the quality of selected individuals and even future teachers can not be guaranteed (Raths & Lyman, 2009). In any country, providing the favorable condition to achieve the positive and applicable results in the process of students' learning involves special attention to the process of selecting and training candidates to enter the profession of teaching in teacher training centers. Groundwater-Smit Mockler, 2009). Given the above, the process of selecting the right people to enter teacher training centers is of particular importance in the education system, and it seems that this issue has been neglected in the studies of researchers in the country. Therefore, the present study focuses on this main issue and seeks to answer the following questions:
What are the factors affecting the consequences of student selection in Farhangian University?
What are the most important factors in choosing the right student in Farhangian University?
To what extent do these factors affect the outcome of student selection at Farhangian University?
Theoretical framework
Selecting the right people for the teaching profession is a step to accept or reject the applications of applicants for the teaching profession so that the most suitable and appropriate ones are selected. (Mirsepasi, 2015) The conditions for selecting the right people are the criteria and indicators individuals volunteering for the teaching profession must meet. In Unesco's manifest (UNESCO, 2017) concerning the "teacher training", the teacher is introduced as the axis and center of learning, and having effective and skillful teachers is considered the right of every child in the world, which is conditioned on the careful selection of interested and capable people to enter the profession. In this manifest, the selection of the appropriate teachers for the learners is introduced as one of the main factors in growth and development of the educational systems (Soleymani & Motakallem & Namvar, 2021). Mahdavi Hazaveh et al. (2017) in a study entitled "Good life, a perspective for children" while highlighting the importance and position of teachers in society, showed Given the position of this job in society, a teacher requires special qualifications, and certainly those involved in this field must be careful in choosing the right people to enter this sacred profession. Ragnarsdóttir & Jóhannesson (Ragnarsdóttir & Jóhannesson, 2014) in their study entitled, have investigated the admission process in Iceland. According to this research, due to the limited admission capacity to select the right people, each institution and center has defined some approximate criteria for itself, but what is common among all teacher training centers in this country includes criteria such as work experience, participate in social organizations and activities in them, having and cooperating in related and additional training (Nazarpour, 2017).
Methodology
The present study uses a mixed and exploratory design in which qualitative and quantitative data are collected and analyzed. In this research, Delphi technique has been used in the qualitative part. The present study began with the collection and analysis of qualitative data in which the most important factors affecting the consequences of student selection in Farhangian University were identified through interviews and three stages including open, axial and selective coding from the perspective of participants. In the second step, quantitative data were collected and analyzed. The statistical population of the study is 550 professors and lecturers of Farhangian University in the campuses of three provinces of West, East and Ardabil in 1399, of which 27 persons were available through purposeful sampling in the qualitative stage, and 227 persons in the quantitative stage by Cluster sampling were selected. The data collection tool was semi-structured in the qualitative stage of the interview. In order to collect quantitative data, a researcher-made questionnaire from the qualitative section of 35 questions was used. Structural equation model with PLS software was used to analyze the quantitative data.
Discussion and Results
Based on the findings of the qualitative department, the most important factors affecting the consequences of student selection in Farhangian University are: process-based selection, selection criteria, and selection tools. The results of the quantitative section show that the studied structural model is of good quality and the observed values are well reconstructed and the studied model has a high predictive ability and can predict the endogenous latent variable.
Process-based selection elements, selection criteria, and selection tools can explain 43.3% of the variance of outcomes, which is significant. Also, the value for the outcome variable is equal to 0.508, which is considered strong. Therefore, it can be said that the studied structural model is of good quality and the observed values are well reconstructed and the studied model has a high predictive ability and can predict the endogenous latent variable.
Conclusion
The aim of this study was to identify and analyze the factors affecting the outcomes of student selection in Farhangian University. The findings of the qualitative section showed that the most important factors affecting the consequences of student selection in Farhangian University from the perspective of research participants are: process-based selection, selection criteria, and selection tools; each composed of subcomponents. From the perspective of research participants, one of the most important factors affecting the consequences of optimal student selection is process-based selection. Intelligence measuring, mental abilities, communication skills, having the right articulation, skills related to creativity and writing, having the spirit of teamwork and participation, and having the right emotional and personality traits are the most important criteria for choosing a good student in Farhangian University according to the perspective of research participants. Canadian experts, including Caskey et al. (2001), believe that this tool can motivate volunteers, show their true quality, and demonstrate volunteer's communication skills. Therefore, favorable strategies for selecting students in Farhangian University have desirable consequences for the educational system, and, training and employment through the selection of qualified people leads to the development of the educational system.
Original Article (Quantified)
Reza Sheibanifar
Abstract
Extended AbstractAbstractThe corona epidemic has put a lot of pressure on teachers in terms of curricula. Therefore, the present study was conducted to investigate the burnout of teachers with regard to the mediating role of self-control and social support in corona epidemic. The research design was ...
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Extended AbstractAbstractThe corona epidemic has put a lot of pressure on teachers in terms of curricula. Therefore, the present study was conducted to investigate the burnout of teachers with regard to the mediating role of self-control and social support in corona epidemic. The research design was descriptive and correlative and its population included 110 primary school teachers in Boroujerd in the academic year 2020-2021. The sample size was 86 people who were selected by means of simple random sampling method. The applied questionnaires included the Sherborne and Stewart (1991) Social Support Scale, Tangier Self-Control (2004), and Masslash Occupational Burnout (1981). Data were analyzed by means of SPSS-21 software. Findings of the study showed a significant negative relationship (r = -0.752) between self-control and teachers' burnout. Also, there was a negative and significant relationship between social support and teachers' burnout (r = -0.821); Therefore, it can be concluded that high self-control and social support of people around are associated with reducing teacher burnout. Due to the corona epidemic, this crisis is affecting the performance of teachers and provides the ground for their burnout. Given this issue, it is necessary to provide training and support systems and self-control training to prevent burnout of teachers in the corona epidemic.IntroductionThe epidemic of Corona has had a lot of pressure on teachers in terms of physical and emotional. Conditions with stress and severe anxiety, emergencies, and the occurrence of natural disasters can create a risk of mental and psychological complications in teachers. Studies have shown that there is a significant relationship between the prevalence of corona and mental health problems such as stress, burnout and anxiety (Mo, et al, 2020; Nemati et al, 2020; Wu, et al, 2020). The rapid prevalence of corona pervasive disease has a great pressure on physical, social, economic and mental health of the whole community, especially teachers. Beside facing inconsistencies such as mortality, among the causes of occupational burnout, there are factors such as: low social support, high occupational pressure, lack of job security, low rights and benefits, decision-making in emergency situations based on inadequate information and accountability for the results of this decisions, effort with psychological pressure to avoid any mistake, (Talaei et al, 2008; Saberi, et al, 2008), the conflict of roles and values, lack of forces or their inappropriate distribution (Anoosheh et al, 2008) noted.The prevalence of the Corona virus creates a situation in which the psychological and physical aspects of the job burnout of teachers was investigated as one of the most important current issues. In this research, the two components of "social support" and "self-control" rules, one representative of the human social dimension and the other representative of the individual (self) human beings, tried to consider the separate effects of the society and the person himself on teachers' job burnout. One reason of conducting the present study was lack of the studies of any kind, with the mentioned variabels in epidemic corona on the teachers. In addition, considering the importance of job burnout and the limited research in this area, the present study seeks to answer this question that if there is a relationship between self-control and social support on one hand, and teachers' job burnout on the other. Therefore, the overall purpose of this research is to investigate the job burnout of teachers due to the mediative role of self-control and social support in corona epidemic.Theoretical FrameworkSince birth, humans live in a network of social relationships, and as Vigotsky says; community is the origin of the psyche of human being, which forms by the process of connection (Leontiev, 2005). People may take care of their decisions or control it, or hurriedly interrupt their inner feelings in decision-making, which are referred to self-control behavior (Bashirir et al, 2012).In the research as a study of the relationship between social support and burnout of girls' school teachers, Saeedi (2017) showed that there was a significant relationship between social support and job burnout. This means that the higher the level of social support the lower the job burnout. Ernani (2016) in the research, as determining the contribution of control of emotions and self-control and assessment of psychological stress in the prediction of job burnout in the female nurses, showed that there is a significant negative relationship between self-control and job burnout, that in this regard, he suggested self-control promotion to reduce job burnout.MethodologyThe research design was descriptive and correlative. The statistical population of the study consisted of 110 primary school teachers in Boroujerd, in the academic year of 2020-2021. 86 people participated in the research that were selected by random sampling method. In order to check more closely, the research was conducted one year after the commencement of the epidemic disease. The completion of the questionnaire was so that concluded only teachers with at least 10 years of job background. Data were collected by means of SHERBURN & STEWART (1991) social support scale questionair, Tanji (2004) self-control scale questionnaire, and Maslach, (1981) Job burnout scale. Discussion and ResultsDemographic data analysis of the descriptive indices of the study showed that in the sample set of 86 people; informational support has an average of 3.72 and the standard deviation of 0.47, devise support has an average of 3.99 and the standard deviation of 0.42, self-esteem support has an average of 3.53 and the standard deviation of 0.6, social network support has an average of 16.4 and a standard deviation of 0.51, initial self-control has an average of 61.6 and a standard deviation of 0.48, preventive self-control has an average of 61.6 and 0.42 standard deviation, and burnout Job has an average of 2/18 and a standard deviation is 0.34; therefore, the mean dimensions of social support and self-control of cutting point 3 were higher (in the middle limit of the 5 Likert spectrum), and therefore the dimensions of social support and self-control were high, while the mean job burnout of the cutting point 4 was lower (the middle limit of the Likert 7 spectrum). And so the level of burnout has been lower.Considering that because the significance level of all components and sub-components is 0.000 and smaller than the error value of 0.05, for all components and sub-components the assumption zero denied, and the assumption one approved.Findings showed that there is a negative and significant relationship between self-control and its subscales of primary self-control and preventive self-control in the amount of -0.673, -0.709, respectively. Findings also showed that there is a meaningful negative relationship between social support and its subscales which include information support, social network support, self-esteem support, device support in the amount of -0.624, -0.678, -0.540, -0.587, respectively. ConclusionThe purpose of this study was to investigate the job burnout of teachers due to the role of self-control mediating and social support in corona epidemic. The findings of the research were consistent with the results of Ernani (2016), Bastami (2016), and Seibert et al (2016). In explaining this finding, it can be said that according to Barsirian et al (2012), the people with high self-control look after their decisions and control them, or involve in hurrying and mix their inner feelings with the decisions. Teachers with high self-control may have better results in long-term performance. The findings of the research were consistent with the results of Ghasemi (2019), and Dogan et al (2015). In explaining this finding, it can be said that when the mental pressure rises, those who have high social support do not show the signals of depression. And therefore social support, by increasing the correct understanding of stressful psychological events, reduces the effect of psychological stress. The results of the findings showed that social support in the epidemic of Corona played an important role in the self-confidence of teachers, and will be effective in dealing with their burnout.
Original Article (Quantified)
hoda arabi makiabadi; hossein abbasiane
Abstract
Extended Abstract
Abstract
The purpose of this study was to investigate the effect of integrated education in comparison with traditional teaching, in Persian lessons, on students' creativity. This research was conducted in terms of applied purpose and quasi-experimental method with pre-test-post-test ...
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Extended Abstract
Abstract
The purpose of this study was to investigate the effect of integrated education in comparison with traditional teaching, in Persian lessons, on students' creativity. This research was conducted in terms of applied purpose and quasi-experimental method with pre-test-post-test design with control group. The statistical population includes 1012 female students in the third grade of elementary school who were educating in non-governmental schools in Sirjan in the academic year 2020-2021, and 20 students among whom were selected randomly, divided randomly in two and placed in the test group and control group. The data collection tool was Abedi's creativity questionnaire, the content validity of which was approved by experts, including the tutor and the consultant. Examination of Cronbach's alpha values shows that the reliability is obtained from a minimum of 0.77 for fluidity to a maximum of 0.89 for total creativity. The results showed that the method of integrated education has a significant effect on creativity. The assumed significance level in this study was 0.05 and the significance level of the test was less than 0.05 (p <0.001) and showed the difference between the averages and the effectiveness of the intervention. The level of creativity among students who were trained in the integrated method was higher than students who were trained in the traditional method. Therefore, it is suggested that school teachers use this method to promote the level of creativity of students.
Introduction
Primary school children are often naturally curious and like to learn things creatively rather than learning information prepared in advance by parents and teachers (Sortiji Okrekaii & Rastegaropur, 2012). Children need curricula that provide them with unpredictable and exciting experiences, and the implementation of such curricula requires creative teachers. It is often thought that creativity is not teachable; but in the absence of evidence that it is inherited, teachers must accept that this skill can be developed in the classroom environment and generalized to the living environment (Darras, 2019). Unfortunately, our teachers are not well-familiarized with the creation of the right atmosphere in the classroom to flourish creativity. Furthermore, there are serious weaknesses in the training of creative and thoughtful people by educational institutions, especially the education system. The system with which students and most students around the world engage is perhaps the main reason for their creativity to be destroyed (HUI, A. N, & HE, M. W, 2021). Integrated learning is a combination of traditional face-to-face learning and online learning, so that teaching takes place both in the classroom and online, and the online section is an extension and continuation of traditional classroom learning (Ahmady & Nakhostin-Ruhi, 2014: 21). In today's world, special attention should be paid to learning creativity, so in schools, a special place has been considered for this to develop creative thinking (Esnaashari, FooladChang & Daryapour, 2017: 25). Teaching patterns are actually learning patterns. Teachers use these patterns to teach students how to learn while helping students acquire information, ideas, skills, ways of thinking, and tools of expressing ideas. (Brahuei Moghadam & Kahrazehi, 2020: 45).
Considering the teachability of creativity and the opportunities that integrated education provides for self-learning, exploratory learning, personal independence, application of constructivist and multisensory curriculum (Amiri, 2020: 43), also considering the importance of deep learning in the primary schools, a single teaching model based on the cognitive learning cycle is suggested, which can be used to teach all courses; this cycle is derived from the E5 method. Teaching in the cognitive learning cycle is a stage of integratd description and explanation and developement, so the cognitive learning cycle consists of four steps (Fluid capacity growth, expansion, flexibility and initiative capability). (Ganji, 2005: 134). Assessment as an acquired skill can be perceived as a measure that has become a student's mental habit and has made him an assessor of his behavior. Self-assessment tools, checklists, and workbooks can be used for assessment in part-time school (online, which is the basis of judgment of students (Malmir & et al., 2019: 189). Considering the above issues and the urgent need of the country's educational system for new developments in lesson planning, it seems that the integrated teaching method is a suitable alternative to traditional teaching methods to be effective in cognitive and applied learning of Persian literature. Therefore, in this study, we intend to pay attention to the importance of the theoretical foundations of creativity and innovation and one of the practical solutions to achieve a significant impact of integrated education on creativity and its components (fluidity growth, expansion, flexibility and initiative), to produce many of the socio-cultural contexts tied to it in order to produce knowledge, which is the main strategy for the progress and development of society. Therefore, the researcher tries to address the main goal of investigating the effect of integrated education patterns with traditional education methods on the creativity of female third grade elementary students in non-governmental schools in Sirjan.
Theoretical framework
Integrative education uses new ways of thinking in conjunction with lesson design to adapt traditional values and activities by absorbing technological possibilities and expectations that provide a combination of face-to-face and online components. Nowadays, learning based merely on either online or face-to-face has lost its fans, and the third view, called combined education, believes that this method of teaching carries satisfactory results (Wehlburg, 2010: 23). Curriculum integration is a way of organizing shared learning materials or life skills for all citizens and aims to help students learn how to participate in a democratic life (Mehrmohammadi & Abedi, 2001: 47). The traditional approach to education consideres the learner as passive. In the new educational approach, there is interaction between teacher and student and an opportunity to assess the level of student perception is provided, and appropriate and meaningful issues are suggested in the classroom (Adib, & et al., 2015: 117). The new perspective emphasizes the integration of information and perception. As a facilitator of learning, the teacher tries to strike a logical balance between classroom teaching and work teaching, and between intuitive thinking and analytical thinking. This perspective emphasizes the integration of knowledge through its application in meaningful situations, innovation, creativity and knowledge production. (Brahuei Moghadam, Kahrazehi, 2020: 50).
Methodology
The present study is an applied research in terms of purpose and in terms of method is a quasi-experimental design of pre-test post-test with a control group. The statistical population included 1012 female students in the third grade of non-governmental primary schools in Sirjan in the academic year 2020-2021. The statistical sample of this study includes 20 students from the third grade who were selected randomly and were divided into two groups of 10 people in the experimental and control groups. The integrated training sessions were performed in 10 sessions of 45 minutes for the experimental group and the control group did not receive any training. Total sessions were held during the academic year for 2 months and 15 days (equivalent to 10 weeks) until the first half of Aazar, the productive period carried out for 50 days (Dey 25, the time of descriptive-functional evaluation). In pre-test and post-test, both groups answered the research tool, Creativity Questionnaire (Abedi 1993). Findings collected using paired t-test and analysis of covariance including ANCOVA and MANCOVA Were performed and analyzed in SPSS software.
The educational content of the selected courses was considered in the third grade according to the education decree. In the traditional group, Persian literature courses were taught separately from each other. The integrated curriculum in the experimental group includes teaching patterns of rhetoric, pre-organizers, brainstorming, concept perception, inductive thinking in the content of each lesson of Persian literature by combining the teaching model of distance learning E5 online, and at the end, Abedi's creativity questionnaire was used as the post-test. Descriptive and inferential statistics were used to analyze the data. The descriptive statistics section describes the sample data. In the inferential section, t-test was used for continuous groups to analyze the research hypotheses, and independent groups' t-test was used to test the hypotheses. The effect of pre-test on post-test was investigated by univariate analysis of covariance. SPSS software was used for data analysis.
Discussion and Results
The results of statistical analysis showed that no significant difference was observed in the average of creativity and its components in the traditional teaching group, and the average of the pre-test and post-test stages of the traditional teaching group was almost equal (p <0.05). But in the integrated education group, the average of creativity and all its components in the post-test stage compared to the pre-test has changed significantly (p <0.05). The results showed that in the integrated training group, the average of creativity and all its components in the post-test stage had a significant increase compared to the pre-test. Also, the effectiveness of integrated training on creativity is confirmed (p <0.05) and integrated training has significantly increased the creativity of the subjects.
Wilkes's multivariate Lambda test showed that the intervention was effective in general and integrated training was able to affect the components of creativity (p <0.05). Also, the study of components showed that the effect of integrated training on all four components of creativity including fluidity, expansion, initiative and flexibility has been confirmed (p <0.05).
Conclusion
The purpose of this study was to compare the effect of integrated teaching methods in comparison with traditional education on students' creativity. The results showed a significant effect of integrated teaching, compared to traditional teaching, on creativity and its components. Specifically, research on the integrated curriculum of teaching patterns of rhetoric, pre-organizers, brainstorming, concept perception, and inductive thinking in the content of each lesson of Persian literature by combining the teaching model of distance learning E5 has not been done online, but the results of this study are consistent with the findings of Banihashemi. Et al (2020), Kadkhodaii & soleimani (2015), Kazemi (2016), Emadi.et al (2018), Rahmatzehi.et al (2018), Ahmadi.et al (2014), Chamaro (2006) and Darras (2019), all of which show the impact of e-learning and integration on increasing students' creativity and learning. Explaining the effect of rhetorical method on increasing students' creativity, it can be said that since this teaching model has been developed with the aim of creating innovation; it has features that, directly and indirectly, teaches metaphorical thinking, motivates learners to use a variety of direct, personal and intensive (contrast) analogies, all of which are aimed at strengthening creative thinking and innovation skills.
Original Article (Quantified)
Hossein Ashofteh; Elaheh Orangian
Abstract
Extended Abstract
Abstract
The aim of this study is to evaluate the effectiveness and calculate the rate of return on investment of training courses in factories and production workshops. To achieve this, Kirk Patrick's model was used to design the questionnaires and measure effectiveness, and the ...
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Extended Abstract
Abstract
The aim of this study is to evaluate the effectiveness and calculate the rate of return on investment of training courses in factories and production workshops. To achieve this, Kirk Patrick's model was used to design the questionnaires and measure effectiveness, and the Phillips model was used to calculate the return on investment. The research method is descriptive-analytical case study, the statistical population of production factories and the statistical sample is one of the production factories in which the data related to the training course have been examined. The validity and reliability of the data obtained from the questionnaires were monitored by experts' opinions and Cronbach's alpha test, respectively, and the data were analyzed using one-sample t-test, two-sample t-test and skew-elongation normality test (inferential statistics). Descriptive features of the data (descriptive statistics) are also given. The software used in this research is Microsoft Excel,&SPSS, and Shannon entropy method has been used to differentiate the effects of training from other criteria affective on changes in benefits after training courses. Also, in addition to calculating the return on investment, the cost-benefit ratio and net present value have been calculated to reinforce the results and take into account the time value of money. The results of the study indicate a high rate of return on investment higher than 100%, a cost-to-benefit ratio higher than one and, a positive net present value, and finally the financial and economic justification for holding the training course.
Introduction
Nowadays, most management experts believe that it is no longer the production line, technology and massive financial resources of an organization that brings a competitive advantage, but the management of the organization's human resources that creates value (Ziaei et al., 2011). In addition, it is important to note that macroeconomics is closely related to microeconomics (Orangian et al., 2021). Therefore, developing human resources in the organization is vital and training employees and turning them into human capital and key players is very strategic and important. Although human capital has been discussed since the time of classical economists, what has been considered in recent decades is the modeling and presentation of models in which human capital is considered. In other words, while the classical viewpoint belived that production was assumed to be only a function of labor and capital, the qualitative factor of labor or human capital must also be included as a variable in these functions. On the other hand, rapid developments in science and technology require adaptation to these changes. Thus, cultural, social, technological, economic and political pressures have forced organizations to pay special attention to their potential, especially staff training and improvement. Training of employees assumes to be all training programs and activities designed within the framework of the employee training system in order to increase and improve the level of competence and capability of formal, contractual and specific work employees (both employees and managers) to improve productivity and efficiency of executive bodies. It is said to be implemented (Sabzipor et al., 2017). Accordingly, in order to improve the efficiency and effectiveness of the executive departments, the organization is obliged to design the staff training system in such a way that along with matching the knowledge, skills and attitudes of employees with the desired job, provide the necessary incentives for continuous participation of employees in the training process in such a way that a relationship is established between staff promotion and managers and training, and enjoy a minimum per capita training hours according to the relevant regulations each year (Mohamadi et al., 2015). However, it is important to note that what is meant by education is effective, efficient, and productive education in general. In this case, staff training can pave the way for employee improvement, turning them into human capital and organizational excellence. According to the above, evaluating the effectiveness and calculating the rate of return on investment is necessary to hold any training course in the organization. Finally, the main purpose of this study is to achieve the effectiveness and ROI of holding a training course in one of the lines of a manufacturing plant. The course was held with the participation all of the twenty line employees and the economic feasibility of the course was examined through Kirk Patrick and Phillips models.
Theoretical framework
There are several models for evaluating training courses, the most important of which is the Kirk Patrick model. In this model, four levels are proposed for training evaluation. The first level is called the reaction level, which is the level of reaction that learners show to all the factors affecting on the implementation of a training course. The second level is the level of learning, determining the level of skills, techniques and learning facts that are taught to learners in the training course and can be understood through previous training, during and after the course. The third level is the level of behavior, which means the behavior, manner and amount of changes in the behavior of participants that occur as a result of participating in the training course and can be clarified by continuing to evaluate the actual work environment. Finally, the fourth level is the outcome level, which refers to the extent to which goals are directly related to the organization (Kirk Patrick, 1996). Another suitable model for evaluating organizational training courses is the Phillips investment return model. The ROI or Phillips model is the result of the development of the Kirk Patrick model. Investment Return is the fifth level added to Patrick's four-level model (reaction, learning, behavior, and outcomes). In this model, Phillips shows how monetary or financial sums should be included in the value of education and the return on investment in an educational activity calculated. Cost-benefit rate and net present value are also calculated. Cost-benefit rate is the result of dividing benefits by costs, and if this ratio goes above one, the plan is economically justified. Net present value is also a dynamic method of financial evaluation of projects that takes into account the time value of money. It is very clear that the value of one thousand Tomans at the moment is different from one thousand Tomans a year later; because you can get future benefits from one thousand Tomans now until next year. This is true even in the absence of inflation. As a result, the value of the future currency can be converted to the present value with an arbitrary discount rate (in the recent study, 10% due to the minimum bank interest). (Taghinezhad.et al.2020) In a study entitled "Designing a Model" for return on investment in the education system of executive employees, they concluded that the level of education's effect on future income of individuals is greater than that of other variables. There was a positive and significant relationship between the rate of return of training courses and income of individuals. The results also indicate that the rate of return on investment in the educational system of executive employees has a direct and significant relationship with the variables of gender, type of residence and type of marriage (rezaie Siroos. Er al. 2020). In a study entitled presenting the predictive model of the return on investment in training and improvement of the human source based on the organizational culture components and professional competency the concluded that training and improvement of human source and evaluation of the process of expense to benefit and the rate of the return on investment is effective on the training programs (Nouri, et al.2019). In a study entitled Calculating the rate of return on capital of specialized courses of Pars Oil and Gas Company, they concluded that evaluation indicators as well as the way of calculating and identifying the net share of education are among the important and necessary points, and its effective implementation will contribute to the transfer of learning and ultimately lead to an increase in the rate of return on investment.
Methodology
The present study is practical in terms of purpose and descriptive-analytical in term of method. Interviews, documents and questionnaires are designed to collect data. The statistical sample of the research is the production units of a factory and can be generalized to the statistical community of all production units. The purpose of this study is to determine the effectiveness of training courses through the Kirk Patrick model and calculate the rate of return on investment (ROI) through the Phillips model. The validity, reliability and analysis of the data obtained from the questionnaires are monitored by experts’ opinions, Cronbach’s Alpha and one-sample T-test, two-sample T-test and skew-elongation normality test (inferential statisstics), respectively. One of the conditions that allows us to use T-Student tests is that the data studied follow a normal graph. In order to check whether the data extracted from the questionnaires are normal or not, skewness-kurtosis normality test has been used in this research. Therefore, if the skewness and elongation of the data are in the range (-2,+2), the data follow the normal function. Shannon entropy method has been used to separate the effects of training from other factors affecting functional changes, and finally the rate of return on investment, cost-benefit rate and net present value are calculated to reinforce the results. This study used Microsoft Excel for data analysis.
Discussion and Results
In the solved sample, which was performed in the presence of twenty participants, the designed questionnaires were completed at different levels and various statistical tests were performed on the questionnaires. The results of skewness-kurtosis normality test indicate that the data obtained from the questionnaire follow the normal distribution. A one-sample t-test was performed for the data obtained from the questionnaires of reaction levels, learning, application and results, and as well as a survey of the instructor, all of which confirm the significance of the average sample at the statistical population. A 2-sample t-test was also conducted to compare the data extracted from the pre- and post-period satisfaction questionnaires. The results indicate that the increase in the mean sample for post-period satisfaction compared to before the period is significant in the community. Training costs (including direct costs and missed opportunity costs) and benefits gained after training were calculated and the factors affecting them were identified. But it cannot be said that all the benefits gained after training are the result of training; therefore, the factors affecting the benefits were identified and the contribution of education in creating benefits were separated by Shannon entropy method. Finally, the financial evaluation indicators of the training plan, i.e. return on investment (ROI), cost-benefit ratio (BCR), and net present value (NPV) were calculated. A return on investment of more than 100%, a cost-benefit ratio of more than 1, and a positive net present value all indicate the economic rationale for the training.
Conclusion
The financial evaluation indicators of the training plan, namely the rate of return on investment, cost-benefit ratio, and net present value are calculated: The return on investment rate above 100%, cost-benefit ratio above 1, and positive net present value all indicate the economic justification of the training, consistent with previous researches (Ziaei et al., 2011; Mohammadpour Zarandi & Taghavifard, 2014; Sabzipor et al., 2017). The present study uses new methods compared to previous researches in this field, and structured statistical tests, Shannon entropy method, and considering the time value of money (calculation of net present value) in calculating the return on investment of training courses have been added for the first time in the literature. For future research, the use of other methods of determining the share of education and more accurate determination of the discount rate used in calculating the net present value using existing economic methods are suggested.
Original Article (Quantified)
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.
