Management and Educational Perspective

Abstract Abstract The aim of the present research is to investigate the antecedents and consequences of professional competence of school managers with an emphasis on environmental sustainability and sustainable development. The research method is applicable in terms of purpose, and mixed (qualitative-quantitative) in terms of implementation. The statistical population of this research in the qualitative section included experts and professors in the field of education in Tehran, who were sampled purposefully; and in the quantitative section, school managers in Tehran who were selected through random-stratified sampling for the validation of the research model. In the qualitative part of the research, data and information were collected through interviews with experts and professors in the field of education, and then the model of professional competence of school managers as a key driver of sustainable development was validated based on a questionnaire. MAXQDA 18 and PLS-Smart 3 software were used for data analysis. The research findings indicated that the model of professional competence of managers includes competence-building skills, managerial competencies, ethical competencies and professional behavior, manager development, social indicators of managers, establishment of work groups for performance improvement and green competence, attitude competencies, knowledge competencies, educational competencies, commercialization competencies of knowledge, skills and technology, work ethic, consumption pattern improvement, participation in development, and moving towards national empowerment, leading to the realization of work ethic results, consumption pattern improvement, participation in development, movement towards national empowerment, diversity management, and enhancing the relationship between humans and nature. Extended abstract Introduction Performance sustainability is a relatively new concept defined as a process that focuses on all five dimensions of sustainability performance (economic, governance, social, ethical, and environmental) (Atstsaury et al, 2024). Serious action has not been taken to address environmental pollution, especially in the field of human resource development and professional development (Hustler & McIntyre, 2024). With growing public concerns about the long-term consequences of environmental issues and climate change, and its negative impact on the growth and development of societies, particularly in less developed countries, proactive and innovative measures have been taken to embrace environmental responsibilities and professional competencies. Previous research findings in the area of the current research topic indicate that the perspectives of past researchers on the subject of professional development of managers as a key factor in sustainable development have been different. Some have approached the issue of professional development with an organizational perspective and organizational requirements, while others have looked at it from an individual and personal perspective, seeking the missing link in individual requirements such as a sense of responsibility and environmental attitudes. And as it was mentioned before, some researchers consider organizational requirements and organizational mandates sufficient to change employee behavior. However, another group of researchers has examined both individual and organizational factors but have not provided a model and have not focused on future trends and factors that create sustainable development. Unfortunately, in their research findings, they have also not considered the characteristics of the education sector. Therefore, the aim of this research is to explore the antecedents and consequences of professional competence of school managers with an emphasis on environmental sustainability and sustainable development. Theoretical Framework Professional competencies include skills, knowledge, and attitudes. This means that it is not easy to say that one factor is part of knowledge, skills, or attitudes. Some other experts have also identified other elements of professional competencies; factors such as motivation, self-awareness, personal factors, values, beliefs, and other factors that play a significant role in job success. In the past decade, various models and frameworks have been proposed for measuring competencies, and these models often differ in the information they gather. Some models emphasize generic abilities and qualitative characteristics of individuals, while another group of models focuses on specific technical skills for the job. Some models have attempted to present in a comprehensive approach, by considering job roles, job behaviors, and knowledge-skill-ability, present a combination of individual competencies and job competency areas. Today, there are various models and frameworks for competencies, but it can be said that most of them are somewhat based on these factors (Sancar et al, 2021): a) Cluster of knowledge, skills, abilities, motivation, beliefs, values, and desires, b) Related to the essential part of the job sector, c) Related to superior performance or effectiveness, d) Related to accepted observable and measurable standards, e) Related to strategic direction, f) Improvable through education and training. Research Methodology: The present research is considered applicable in terms of its objective type. It has a mixed nature (qualitative-quantitative) in terms of data collection method. Therefore, the approach of this research is a combination of qualitative and quantitative approaches (mixed). The statistical population in the qualitative section includes experts and educators in the field of education, considering the diversity of the statistical population and the fact that the size of such a population is not countable and estimable, purposive sampling method was used. Using theoretical sampling method, interviews were conducted with 20 experts and educators in the field of education in Tehran. In this study, a total of 20 experts and educators in the field of education were gradually selected. To validate the research model, the statistical population in the quantitative section includes high school managers in Tehran with a history of management in high schools and executive and research activities in the field of education. In the quantitative section, the Cochran formula with a five percent error level was used, and a sample size of 384 individuals was determined and selected using simple random sampling method. Data analysis in this research was conducted at two levels, qualitative and quantitative. To identify the antecedents and consequences of professional competency of managers in this research, content analysis using MAXQDA 18 software was employed. For testing the research model, the Structural Equation Modeling (SEM) technique using PLS-Smart 3 statistical software was used, and the results indicated a good fit of the model. Research Findings: Initial coding and data categorization were carried out to identify the criteria and sub-criteria for developing the model of professional competency of school managers as an effective and key driver of sustainable development. After combining the initial codes, 61 codes were identified, which were transformed into 13 sub-categories. Structural Equation Modeling was used to examine the identified sub-categories. The Kolmogorov-Smirnov test was used to check the normality of the data. Since the significance level for the research variables is less than 0.05, it is concluded that the collected data for the research variables is non-normal. Therefore, Partial Least Squares (PLS) method was used to examine the research model due to the non-normality of the data. In order to validate the professional competence of school principals as an effective and key driver of sustainable development, the proposed conceptual model was investigated through structural equation modelling, and the partial least squares method was used to estimate the model. The obtained results show that each of the research constructs have acceptable fit indices. All factor loadings are significant at (0.01) level. Conclusion: Based on the research findings and the proposed model, professional competency of school managers as an effective and key driver of sustainable development includes empowering skill competencies, managerial competencies, ethical competencies and professional behavior, manager development, social indicators of managers, establishment of workgroups for performance improvement and green competency, attitude competencies, knowledge competencies, educational competencies, commercialization competencies of knowledge-skills and technology, work ethic, consumption pattern improvement, participation in development, and moving towards national empowerment, which lead to achieving the results of work ethic, consumption pattern improvement, and participation in development. According to the statistical findings of t statistics, attitude competencies, knowledge competencies, skill competencies, managerial competencies, educational competencies, ethical competencies and professional behavior, commercialization competencies of knowledge-skills and technology, manager development, social indicators of managers, establishment of workgroups for performance improvement, green competency, intervention factors, and consequences are positive and significant at the 0.01 level.

Abstract Abstract The present study was conducted with the aim of identifying the effective factors on the implementation of Eric Cheng's knowledge management model in the secondary schools of the second period of West Azerbaijan province. The research method is applicable in terms of objective, and phenomenological in terms of collecting qualitative information, and the research population is the principals of secondary schools of the second period of the province in the academic year of 2022-2023, with the purposeful sampling method of homogeneous type; and based on the principle of theoretical saturation, the number of 8 people were selected from among the provincial managers. The research tool is a semi-structured interview, and Lincoln and Guba's four criteria were used for the reliability of the data. According to the Claizy analysis method, in the dimension of "Knowledge Leadership" two main themes under the headings of "Information networking with four sub-themes" and "Learning support with three sub-themes"; in the "knowledge management perspective" dimension, three main themes under the titles of "situation analysis with four sub-themes", "continuous interaction with three sub-themes" and "effective feedback with three sub-themes"; in the "Knowledge Exchange Culture" dimension, three main themes under the titles of "Situation Analysis with four sub-themes", "Security with four sub-themes" and "Sustainable knowledge sharing with three sub-themes", and in the "Knowledge Management Strategies" dimension, three main themes under the titles "Motivation and support with four sub-themes", "Innovation with three sub-themes" and "Research with three sub-themes" were identified and extracted as effective factors on the implementation of Eric Cheng's knowledge management model. Extended abstract Introduction Human power is considered as the basic asset of any organization, and organizations should try to empower their forces. This issue is more important in the field of education. Empowering people in education ensures qualitative improvement and quantitative development of education and contributes to the excellence of society (Endres & Chowdhury, 2019). Knowledge management is considered as a key factor in empowering human forces in education. This process plays an important role in creating, maintaining, sharing knowledge and helps to improve organizational performance (Cheng, 2017). There are different patterns and models for knowledge management, but it should be noted that each organization may have its own needs and should implement the knowledge management system based on its own conditions. The school as an organization is no exception to this rule. Among the different models of knowledge management, Eric Cheng's model of knowledge management is one of the suitable models for knowledge management at the school level. Examining this model has been neglected in the researches of this field, therefore, the present study aims to investigate the effective factors on the implementation of Eric Cheng's knowledge management model in the secondary schools of West Azarbaijan province, and the main question is: What is the effective factors on the implementation of knowledge management based on the Eric Cheng model in secondary schools of West Azerbaijan province?   Theoretical framework In the 1990s, the concept of knowledge management emerged as a strategic approach to exchange, transfer and create knowledge in organizations. This concept first attracted a lot of attention in business environments. Over time, it entered educational organizations and schools. In the field of education, knowledge management as an emerging concept played an important role in improving the processes and improving the quality of education. Cheng (2015) has presented a comprehensive model for knowledge management in school. Cheng's model is based on 4 dimensions of "Knowledge Leadership", "Knowledge Management Perspective", "Knowledge Exchange Culture", and "Knowledge Management Strategies". Knowledge leadership means creating a dynamic environment for the exchange of knowledge between organization members, and has a direct effect on the attitude and behavior of employees towards knowledge management issues. The vision of knowledge management is a picture of the future of the organization and considers how to facilitate knowledge management approaches for the development of the organization. The culture of knowledge exchange emphasizes the beliefs, values, behaviors and functions in the organization to promote the transfer and sharing of knowledge between members, and the knowledge management strategy is a detailed plan to achieve the goals of knowledge management and strengthen its main foundations (Mohammadi Qeshlaq & Jafardoost, 2018). The results of research in the field of knowledge management show that knowledge management can lead to improving the performance of schools, improving the educational achievements of students, encouraging positive perceptions of the school in society, and improving educational processes. Also, factors such as organizational culture, staff characteristics, knowledge leadership, knowledge-based structure design and technology play an important role in the success of knowledge management in schools. What has been neglected in previous researches is the identification of effective factors in the process of "implementing the knowledge management model", especially in schools. The present study tries to cover this research gap. Research methodology The research method is applicable from the point of view of purpose, and qualitative phenomenology in terms of data collection. The statistical population includes principals of secondary schools in West Azarbaijan province in the academic year of 2021-2022. The purposeful sampling method is of homogeneous type, and based on the principle of data saturation; 8 people were selected as sample managers. In order to collect information, a semi-structured interview was conducted with the participants. Lincoln and Guba's four criteria were used for data reliability. Data analysis was done using the Claizy method (the model proposed by Moro, Rodrigues and King) and with the MAXQDA20 software.   Research findings The data of the research were analyzed with Claizy's method and the model proposed by Moro, Rodrigues and King. Therefore, after the implementation and review of the texts, the primary codes were extracted. The meanings of each of the codes were organized and reviewed, finally, according to the semantic affinity, the main themes were formed and based on the conceptual connection, sub-themes and sub-themes were identified. The effective factors identified based on Eric Cheng's knowledge management model in "Knowledge Leadership Dimension" included 2 main themes under the headings of "Information networking with 4 sub-themes" and "Learning support with 3 sub-themes". In the "knowledge management perspective" dimension, it includes 3 main themes under the titles of "situation analysis with 4 sub-themes", "continuous interaction with 3 sub-themes" and "effective feedback with 3 sub-themes". In the "knowledge exchange culture" dimension, 3 main themes were identified under the headings of "situation analysis with 4 sub-themes", "security with 4 sub-themes" and "sustainable knowledge sharing with 3 sub-themes". In the "Knowledge Management Strategies" dimension, 3 main themes were identified and extracted under the titles of "Motivation and support with 4 sub-themes", "Innovation with 3 sub-themes" and "Research with 3 sub-themes".   Conclusion The main purpose of the current research was to identify the effective factors on the implementation of knowledge management based on Eric Cheng's model in the dimensions of "Knowledge Leadership", "Knowledge Management Perspective", "Knowledge Exchange Culture" and "Knowledge Management Strategies" in secondary schools of the second period of West Azarbaijan province. Knowledge management is an organizational process for collecting, storing, exchanging and exploiting knowledge in an organization. Meanwhile, Knowledge leadership plays an essential role; because leaders should promote the value of knowledge in the organization, create motivation and commitment to share knowledge and encourage people towards knowledge management processes. The perspective of knowledge management should determine specific goals and priorities for attracting, creating and transferring knowledge in the organization and use specific strategies to achieve these goals. Knowledge management strategy should include methods and processes that are used as tools for collecting, organizing and exploiting knowledge. The culture of knowledge exchange is also introduced as a part of knowledge management and indicates the willingness of organization members to share their knowledge and experiences. This culture of knowledge exchange helps to create an open environment in the organization. In a general comparison with the results of previous researches, the results of the present research in the dimension of knowledge leadership have an innovative aspect in terms of identifying the main themes of "information networking and learning support" and the sub-themes of each of them. In the perspective of knowledge management, in terms of identifying the themes of "continuous interaction and effective feedback" and the sub-themes of each of them, it has an innovative aspect and to some extent in the sub-themes of "situation analysis" overlaps with the results of Edak & Edak (2018) and Daraei & Navehebrahim (2021). In the dimension of knowledge exchange culture, the identification of the themes of "constructive environment and security" and the sub-themes of each of them is new and only in the theme of "sustainable knowledge sharing" it is somewhat aligned with the results of Rahimiane et al, (2022). In terms of identifying the themes of "innovation and research" and the sub-themes of each of them, the knowledge management strategy has an innovative aspect, and only in the theme of "motivation and support" it is somewhat aligned with the results Rahimiane et al, (2022). According to the results obtained from the research, the following are suggested separately: In the dimension of knowledge leadership: schools should pay special attention to creating a virtual platform for teachers and students. In the perspective of knowledge management: school managers should conduct a needs assessment among teachers and school staff so that the needs, opportunities and problems in the school are identified and based on this analysis, suitable resources and solutions are introduced and implemented. In the dimension of knowledge exchange culture: through holding knowledge-enhancing courses, teachers' knowledge in this regard is increased and they are encouraged to collaborate and cooperate among people in the school and promote the creation of a culture of collective learning.  In the dimension of knowledge management strategies: based on external incentives such as issuing incentives, annual evaluation score, organization score, etc., teachers should be encouraged to present creative solutions, generate ideas, carry out research activities, etc.

Abstract Abstract
The purpose of this research was to develop an effective teaching model in order to improve the educational level of schools. This research is qualitative and phenomenological. The research community includes academic experts familiar with the subject. Based on the purposeful sampling method; after a semi-structured interview with 15 people, theoretical saturation was achieved and the interview was stopped. In this research, consultants and experts in the field of educational management were used to achieve validity, and the verification strategy of research colleagues was used to determine reliability; based on this, validity and reliability were confirmed. The method of analysis used in this research was thematic method. Based on the results of the interviews, 11 themes in the form of 4 concepts of personal and scientific characteristics of teachers (social status of teachers, individual character of teachers, and empowerment of teachers), optimal management of the classroom and educational environment (use of educational technology, classroom management and effective educational implementation, and appropriate educational tools and equipment), active and motivating teaching (use of active teaching methods and motivational levers), and targeted teaching (objectification of teaching (meaningful learning), targeted research) were identified. Based on this, it is suggested to use the model presented in this research in order to improve the educational level of schools and make teachers' teaching more effective.
Extended abstract
Introduction
Among all the duties of education, teaching can be considered one of the basic duties that have an interactive relationship with other duties; and in fact, it can be considered as the foundation of other duties of education. Considering the importance of teaching and the role of its infrastructure in achieving educational goals in theoretical and practical fields, emphasizing effective teaching in a way that can provide the achievement of important goals is a certain and obvious thing (Mohammadi Khangah & Hosseinzadeh, 2015). Teaching is a comprehensive, multiple, complex phenomenon in which the role of the teacher and learners has changed (Mahdian & Amini, 2018). In fact, teaching includes a set of skills that take place before, during and after the implementation of the teaching process, and provide the possibility of teaching students (Devlin & Samarawickrema, 2022). Today, traditional educational methods are no longer suitable and effective for the current society (Mehrabiniya et al, 2022). The effectiveness of teachers' teaching in the classroom consists of various dimensions, including: respect for students, the ability to challenge and stimulate their minds, lesson organization, speech skills, and presentation of materials in an appropriate manner (Aldrup, Carstensen et al, 2022). The meaning of effective teaching is a set of teacher's actions and characteristics that lead to the achievement of educational goals and students' learning (Wang & Cheng, 2023). The role of the education system in the growth and development of societies is outstanding and undeniable. However, one of the main problems in education is the lack of effective teaching indicators. Considering the importance of teaching and the role of its infrastructure in achieving educational goals in theoretical and practical fields, it is obvious to emphasize effective teaching in a way that can provide the achievement of important educational goals. Major changes are taking place in the educational system. Based on this, the main issue in this research is the answer to the question: what is the appropriate model of effective teaching in order to improve the educational level of schools?
Theoretical framework
One of the duties of teachers in the process of education and training is to lay the groundwork for the growth and learning of students, and in modern education and training, the emphasis is on the activeness of the learner in the process of learning and the formation of mental construction (Fallahi & Rostami, 2012). Therefore, the activity that takes place in the teaching and learning process must have the characteristics to be called teaching. One of the prominent features of such an activity is that two people are involved in it and each of them is involved in a specific way (Eslamian, Ealamian & Karami, 2018). Wang and Cheng (2023) consider teaching to be an interactive and two-way process in which both the learner and the instructor are affected by each other, and teaching in this sense is the explicit expression of what needs to be learned. The most basic definition of effective teaching is the teacher's ability to help students and learners reach high standards (Hoseini hesam abadi et al, 2023). Effective teaching should be regular and stimulating, and promote motivation, vitality, innovation, and increase the efficiency of teachers and students (Bidabadi et al., 2016). Devlin & Samarawickrema (2022) showed that effective teaching criteria have changed after the Covid-19 pandemic and are more based on interactions between the teacher and students. Chew & Cerbin (2021) showed that effective teaching requires solving nine challenges, including changing the mental mindset of students, metacognition and self-regulation, student fear and distrust, prior knowledge, misconceptions, ineffective learning strategies, learning transfer, selective attention limitations and mind effort limitations, and active memory. Abedini et al, (2020) in a research found that 10 factors, including the teacher's mastery of the subject, the expression of clear educational expectations, the power of leadership and classroom management, the active participation of students in the teaching process are affecting factors in effective teaching. Shirbagi and Nasirinia (2020) in examining the professional development of a step towards effective teaching in Sanandaj elementary school teachers showed that the "characteristics of effective professional development" questionnaire has good validity and reliability for use among Iranian teachers. Among the components of effective professional development from the point of view of teachers, according to the results of the Friedman test, the first rank of these components was focusing on the content knowledge of teachers and how students learn the material, and the last rank was active learning beyond the classroom. Also, there is a significant difference between the components of effective professional development of teachers.
Methodology
This research is fundamental in terms of its purpose, and exploratory in terms of the method of data collection. The research has been conducted qualitatively. Considering that the purpose of this research is to identify the dimensions and components that influence effective teaching and formulating a model, and on the other hand, we tried to make the obtained results as realistic as possible; on this basis, a qualitative approach was used. Qualitative data was collected using library studies and semi-structured interviews. The statistical population of this research included academic experts familiar with the subject, and theoretical data saturation index was used to determine the sample size. In order to analyze the data, the theme analysis method was used.
Research findings
In order to examine and answer the research question, after collecting, arranging and organizing the codes resulting from each interview and based on the thematic method, key words and points in the form of an index was extracted from the interview text. For this purpose, the codes collected through interviews were collected and organized in a database. Based on the results of the interviews, 11 themes in the form of 4 concepts of teachers' personal and scientific characteristics (teachers' social status, teacher's individual personality and teachers' empowerment), optimal classroom management and educational environment (use of educational technology, classroom management and effective educational implementation, educational tools and equipment appropriate), active and motivating teaching (use of active teaching methods and motivational levers), and purposeful teaching (objectification of teaching (meaningful learning), targeted research) were identified.
Conclusion
The purpose of this research was to develop an effective teaching model in order to improve the educational level of schools. The results of this research are consistent with the findings of Aldrup et al. (2022), Devlin & Samarawickrema (2022), and Chew & Cerbin (2021). In explaining the findings of this research, it can be said that the optimal classroom management mentioned by the interviewees includes: classroom preparation, planning, parents' participation in their children's education process, welcoming students' interaction with each other, the ability to communicate with problematic students, continuous and formative evaluation, respecting the order of the teacher while teaching, having a lesson plan, having a logical order in teaching, on time attendance control, strictness on time, removing communication barriers while teaching, providing a learning environment, and human relations governing the classroom atmosphere. Class management includes all the decisions and actions necessary to discipline the class and is brought up under the title of discipline. This type of order means managing, maintaining, or providing an environment in which proper learning is done along with reducing issues and problems for students. Also, effective teaching requires the use of appropriate educational tools and equipment. The facilities and physical space of the classroom, the use of multimedia in teaching, the use of lesson presentation software (PowerPoint and Parzi), creating a positive learning environment, using warm and soothing colors for the classroom, having workshops and laboratories for special courses are some of these tools and equipment. Finally, it is suggested that the school administrators help the teacher to improve the quality of teaching by providing a healthy atmosphere and adequate educational materials. Also, in future research, the effect of factors such as distributed leadership style, professional support, professional commitment, etc. on effective teaching based on the model identified in this research should be investigated. It is also suggested to use the model presented in this research in order to make the teaching process in schools more effective.

Abstract Abstract
The purpose of this research is to provide a model to break the defensive silence of creative employees in government organizations. In terms of purpose, the present research is applicable, and a mixed exploratory research of qualitative-quantitative type. The statistical population in the qualitative part of the research includes 20 experts (university professors and researchers familiar with the research topic) and managers and deputies of government organizations, and the statistical population in the quantitative part includes 345 people of managers and deputies and experts of government organizations in Ilam province. The sampling method in the qualitative part is a purposeful judgment, and in the quantitative part it is a cluster sampling method. The collection tool in the qualitative part is open interviews with experts; and in the quantitative part, a researcher-made questionnaire. For data analysis, theme analysis and fuzzy Delphi technique were used in the qualitative part, and structural equations were used in the quantitative part. A total of 94 sub-themes and 20 main themes were identified. The 20 main themes that have been identified as influencing factors on breaking the defensive silence of creative employees in government organizations are: facilitating policies, motivational factors, job security, collaborative management, governance of meritocracy, leadership style, improvement of individual skills, organizational learning, strengthening professional ethics, quality of relationships, health of relationships, mutual trust, spirituality in the workplace, creative and critical atmosphere, cooperation culture, consulting and positive organizational psychology, reducing psychological pressures, creating attitudinal changes, changing organizational strategies, and strengthening strategic thinking.
Extended abstract
Introduction
In organizations, employees play a very important role. They are the vital element of the organization that contribute to the activity and work performance of the organization by performing their duties and responsibilities (Gencer et al, 2023). Organizations expect their employees to be more responsible and innovative than in the past and talk about organizational issues and problems due to the increasingly competitive environment, high expectations of customers and great attention to the quality of products and services that indicate the ever-increasing changes in organizational environments. In order for organizations to survive in such conditions, they need employees who can respond to such a challenging environment; that is, those who are not afraid to share their knowledge and information with others and provide their opinions in the form of suggestions and criticisms or innovative ideas to organizations (Alipuor Baei et al, 2022). Despite the fact that providing suitable conditions to encourage employees to participate more in organizational environments and also their ideas in the form of presenting opinions and suggestions is one of the necessities that has been emphasized in the field of organization and management knowledge in recent years, many of Organizations expect their employees to express only certain words and conversations, especially in the direction of confirming the current conditions and status of the organization, and for this purpose, they use various reward and punishment mechanisms. In such a situation, over time, despite the fact that employees have good ideas for organizations, they prefer not to present their ideas and remain silent and somehow remain indifferent to the future of their organization (Piran et al, 2017). Organizational silence refers to the lack of communication, neglected requirements, lack of information sharing and instability in the organizational work environment (Sulphey & Jasim, 2022). Organizational silence means not disseminating information and knowledge within the organization; which occurs when people within the organization prevent part of their knowledge, information or opinions from participating and transmitting it to others (Lotfi Dehkhargani & Maharati, 2022). Therefore, the researcher is trying to answer the question: what is the model for breaking the defensive silence of creative employees in government organizations?
Theoretical Framework
Organizational silence
Organizational silence is a phenomenon in which the employees of the organization refrain from commenting on the organization's issues for various reasons, and remain silent (Takhsha et al, 2020). Organizational silence is defined as refraining from expressing behavioral, cognitive and effectiveness evaluations about organizational situations. In other words, organizational silence is a social phenomenon where employees purposefully refuse information and opinions about the organization (Doaei & Sabokroo, 2022).
Defensive silence
The absence of voice is silence, although the motivation for silence is the most meaningful message to analyze when considering organizational silence. By using targeted silence, employees collectively withhold information that could affect the growth and success of the organization. Therefore, organizational silence can be seen as a situation where employees have seemingly valuable information, opinions, concerns or ideas, and decide to withhold this information (Masoumi & Faizi, 2021). Defensive silence is a type of organizational silence that occurs when the employee fears the consequences of speaking up, or perceives that speaking up will have a negative impact (Moalemian et al, 2021).
Powell (2023) in a study investigated the drivers of organizational silence and strategies to deal with them and finally reached the conclusion that; the most important influencing factors in reducing organizational silence are the perception of organizational support and the rule of meritocracy in organizations.
Fang-Shu & Ramayah (2022) in a study investigated the effect of participatory management on reducing employees' defensive silence by mediating the quality of communication and finally reached the conclusion that; participatory management and the quality of the organization's internal communication have a significant impact on the breaking of employees' defensive silence.
 
Research methodology
This research is applicable-developmental in terms of purpose, and exploratory in nature. The statistical community in the qualitative section includes 20 experts (academic faculty members and experts in the field of public administration and organizational behavior, professors familiar with the subject of research, managers and creative employees with experience in government organizations of Ilam province). The statistical population of the research in the quantitative part includes all managers, assistants and experts of the government organizations of Ilam province; according to the statistics published by the vice-president of human resources development of Ilam province, their number is equal to 2200 people. The number of samples for the quantitative part was based on Morgan's table and 327 people were selected. In this research, semi-structured interviews were used to identify the indicators and components of defensive silence breaking of creative employees in government organizations. The research tool in the quantitative part is a researcher-made questionnaire.
 
Research findings
For data analysis, theme analysis and fuzzy Delphi technique were used in the qualitative part, and structural equations were used in the quantitative part. A total of 94 sub-themes and 20 main themes were identified. The 20 main themes that have been identified as influencing factors on breaking the defensive silence of creative employees in government organizations are: facilitating policies, motivational factors, job security, collaborative management, governance of meritocracy, leadership style, improvement of individual skills, organizational learning., strengthening professional ethics, quality of relationships, health of relationships, mutual trust, spirituality in the workplace, creative and critical atmosphere, cooperation culture, consulting and positive organizational psychology, reducing psychological pressures, creating attitudinal changes, changing organizational strategies, and strengthening strategic thinking.
 
Conclusion
The present study was conducted with the aim of providing a model to break the defensive silence of creative employees in government organizations. This result is in agreement with the research results of Powell (2023), Fang-Shu & Ramayah (2022), Sulphey & Jasim (2022), kord firouzjaie & zeinabadi (2022), Olcer & Coskun (2022), Gencer et al, (2021), Masoumi & Faizi (2021), Larijani (2021), Afkhami Ardakani et al, (2021), Jan et al, (2019), Kalaa et al, (2019), Kord firouzjaie & zeinabadi (2022). Employees who have a proper understanding of the organization's support are committed to the organization, and the voices of committed employees are always heard in organizations. Supporting employees in organizations causes the voice of employees and employees' opinions to appear in a reasonable and appropriate manner, which ultimately will moderate the deadly organizational silence (Jan et al, 2019).
According to the results obtained from the research, it is suggested:
Holding training courses: holding training courses and workshops for employees about the break of organizational silence and their benefits. Providing training on the recognition and principles of supporting employees in the face of defensive silence can also be useful.
Implement supportive policies and procedures: Develop and implement policies and procedures that allow employees to break the defensive silence and report problems and deficiencies without fear of negative consequences.
Designing confidential mechanisms: creating safe and confidential mechanisms to welcome employee reports and complaints, so that their personality is protected and they do not experience any negative consequences.

Abstract Abstract The purpose of this research is to investigate the moderating effect of self-efficacy on the relationship between parents-children and academic participation, taking into account the mediating variable of learning adaptation among secondary school students of Nowshahr. The current research is applicable in terms of purpose, and descriptive-correlative in terms of nature and method. The statistical population of the current study included parents and students of girls' schools in the first secondary school in Nowshahr, with a number of 2000 students and 2000 parents, of which 384 were selected as a statistical sample using a random cluster method for students, and also 384 were selected by simple random method for parents; based on Cochran's formula. Data collection tools include parent-child relationship questionnaires (Barenzova and Oson, 1982), learning compatibility (Linbin, 2008), self-efficacy (Zhang, 2010), and academic participation (Scafley, 2002). SPSS 26 and Lisrel software were used for analysis. The results showed that there is a significant relationship between parent-child relationships and academic participation of secondary school students in Nowshahr. Also, there is a significant relationship between parent-child and academic participation, taking into account the mediating role of learning adaptation of middle school students in Nowshahr city. Finally, there is no significant relationship between parent-child and academic participation considering the mediating role of learning self-efficacy of Nowshahr secondary school students. Extended abstract Introduction Since the publication of the Family Educational Promotion Law and Co-education in China, the government has encouraged parents to participate in their children's education and help them grow (China, 2021). Studies have shown that communication between parents and children can be an important mechanism to influence their children and help children's growth, health and personality. And it also affects the mental state and behavioral participation of students in learning activities in schools (Liu et al, 2012). Therefore, communication between parents and children can be an effective way to promote learning in school. Academic participation refers to the amount of effort or behavioral participation that students make in the learning process (Peng et al, 2022). In addition, other factors such as learning adaptability can affect students' academic participation. Also, the adaptability of learning can affect students' attitude, participation and effort. (Zhaang et al, 2021) Learning adaptability is defined as a person's ability to maintain a positive attitude. Also, the adaptability of learning has been expressed by taking measures to meet the academic needs of students and adapting to the educational environment. Baker & Siryk (1984) has shown in their studies that learning adaptability can positively predict the student's academic participation. Wang et al, (2020) showed that students with better learning adaptation may be more persistent and focus on their studies without distraction. Therefore, students with strong adaptability can overcome difficulties and devote themselves to learning.  On the other hand, self-efficacy is an important contextual factor of learning in the relationship between parents and children, which can be adjusted by individual variables. Research has shown that learning self-efficacy can improve students' academic performance by cultivating mental qualities (Liu, 2017). People with high self-efficacy tend to maintain a good attitude and believe that they can solve learning problems; they are also less likely to experience severe pressure, anxiety or stress (Hong et al, 2021). Therefore, the researcher tries to answer the question: what is the effect of self-efficacy on the relationship between parents-children and academic participation, considering the mediating variable of learning adaptation among secondary school students of Nowshahr city?   Theoretical Framework Academic self-efficacy According to Mouriss (2001), academic self-efficacy expresses the feeling of a person's ability regarding learning activities, focusing on academic subjects and meeting academic expectations. It is also defined as a person's judgment about his abilities to organize and implement specific activities in order to obtain various academic performance plans (Kostagiolas et al, 2019).   Academic participation Academic participation refers to the amount of effort or energy a person spends on his academic work and the effectiveness and efficiency achieved. The main indicators of academic participation include participation in activities related to education, achieving high grades, the amount of time spent on homework, and the amount of homework completed. Learners who have academic participation pay more attention and focus on the issues and subjects that are the target of learning, work hard, enjoy doing academic tasks, show more commitment to the rules and regulations of the school, avoid incompatible and undesirable behaviors, and have better performance in tests (Yaghubi et al, 2022). Adaptability of learning Adaptation in school is a multi-dimensional structure that should be distinguished between several types, i.e. academic, social and individual emotional adaptation (Lavasani et al, 2018). Academic adaptation refers to the demands of the educational environment such as homework and exams (Wilder, 2014). Geng et al, (2023) conducted a research titled "Relationship between parent-child relationship and academic conflict among secondary school students". The results showed that learning compatibility has a mediating role between parent-child relationship and academic participation. In addition, parent-child relationships and academic participation as well as parent-child communication and adjustment were all moderated by self-efficacy. Babaei parsheh & Mosadeghi nik (2022) investigated the relationship between information literacy and communication skills of teachers with academic self-efficacy with the moderating role of students' intelligence beliefs. The research findings showed that there is a positive and significant relationship between teachers' information literacy and students' academic self-efficacy. There is a positive and significant relationship between teachers' communication skills and students' academic self-efficacy. The results of the research showed that intelligence beliefs have a moderating role in the relationship between information literacy and teachers' communication skills with students' academic self-efficacy. Research methodology The current research is applicable in terms of purpose, and descriptive-correlative in terms of nature and method. The statistical population of the current study included parents and students of girls' schools in the first secondary school in Nowshahr, with a number of 2000 students and 2000 parents, of which 384 were selected as a statistical sample using a random cluster method for students, and 384 were selected by simple random method for parents; based on Cochran's formula. Data collection tools include parent-child relationship questionnaires (Barenzova and Oson, 1982), learning compatibility (Linbin, 2008), self-efficacy (Zhang, 2010) and academic participation (Scafley, 2002). Research findings SPSS and LISREL software were used for analysis. The results showed that there is a significant relationship between parent-child relationships and academic participation of secondary school students in Nowshahr. Also, there is a significant relationship between parent-child and academic participation, taking into account the mediating role of learning adaptation of Nowshahr high school students. Finally, there is no significant relationship between parent-child and academic participation considering the mediating role of learning self-efficacy of Nowshahr secondary school students.   Conclusion The current study was conducted with the aim of investigating the moderating effect of self-efficacy on the relationship between parents-children and academic participation, taking into account the mediating variable of learning adaptation among secondary school students of Nowshahr city. These findings are in agreement with research findings of Geng et al, (2023), Babaei parsheh & Mosadeghi nik (2022), Naghsh et al, (2022), Aghaei Motlagh (2020), Zangi Abadi et al, (2019), Liu et al, (2019), Pourseyed et al, (2019), Senobar (2018), Sevari (2018), Azizinezhad (2016), Sheikholeslami et al, and (2015). In explaining these findings, it can be stated that this study showed that the child-parents' communication is positively related to the students' academic participation. That is, by improving the quality of parent-child communication, the academic participation of students increases significantly. Communication is a bridge between parents and children. Through open and equal communication, parents can convey their expectations for academic learning to their children and ask their children to make more efforts in academic learning. In addition, parents can learn about their children's learning challenges in time and provide them with the necessary support to improve students' interaction with education. However, if there is less communication and more problems between parents and children, it will be difficult for students to cope with the pressure of academic learning. In addition, their mobility will decrease. They are more exhausted in academic learning and do not want to dedicate to it.

Abstract Abstract The purpose of this research is the learning process of physical education lessons in education through virtual education. In terms of purpose, the current research is applicable, and of a descriptive-survey type. The statistical population of the present study includes 14 teachers and specialists in the field of physical education in schools, and the purposeful sampling method was used. In order to analyze the effective factors in the virtual education of physical education in Iran, the quantitative approach of interpretive structural modeling was used, and the MICMAC diagram was used for effectiveness and influence. The results obtained from the analysis showed that the educational limitation of movements and practical lessons, the lack of supervision and concentration in virtual education, the weak communication interaction between the teacher and students, the coverage of virtual classes, economic issues, the weakness of software and hardware technology and infrastructure, use of information technology in virtual education, insufficient knowledge of the space and capabilities of virtual education, lack of supervision and limitations on physical ability, and implementation of courses and capabilities of virtual education were categorized. Finally, by using the final access matrix, by using the structural-interpretive method, the leveling of the sub-themes of the design of the physical education course in Iran was carried out, in which the coverage of virtual classes is at the highest level, and virtual learning capabilities of teaching at the lowest level. It should be noticed that there is less effectiveness at the high level factors. Extended abstract Introduction Various studies of the effects of school closures on the spread of influenza or epidemics show that school closures can be a useful control measure, although the effectiveness of school closures in schools is often low. School closure strategies may be national, regional, local or reactive closure of individual schools in response to student pollution levels (Nafisah et al, 2018; Rashid et al, 2015). In order for the education of students not to be interrupted during the period of social distancing and for the curriculum to continue according to the pre-specified program; various solutions were presented, one of which was electronic education (Ghafourifard, 2020). E-learning is an important part of the learning process, which is defined as a term by the European Commission "as a service to obtain quality education using the Internet and new multimedia technologies" (Farajollahi & Zarifsanaee, 2018). The teaching of physical education course with its special features and special needs, which practical and movement requirements are inseparable from its nature, differes from other courses in the context of modern educational media, and seeks to design and develop a new format to have the greatest effect in order to provide the required content of physical education course for students. Non-attendance teaching of physical education course, which has special conditions and includes practical and movement skills, faces challenges that matching the set goals of the academic courses based on the fundamental transformation document with selected methods of non-attendance education such as messengers, online education, television school and training packages, is one of the most important specific goals of these trainings, of course, should not be only theoretical and knowledge-based, but should provide conditions so that the learner is obliged to follow virtual trainings and practical exercises at the same time, in order to deepen the neural connections of the brain and improve his performance and learning (Qingtao, 2020). Therefore, according to the material raised, the researcher intends to answer the basic question in this research: what is the process of learning physical education in education through virtual education? Theoretical Framework Virtual training Educational systems are among the institutions that are fundamentally on the path of these changes, in such a way that the quality and manner of teaching and learning have changed; focusing on the human being as an active learner and diminishing the limitations caused by time and space, e-learning has been proposed as a new paradigm in this category (Geller et al, 2018). Thus, with the development of information technology on one hand, and the existence of many interested people to enter higher education on the other, most universities and educational institutions have turned to designing and launching e-learning courses (Shahsiah et al, 2019). In addition to expanding knowledge, the electronic learning system has given people the opportunity to make better and wiser decisions. In recent decades, thanks to the evolution and expansion of technological devices, new classes and virtual environments have been created (Valkanov et al, 2016). Yar Ahmadi et al, (2023) studied the design of virtual training model for physical education in Iran. The results of the research showed that the design of the virtual training model of physical education in Iran includes the problems of conducting physical education lessons in virtual space, the lack of supervision and concentration in virtual education, the lack of proper communication between professors and students, the coverage of virtual classes, economic issues, weakness of software and hardware technology, Internet and its infrastructure problems, benefits of information technology in virtual education, superior characteristics of virtual education, weakness in establishing friendship and communication, insufficient knowledge of the space and capabilities of virtual education, problems of virtual education of the lesson of physical education, weakness in network communication and infrastructural barriers, use of new educational technologies, problems of virtual learning, capabilities of virtual learning, and the reasons for the importance and superiority of virtual learning. Jalalniya (2022) in a research investigated the presentation of the evaluation model of virtual education in higher education during the corona epidemic with a structural-interpretive approach. The structural-interpretive method was used to determine the relationships and design of the final model. Based on the results of qualitative analysis, 13 main themes and 71 sub-themes were identified. The findings show that the planning and support of virtual education affect the quality of information, and system and hardware platforms of virtual education.​ These factors affect teacher-learner interaction, cooperative education, and educational interaction; and further empower professors and students. In the shadow of empowerment, the efficiency and effectiveness of virtual education can be achieved, and this efficiency and effectiveness will eventually lead to the development of virtual education. Research methodology In terms of purpose, the current research is applicable, and of a descriptive-survey type. The statistical population of the present study includes 14 teachers and specialists in the field of physical education in schools, and the purposeful sampling method was used.   Research findings The quantitative approach of interpretive structural modeling was used to analyze the effective factors in the virtual education of physical education in Iran, and the MICMAC diagram was used for effectiveness and influence. The results obtained from the analysis showed that the educational limitation of movements and practical lessons, the lack of supervision and concentration in virtual education, the weak communication interaction between the teacher and students, the coverage of virtual classes, economic issues, the weakness of software and hardware technology and infrastructure, use of information technology in virtual education, insufficient knowledge of the space and capabilities of virtual education, lack of supervision and limitations on physical ability and implementation of courses and capabilities of virtual education were categorized.​ Finally, by using the final access matrix through the structural-interpretive method, the leveling of the sub-themes of the design of the virtual training of physical education lesson in Iran was done, in which the coverage of virtual classes is at the highest level, and virtual learning capabilities of teaching at the lowest level. It should be noticed that there is less effectiveness at the high level factors.   Conclusion The purpose of this research is the learning process of physical education lessons in education through virtual education. The results of this research are in agreement with the findings of researchers such as Jalalniya (2022), Salimi & Fardin (2020), Kim et al, (2021), Gelineau-Morel & Dilts (2021), Sabahi & Heydari (2021), Hinojo Lucena et al, (2020), Almaiah et al, (2020), Vershitskaya et al, (2020), Latrous & Khadraoui (2020), and Moulai Gholanji (2020). Jalalniya (2022) showed that the planning and support of virtual education affect the quality of information, system and hardware platforms of virtual education. These factors affect teacher-learner interaction, cooperative education and educational interaction; and further empower professors and students. In the shadow of empowerment, the efficiency and effectiveness of virtual education can be achieved, and this efficiency and effectiveness will eventually lead to the development of virtual education. ​ According to the results of the research, the following suggestions are presented: Education departments of provinces and cities should organize workshops on how to create content and content creation applications for teachers. The Ministry of Education should provide teachers and students with the necessary training related to how to hold classes and how to use the space of educational programs. More free internet volume to be given to students and teachers for holding educational classes in order to financially save part of the costs of virtual classes.    

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

Abstract Abstract
The aim of the current research is to Designing an entrepreneurial ecosystem model in the university with a knowledge-oriented approach. According to its purpose, the research method is applicable; and mixed (qualitative-quantitative) in terms of its implementation. The statistical population in the qualitative section includes 20 academic experts who are knowledgeable about the entrepreneurship ecosystem, using a targeted sampling method; and in the quantitative section, it includes 384 people from all managers of Islamic Azad Universities across the country. Data collection in the qualitative part was done through semi-structured interviews with the members of the statistical community, and in the quantitative part was done through a questionnaire. Data analysis was done using ATLAS TI software in the qualitative part, and partial least squares method in the SPSS and PLS software in the quantitative part, and factor analysis method was also used in data analysis. The results in the qualitative part showed that 67 primary codes, 11 basic themes, and 5 constructive themes are identified in most infrastructure and support clusters (2 themes), integration of technology and knowledge (2 themes), education and culture (3 themes), policy and planning. (2 themes), and integrated management (2 themes); and relationships between them were drawn and presented in the form of a paradigmatic model. The results of the quantitative part showed that 5 indicators and 11 components with factor load, average extracted variance, and convergent validity are higher than (0.4), Cronbach's alpha coefficient and composite reliability are higher than (0.7), significant t coefficients is higher than (1.96); all were confirmed, and the model has a strong fit.
Extended abstract
Introduction
The role that universities play in ensuring the success of knowledge and entrepreneurship is beyond the transfer of knowledge and is ultimately the creation of a knowledge-based entrepreneurship ecosystem (Baharestan et al, 2023). Following the economic downturn caused by the 2008 financial crisis, governments in high-income countries are increasingly seeking a role for universities to stimulate regional economic development. Consequently, there is an increasing role for today's universities to be drivers of innovation and entrepreneurship to accelerate increased regional competitiveness and economic growth (Audretsch et al, 2022). The demand for the commercialization of academic knowledge has increased; universities are more involved in knowledge maintenance and transfer activities (Ali et al, 2019). Through their initiative to improve institutional budgets and with government actions to support wealth production and competition, universities create the context of a knowledge-based entrepreneurial ecosystem (Radko et al, 2022).
Governments around the world (especially in high-income countries) are looking for technological innovation and knowledge application as drivers of national economic growth, and universities act as generators of this national capacity (Weerasekara et al, 2022). From this point of view, universities, which operate at the critical intersection of education, research and knowledge transfer, are considered as key agents of change in the commercialization of knowledge and the creation of an entrepreneurial ecosystem (Theodoraki et al, 2022). The term "academic entrepreneurship ecosystem" is often used in this context to describe universities that are used entrepreneurially to contribute to economic development (Badzińska, 2021). Academic entrepreneurship ecosystems show an interconnected set of different components that support each other in the birth of new entrepreneurs (Dutta et al, 2021). New businesses also emerge because they are located in an environment or “ecosystem” that allows them easy and supportive entrepreneurship (Hsieh et al, 2020). An efficient academic entrepreneurship ecosystem is needed to breed entrepreneurs. The government encourages the creation of entrepreneurs among academics (Kamel, 2022).
Based on the said material, the researcher is trying to answer the question: what is the model of the entrepreneurship ecosystem in the university with a knowledge-oriented approach?
Theoretical Framework
Entrepreneurship in university
Today, university entrepreneurship is an advanced and attractive ideal for higher education (Coral et al, 2022). In the future competitive world, universities have no way to survive but to move towards university entrepreneurship (Novela et al, 2021). To achieve this goal, changes should be made in educational and research processes, structure, culture, and the way and content of interactions between universities and companies and the government. The emergence of universities with the aim of acquiring knowledge and attaining the facts of existence has been the source of many changes in human societies (Boh et al, 2016). With the expansion of universities, not only the human resources needed by the society have been trained (Lenzer et al, 2021), but also the intellectual and cultural infrastructure of the society has been provided to enjoy new methods and technologies (Giuri et al, 2019; Prokop, 2022). One of these developments is the development of entrepreneurship. The university plays a decisive role in the development of entrepreneurship. Creating and developing entrepreneurs in the educational system and turning it into an institutionalized culture requires the identification and determination of policies and principles that show the relevant solutions (Lahikainen, 2020).
Sarayani et al, (2024) investigated the presentation of the model of recruitment and selection of public sector human resources with the entrepreneurial government approach. According to data analysis, 545 final codes were extracted through open coding and then, using axial coding, categorized in the form of 121 concepts and 16 categories of contextual factors (environmental), structural factors (organizational), behavioral factors (content), recruitment of human resources, selection human resources, recognizing entrepreneurial opportunities in the public sector, exploiting entrepreneurial opportunities in the public sector, executive and managerial obstacles, political and legal obstacles, economic obstacles, cultural and social obstacles, mixed selection with internal resource acquisition in experience-oriented jobs, combined selection with external resource acquisition in knowledge-based jobs, individual consequences, organizational consequences, social consequences; and finally, in the selective coding stage, a processed and multidimensional model has been presented for the first time at the level of government organizations of Sistan and Baluchistan province.
Awad & Salaimeh (2023) presented a research entitled Towards an Entrepreneurial University Model: Evidence from Palestine Polytechnic University. The main findings showed that other financial support sources can accelerate academic entrepreneurship.
Research methodology
According to its purpose, the research method is applicable, and in terms of its implementation, it is mixed (qualitative-quantitative). The statistical population in the qualitative section includes 20 academic experts who are knowledgeable about the entrepreneurship ecosystem using a targeted sampling method; and in the quantitative section, it includes 384 people from all managers of Islamic Azad Universities across the country. Data collection in the qualitative part was done through semi-structured interviews with the members of the statistical community, and in the quantitative part was done through a questionnaire.
Research findings
Data analysis was done using ATLAS TI software in the qualitative part, and partial least squares method in the SPSS and PLS software in the quantitative part, and factor analysis method was also used in data analysis. The results in the qualitative part showed that 67 primary codes, 11 basic themes, and 5 constructive themes are identified in most infrastructure and support clusters (2 themes), integration of technology and knowledge (2 themes), education and culture (3 themes), policy and planning. (2 themes), and integrated management (2 themes); and relationships between them were drawn and presented in the form of a paradigmatic model. The results of the quantitative part showed that 5 indicators and 11 components with factor load, average extracted variance, and convergent validity are higher than (0.4), Cronbach's alpha coefficient and composite reliability are higher than (0.7), significant t coefficients is higher than (1.96); all were confirmed, and the model has a strong fit.
Conclusion
The purpose of this research was to design an entrepreneurship ecosystem model in a university. The results of this research are in agreement with the researches of Ezzati et al, (2022), Panahi et al, (2022), Enetzari (2018), Mohammadpour et al, (2019), Mousavi et al, (2018), Nanni (2019), Mohgar et al, (2019), Elia et al, (2020), Guerrero et al, (2020), Prokop (2022), Meyer et al, (2020), Davari et al, (2016), Kulczakowicz (2021), Sun et al, (2020), Noormohammadi Najafabadi et al, (2022), Jame Bozorgi et al, (2023), Radko et al, (2022), Awad & Salaimeh (2023), Alkaabi et al, (2023), Keykha & Purkarimi (2021), Aliabadi et al, (2020), and Aghajani & Tai (2019).
Noormohammadi Najafabadi et al, (2022) showed that the main factors and components identified are cultural factors including the promotion of entrepreneurial culture, entrepreneurship education, skill training; and contextual factors including human capital, knowledge production, knowledge transfer, knowledge commercialization; and structural factors include networking of growth centers and technology transfer offices as well as breeding companies, which are considered effective variables in creating a regional entrepreneurship ecosystem. People's views on the influence of factors in creating a regional entrepreneurship ecosystem were measured by using a sample t-tech test. In total, effective academic factors had a significant impact in creating the regional entrepreneurship ecosystem.
Based on the obtained results, the following suggestions are presented:
- Attention and promotion of technological goods.
-Pushing the university towards technological universities and commercialization of knowledge
- Expanding technology-based knowledge in university courses.
- Transferring technological entrepreneurship and its commercialization in universities
- Have the necessary planning to teach new skills and knowledge in universities.
- To provide the necessary fields to establish a connection between educational programs and the needs of the labor market and society.

Abstract Abstract
This research was conducted with the aim of identifying and validating occupational stress factors among the employees of the electricity distribution company of Ilam province. The research is applicable in terms of purpose, and exploratory in terms of its mixed nature (qualitative-quantitative); which used thematic analysis strategy in the qualitative stage and descriptive-survey research in the quantitative stage. The statistical population in the qualitative section consists of the organization's experts, which was conducted with a targeted sampling of 16 in-depth interviews until reaching theoretical saturation. The statistical population in the quantitative part consists of the managers and employees of the electricity distribution company of Ilam province; using Morgan's table, 212 people were selected as a sample in a simple random way. The research tool has appropriate validity and reliability. In order to analyze quantitative data, factor analysis was used by means of Lisrel software. 7 overarching themes and 22 main themes were identified from the findings of the research. These themes include: individual factors (role burden, lack of experience, and personal expectations), group and interpersonal factors (intragroup conflict, utilitarianism, and group norm), job factors (job autonomy, job nature, and job facilitators), managerial factors (interaction method of managers, characteristics of managers, and behavioral style of managers), administrative and structural factors (service compensation, human resources planning, space and equipment, administrative issues, and control regulations), cultural factors and organizational climate (organizational climate, and organizational culture), and environmental factors (social and political factors, unexpected events, and economic factors).
Extended abstract
Introduction
Occupational stress is a physical and psychological response to the environmental stimuli (Ghaib Elahi & Adel, 2021). Job stress occurs when the job requirements do not match the capabilities and needs of the individual, (Tongchaiprasit, 2016). Considering the importance of the issue, it is necessary to identify sources of job stress to prevent the development of mental illnesses and reduce the job performance of employees (Mardani Hamooleh, et al, 2018).
The human resources and specialists of the electricity distribution company of Ilam province, who mostly have acceptable scientific knowledge and abilities and should have a good quality and quantity of work due to the nature of work; need to overcome these factors by the management of their organization if facing job stressors. Considering the scientific gap in the field of the effect of occupational stress on the employees of workshop environments and electric companies, it is necessary to investigate and analyze the factors of the occupational stress of employees, and more researches are needed to have a correct, deep, and comprehensive understanding of the factors. Get a stressful job; researches based on the context of each organization and each region, and according to which, operational solutions can finally be achieved to reduce the level of occupational stress. With this approach, the aim of the current research was to identify and validate the occupational stress factors of the employees of the electricity distribution company of Ilam province, and the following questions were raised and investigated:
-What are the job stressors of the employees of Ilam Electricity Company?
-How is the validation of the occupational stressors model of the employees of Ilam Electricity Company?
Theoretical framework
Occupational stress is a tension in which the interaction between the working conditions and the individual characteristics of the employee occurs; so that the demands of the work environment and as a result the pressures related to it are more than a person can handle (Hasanvand, Azad & Eskandari, 2022). Various factors affect the formation of occupational stress; from the perspective of Semmer (2003), the sources of occupational stress include intrinsic job stressors, role in the organization, workplace relationships, organizational structure, culture, and organizational atmosphere. In the following, some job stressors are presented based on research literature.
Occupational stressors
Individual factors are personal and individual characteristics in a job role, including role burden, job demand, role ambiguity, and role conflict. Role burden is the origin of many organizational problems, including job stress (Abbasi, 2015). Among the group factors that cause psychological pressure in the members of the group, we can mention the behavioral style of the managers, the lack of group cohesion, the conflict within the group, and the lack of respect for the dignity of the people in the group. Two of the most important job factors affecting job stress are job demand and job characteristics. Job demand is a psychological source of stress (shao et al, 2022). From the perspective of Armstrong & Taylor (2014), jobs are different in terms of variety of tasks, work autonomy, interaction with other jobs, responsibility, knowledge, and required skills. At the organizational level, various factors such as organizational culture, organizational atmosphere, and organizational structure are the cause of job stress in employees. Culture is defined as shared orientations that provide unity and give a certain identity (Ghalavandi, 2023), organizational culture is the shared views and values of employees, and organizational climate is a relatively stable feature that governs the organization's atmosphere (Ashkanasy et al, 2011). And extra-organizational factors are factors that are outside the organization's environment and affect the behavior of employees and create stress in employees. The most important of these factors are: family issues, social status, economic status, and environmental changes (Shiri, 2015).
Research methodology
The current research is applicable in terms of purpose, and mixed type (qualitative-quantitative) in terms of method. To achieve this goal, thematic analysis method was used. Structural equation approach was used to validate the research model. The statistical population of this research in the qualitative part includes senior managers, vice presidents, heads and experts; and the statistical population in the quantitative part includes the employees of the Electricity Distribution Company of Ilam Province, numbering 500 people. The number of samples by random sampling was 212 people. The qualitative data collection tool was a semi-structured interview with 16 experts in a targeted way and up to the theoretical saturation stage. In order to check the reliability and validity of the research, first, all the interviews were recorded by the researcher and a fellow interviewer. Finally, the intra-subject agreement of the codes was checked, all of which were above 60%. Structural equation method was used to validate the quantitative model, and the data were analyzed through a researcher-made questionnaire using Lisrel software. The reliability of the questionnaire was calculated using Cronbach's alpha coefficient (0.94).
Research findings
The findings of the qualitative section with the theme analysis approach led to the extraction of 56 basic themes, 22 main themes (components), and 7 overarching themes (dimensions). The themes of individual factors, group and interpersonal factors, occupational factors, managerial factors, structural and administrative factors of the organization, cultural factors and organizational atmosphere, and environmental factors were identified as the main dimensions of occupational stress factors of employees. The confirmatory factor analysis method was used to validate the stress factors model of the career of employees. The fit index of the model is the chi square ratio to the degree of freedom of 1.81; and the GFI, AGFI, NFI, and IFI indices are estimated at 0.99, 0.85, 0.97, and 0.98, respectively; and the index RMSEA was also 0.05, which confirms the appropriate fit of the estimated model. In addition, all factor loadings are higher than 0.5 and significant, and show that the measurement model designed for the occupational stress factors of the employees of Ilam Electricity Distribution Company has a good fit, and all its components have desirable and meaningful effect in the model.
 
Discussion
The research was conducted with the aim of identifying and validating the stress factors of the employees of Ilam Electricity Distribution Company using a mixed method (qualitative-quantitative). The final research model was confirmed with 7 main dimensions.
In the dimension of individual factors, the results showed that employees are under psychological pressure at work in terms of the role burden, lack of experience, and the expectation of activities outside the job description, which corresponds with the research of Hosseinzadeh and Salimi (2023) and Flanagan &Flanagan (2023), In the context of group and interpersonal factors, research results confirm the effect of intragroup conflict, utilitarianism of individuals in the group, and intragroup norms on employee stress. The findings of this research are consistent with the findings of Soori et al, (2018) and Rezaian (2023). The results related to job factors, including job independence, job nature, and job facilitators have an effect on employee stress, which is consistent with the findings of Darvishi et al, (2015) and Alborzi & Esmailzadeh (2015). The results of managerial factors include the three components of managers' interactive style, managers' characteristics, and managers' behavioral styles; aligned with the findings of Olivar et al, (2022) and Dodanwala et al, (2023). In the field of structural and administrative factors affecting employees' stress, service compensation components, human resource planning, space and equipment, administrative issues, and control regulations were identified. These items are consistent with the research results of Flanagan & Flanagan (2020) and Abd et al, (2023). In the context of cultural factors and organizational climate, two components of organizational climate and organizational culture were identified on employee stress, which corresponds with the findings of Ashkanasy et al, (2011) and Mirkamali, et al, (2016). Regarding environmental factors; the components of political and social factors, unexpected events, and economic factors were identified as stress factors for employees. This finding is aligned with the research results of Ghaib Elahi & Adel (2021) and Rashidi et al, (2020). According to the research findings, in order to moderate the impact of stressful factors, it is suggested:
- The job qualification conditions must be observed in the appointment of employees.
- To provide a necessary platform for participation and free expression in group decision-making meetings.
- The company should act on the granting of work independence by conducting a field survey of the maturity level and ability of the employees.
- Human relations training courses for managers should be held.
- Clarification should be made regarding the service compensation system and the method of payment of benefits.
- It is suggested to use the ideas and opinions of employees.
- Employees should be given material and spiritual support and judicial assistance.
- Courses of: time management, conflict management, psychological stress management at work, and lifestyle improvement for employees should be held.

Abstract Abstract
The aim of the current research is to design a model of the drivers that influence the maturity of knowledge management in the sports organization of Tehran Municipality. According to its purpose, the research method is applicable; qualitative in terms of implementation; and analytical and exploratory in nature. The statistical population includes 19 experts and faculty members of universities selected by the purposeful sampling method. Data collection was done using semi-structured interviews with members of the statistical community. The analysis of the data was done by the metacombination method, and MICMAC software was used. The data analysis showed that 32 key indicators and 9 sectors were identified through a 9x9 matrix based on cross-effects. Also, the results showed; Support drivers and organizational infrastructure, management factors, and content play an important role in improving system relationships, which are both influential and influenced. The drivers of strategic alignment of knowledge management and the environment of knowledge management had been the least influenced and the most influential, which is necessary to pay attention to these indicators according to the conditions of knowledge management in Tehran Municipal Sports Organization. Also, the drivers of knowledge management processes and flow, information technology infrastructure, and employees are more effected and less effective. The drivers of evaluation do not play a key and important role in the formation of the spatial organization of the maturity of knowledge management in the sports organization of Tehran Municipality. According to the identified drivers, it is necessary for the officials of Tehran Municipal Sports Organization to mature the knowledge management in this organization by emphasizing these factors.
Extended abstract
Introduction
Knowledge is a fluid mixture of experiences, new values, and new information, and it is embodied in organizations not only in documents and knowledge reserves, but also in the working procedures of organizational processes and norms (Makvandi et al, 2019). Inside the organization, this knowledge exists not only in the documents and databases of the organization, but also in all the activities, processes, actions and normes of the organization. Knowledge is divided into two types, implicit and explicit. Explicit knowledge is knowledge that is clearly written and coded in words, numbers, and figures; and can be accessed and stored in books, documents, plans, reports and documentaries (Alidoost Ghahfarokji et al, 2022).
Therefore, organizations need flexibility in almost all aspects of their existence for their survival. On the other hand, preserving knowledge capitals and continuous use of them is also a reason for organizations to seek to use knowledge management and apply it more than before (Bayat et al, 2022). Through knowledge management, managers try to extract the knowledge accumulated in the minds of the members of the organization and share it among all people. In this case, the knowledge stored in the system becomes a permanent usable resource and provides a sustainable competitive advantage for the organization. (Dindar et al, 2022). Knowledge management is the process through which organizations use their collected information. Approaches to knowledge management depend on the management perspective; the differences can be caused by the information-based, technology-based, and culture-based perspectives (Asgharneghad & haghdoust, 2022). Therefore, the research begins with this question: how is the design of the driving force model affecting the maturity of knowledge management in the sports organization of Tehran Municipality?
Theoretical Framework
Knowledge management
Knowledge is one of the most important resources and funds to achieve this defensive advantage, so that knowledge management is considered as a key lever to improve performance, increase productivity and creativity, and facilitate innovation in organizational environments (Rossidis & Belias, 2020; Naeji, 2023). Knowledge management is a strategy that seeks to capture and organize knowledge, and tries to improve organizational capacities to compete and produce value. Therefore, we must know that knowledge management is not only about technology, but about processes, people, behaviors, and work flow. Thus, creating an organizational knowledge base should be recognized as a valuable resource (Rossidis & Belias, 2020).
Shafaei et al, (2024) investigated the impact of knowledge management on organizational performance with regard to the mediating variable of business process management. The findings of the research showed that based on the significant values of the hypotheses, all three hypotheses were confirmed. The impact of knowledge management on business process management was 0.742; the impact of knowledge management on organizational performance was 0.422; and the impact of business process management on organizational performance was 0.652. Therefore, the most important proposal of the research is to pay attention to the preservation, sharing and application of knowledge, which is effective both in managing business processes and in increasing the level of organizational performance.
Dindar et al, (2022) investigated the design of the knowledge management model in the Tehran Municipal Sports Organization. To analyze the data, three stages of open, central, and selective coding were used, which resulted in a total of 58 open codes, categorized in five categories of causal conditions (organizational culture, technological infrastructure, long-term investment, road map), contextual conditions (the support of top managers, the life cycle of the organization, expert manpower, and the dispersion of the organization's centers), intervening conditions (the role of governance, material and intellectual property rights, and competitors), strategies (empowerment of human resources, knowledge-orientation of organization, implementation of knowledge management strategy, reward system redesign, and structure redesign), and consequences (decision-making improvement, developing and creating new knowledge, increasing creativity and innovation, and identity building). Due to the fact that the atmosphere of the organization has changed from the traditional form to a knowledge-centered one, the sports organization of Tehran Municipality should adjust their knowledge management strategies while adapting to the changes.
 
Research methodology
According to its purpose, the research method is applicable; qualitative in terms of implementation; and analytical and exploratory in nature. The statistical population includes 19 experts and faculty members of universities selected by the purposeful sampling method. Data collection was done using semi-structured interviews with members of the statistical community.
Research findings
The analysis of the data was done by the metacombination method, and MICMAC software was used. The data analysis showed that 32 key indicators and 9 sectors were identified through a 9x9 matrix based on cross-effects. Also, the results showed; Support drivers and organizational infrastructure, management factors, and content play an important role in improving system relationships, which are both influential and influenced. The drivers of strategic alignment of knowledge management and the environment of knowledge management had been the least influenced and the most influential, which is necessary to pay attention to these indicators according to the conditions of knowledge management in Tehran Municipal Sports Organization. Also, the drivers of knowledge management processes and flow, information technology infrastructure, and employees are more effected and less effective. The drivers of evaluation do not play a key and important role in the formation of the spatial organization of the maturity of knowledge management in the sports organization of Tehran Municipality. According to the identified drivers, it is necessary for the officials of Tehran Municipal Sports Organization to mature the knowledge management in this organization by emphasizing these factors.
Conclusion
The current research was conducted with the aim of designing a model of drivers influencing the maturity of knowledge management in Tehran Municipal Sports Organization. The results of this research are in agreement with the results of Shafaei et al, (2024), Asgharneghad & Haghdoust (2022), Dindar et al, (2022), Jalali & Jafari (2022), Kiyani & Nazari (2021), Purrashidi (2021), Sarlak & Kasraei (2020), Khajepour et al, (2019), Payal et al, (2019), and Zaim et al, (2019). Dehghanpouri et al, (2020) showed that the maturity percentage of knowledge management in line with business strategies is 13.69%. The strategic, organizational-human, and technical-content dimensions have a significant impact on business. Therefore, in order to make purposeful the use of knowledge, and organize the stages and levels of its development, it is necessary to know the current situation in the field of knowledge management and determine the factors influencing decision-making, in order to apply and improve knowledge management in line with business.
According to the results of this research, the following suggestions are presented:
 Considering that Tehran Municipal Sports Organization has the second level of maturity, in order to achieve a higher level, the level of ability of codes, financial and time resources, communication and knowledge flow, presenting the value of knowledge management and participation and involving people should be improved.
 Allocating sufficient resources to knowledge management activities, ensuring the availability of resources when investing in the field of knowledge management and providing sufficient time to employees will be appropriate measures to improve the maturity of financial and time resources to perform knowledge activities.

Abstract Abstract
The purpose of the current research is to design and explain the political behavior model of managers in government organizations. The research method is applicable in terms of purpose, qualitative in terms of execution method, and inductive-deductive in terms of the logic of data collection. The statistical population includes 30 experts (professors and managers of government organizations), selected by purposeful sampling. Data collection tools include semi-structured interviews. In the data analysis, thematic analysis and the MICMAC software were used, and to prioritize the factors affecting political behavior, for the interpretative structural approach, the ism method was used. The results of the findings showed that 11 main categories were identified in 6 levels. Also, the findings showed that in the sixth level, social cultural gap and personality traits of people had the most effect compared to other factors, although cultural weakness was the most effective factor. Public belief is placed at the fifth level of the model. At the fourth level, there are political will of people and image management and organizational evaluation. At the third level, there is the individual power of people. Organizational processes and organizational elections and appointments are at the second level, and at the last level are the model of laws and regulations and the structure of government organizations.
Extended abstract
Introduction
Cognition of the political behaviors in the organization is the result of the contribution of political science to organizational behavior. In today's world, organizations cannot be studied apart from the political behavior within them. The idea that the people of the organization only take steps for the goals and purposes of the organization is very optimistic. Many confirm that organizations are inherently political arenas. Due to the existence of competing interest groups and scarce resources, using political behavior is the best way to survive and succeed in these environments. Power and politics are inevitable phenomena in organizational life; today, the existence of political behaviors in real organizations is undeniable (Nurollahi & Ghanbari, 2021). Political behavior is a rational and conscious goal-oriented strategic process to achieve individual interests or to improve the status and organizational position of employees, which includes voluntary influence actions that are carried out to support or increase the personal interests of individuals or groups (Lerman et al, 2017). Political behaviors are related to activities such as obtaining, developing, and using power and other resources to achieve their desired results in uncertain conditions of organizations (Cheong & Kim, 2018). Political behaviors have a self-interested nature; therefore, when individual interests are preferred over organizational interests in the organization, the potential power of political behavior in the organization appears in actual form (Ferris et al, 2017), and the members of the organization get involved in organizational political activities and try to maintain or develop their interests through using different political behaviors (Fani et al, 2014).
Therefore, the researcher asked this main question: what is the model of political behavior of managers in the public sector?
Theoretical Framework
Political behaviors
According to researchers, political behavior is useful for constructive teams and helps the organization grow and develop. For example, when members of the organization communicate with powerful managers, they can easily make a proposal that is very beneficial for the organization (Latif et al., 2011). Also, political behavior in terms of the organizational context may be defined as facilitating irrational influence in decision-making, and its existence as a "behind-the-scenes stage" (Esmaili Ranjbar & Selajgeh, 2019). Also, political behavior is intentional actions that include a wide set of the tactics of self-effacing influence of the management of emotions and the like (Nurollahi & Ghanbari, 2021).
Abdolali pour et al, (2023) investigated the identification of effective factors in creating political behaviors in Khorramshahr University of Marine Sciences and Technologies. The obtained results showed that organizational justice has the greatest impact on the emergence of political behaviors in the field of financial promotion. Also, among the three identified variables; the organizational culture variable has the greatest impact on job promotion. Organizational justice has the greatest impact on emerging of public political behavior. Also, among the three influential variables in terms of budgeting and goal setting; job promotion has the most impact. Using the results, the final model was obtained that shows the impact of organizational policies on the guidance of Khorramshahr Marine Science and Technology University employees in goal setting and budgeting.
Sanaie et al, (2023) investigated the political behavior of government managers and its causes in the organization. The results showed that the political behavior of managers is, respectively, receiving control of access to information at the highest level, followed by showing calmness, resistance to change, pleasing others, playing with time, forming groups, blaming and attacking others, dealing with the opposite, strengthening a favorable impact, creating a communication network, support and empathy, and presenting oneself through other powerful people in the next priorities.
Research methodology
The research method is applicable in terms of purpose, qualitative in terms of execution method, and inductive-deductive in terms of the logic of data collection. The statistical population includes 30 experts (professors and managers of government organizations), selected by purposeful sampling. Data collection tools include semi-structured interviews.
Research findings
In the data analysis, thematic analysis and the MICMAC software were used, and to prioritize the factors affecting political behavior, for the interpretative structural approach, the ism method was used. The results of the findings showed that 11 main categories were identified in 6 levels. Also, the findings showed that in the sixth level, social cultural gap and personality traits of people had the most effect compared to other factors, although cultural weakness was the most effective factor. Public belief is placed at the fifth level of the model. At the fourth level, there are political will of people and image management and organizational evaluation. At the third level, there is the individual power of people. Organizational processes and organizational elections and appointments are at the second level, and at the last level are the model of laws and regulations and the structure of government organizations.
Conclusion
The current research was conducted with the aim of designing and explaining the political behavior model of managers in government organizations. The results of this research are in agreement with the results of Abdolali pour et al, (2023), Sanaie et al, (2023), Mohammadi et al, (2022), Selajgeh & Rostakhiz (2021), Ayat et al, (2021), Vujatovic (2019), Gullu & Yildiz (2019), and Esmaili Ranjbar & Selajgeh (2019). Sanaie et al, (2023) showed that the political behavior of managers is, respectively, receiving control of access to information at the highest level, followed by showing calmness, resistance to change, pleasing others, playing with time, forming groups, blaming and attacking others, dealing with the opposite, strengthening a favorable impact, creating a communication network, support and empathy, and presenting oneself through other powerful people in the next priorities.
According to the results of this research, the following suggestions are presented:
Managers of government organizations should prevent destructive and negative political behavior by identifying the causes and techniques of political behavior.
It is suggested to prevent the occurrence of negative political behaviors by increasing the emotional attachment of managers and employees and engaging them with organizational goals.

Abstract Abstract The purpose of this research is the educational effectiveness of cognitive and metacognitive strategies on educational self-defeating behaviors and negative self-evaluation thinking in Arabic lessons. This research is an applicable in terms of purpose, and quasi-experimental research with a pre-test-post-test design with a reference group. The statistical population of the research includes the middle school students of the holy city of Karbala, 105 of whom were selected by multi-stage cluster random sampling, and randomly divided into three groups of 35 (a control group of 35 and two experimental groups of 35 people). Data collection was done based on the standard questionnaire of educational self-defeating behaviors of Jones and Rudalt (1982) and negative self-evaluation thinking of Jaj et al, (2003). The face and content validity of the questionnaire was approved by the professors and experts of educational sciences and was confirmed through factor analysis, and the reliability of the questionnaire was obtained based on Cronbach's alpha coefficient of educational self-defeating behaviors of 0.88 and negative self-evaluation thinking of 0.86. The analysis of the information obtained from the tests was done through SPSS22 software in two descriptive sections including mean, standard deviation, skewness, and kurtosis; and inferential (covariance analysis). The results of the research showed that teaching cognitive and metacognitive strategies has a positive and significant effect on reducing educational self-defeating behaviors and negative self-evaluation thinking of students. It is suggested to teach cognitive and metacognitive strategies according to students in a practical way in schools, workshops and training courses. Extended abstract Introduction Researchers tested many human needs and motivations and thus new theories were proposed, one of whom is the theory of documents. According to this theory, when faced with others, people try to attribute failure to external factors such as luck and task difficulty; and success to internal factors such as talent and ability. After that, two researchers named Berglas and Jones (1987) noticed that sometimes people, instead of justifying their performance after receiving feedback, use strategies in advance to justify the next possible failure. They called these strategies educational self-defeating behaviors, because their use leads to weakening performance (Jalili, 2014). Educational self-destructive behaviors are a group of preconditions that people provide, in the hope that they will replace factors that may doubt their competence in the future. Self-destructive behavior indicates a situation in which, although a person is trying to achieve a goal, he chooses ways that are associated with many unfortunate events and prevent him to reach the goal or make it difficult (Ajdarbin et al., 2023). Therefore, self-destructive behaviors in students lead to failure and self-harm, and ultimately, it will be accompanied by a drop in self-esteem, a decrease in psychological well-being, and as a result, with negative consequences such as academic failure (Ajdarbin et al, 2023). In the educational system, unfortunately, the Arabic language teaching methods were very unprincipled and relied on the teaching of strict and complex rules of morphology and syntax that had little connection with the needs of the day and information related to various aspects of life. Recent research findings also emphasize that the level of Arabic language education in schools is below the desired level (Rasoli, 2005). Besides, the process of teaching Arabic language has neglected the psychological issues of language teaching, cognitive and metacognitive elements such as motivation, excitement, intelligence, etc., and only sufficed to present texts for understanding and dialogue for a transient an deficient interaction (Azarshab & Homayuni 2015), as a result, we see educational self-defeating behaviors under the influence of self-evaluation thoughts, not negative, in learning Arabic among students. Based on this, the main problem of the current research is: to what extent is the educational effectiveness of cognitive and metacognitive strategies and educational self-defeating behaviors and negative self-evaluation thinking in Arabic lessons among students? Theoretical Framework Cognitive and metacognitive strategies A strategy is a general plan or a set of operations planned to achieve a certain goal. It is said that the most important learning strategies can be mentioned are cognitive and metacognitive strategies. Researchers have classified students' learning activities in the form of three cognitive, emotional, and metacognitive activities. Cognitive strategies are learning tools that help people prepare new information to combine with previously learned information and store it in long-term memory. These strategies include the strategies of repetition and review, expansion and stretch of meaning, and organization (Saif, 2022). Educational self-defeating behaviors Researchers have defined educational self-destructive behaviors as the process of having a lot of stress in facing the challenges ahead in school and not using the skills that help the student to overcome these conditions. These behaviors mainly have destructive effects on the learner's mental health. People with self-destructive behaviors will usually get negative results from their performance (Moradi & Mohammadi, 2020). Negative self-evaluation thinking Studies have shown that behaviors such as procrastination and self-handicapping can be the result of negative thoughts and cognitions such as negative self-evaluation (Rad et al, 2023). Studies show that there is a positive and significant relationship between educational self-destructive behaviors (academic self-handicapping) and negative and pessimistic self-evaluative thoughts. Negative self-evaluative belief is a multifaceted concept and includes knowledge (beliefs), processes and strategies that negatively evaluate, monitor or control cognition (MacBeth et al, 2019). Ali Bakshi & Maghanlou (2023) investigated the relationship between academic self-efficacy and negative self-evaluative thinking among female high school students. The results showed that there is a significant negative relationship between academic self-efficacy and educational self-defeating behaviors among female high school students. Educational self-destructive behaviors have a negative and significant effect on academic self-efficacy with a rate of 0.24. Discussion and conclusion: In order to improve the self-employment level of secondary school students, attention should be paid to their educational self-destructive behaviors. Idris et al, (2022) investigated the use of cognitive and metacognitive strategies in foreign language learning. The results showed that cognitive and metacognitive strategies have a positive and significant effect on learning a foreign language (French). Research methodology This research is an applicable in terms of purpose, and quasi-experimental research with a pre-test-post-test design with a reference group. The statistical population of the research includes the middle school students of the holy city of Karbala, 105 of whom were selected by multi-stage cluster random sampling and randomly divided into three groups of 35 people (a control group of 35 people and two experimental groups of 35 people). Data collection was based on the standard questionnaire of educational self-defeating behaviors of Jones and Rudalt (1982) and negative self-evaluation thinking of Jaj et al. (2003). The face and content validity of the questionnaire was approved by professors and experts in educational sciences and was confirmed through confirmatory factor analysis. The reliability of the questionnaire was 0.88 based on Cronbach's alpha coefficient of self-destructive educational behaviors and 0.86 negative self-evaluation thinking. Research findings The analysis of the information obtained from the tests was done through SPSS22 software in two descriptive sections including mean, standard deviation, skewness, and kurtosis; and inferential (covariance analysis). The results of the research showed that teaching cognitive and metacognitive strategies has a positive and significant effect on reducing educational self-defeating behaviors and negative self-evaluation thinking of students. It is suggested to teach cognitive and metacognitive strategies according to students in a practical way in schools, workshops and training courses. Conclusion The current research was conducted with the aim of educational effectiveness of cognitive and metacognitive strategies on educational self-destructive behaviors and negative self-evaluation thinking in Arabic lessons. The findings are in line with the results of Ajdarbin et al, (2023), Ali Bakshi & Maghanlou (2023), Idris et al, (2022), Shad & Razmkhah (2021), Iranmanesh et al, (2020), Rashidzadeh et al, (2019), Alanazi & Alenizi (2016), Lonie & Desai (2015), and Nair et al, (2014). Iranmanesh et al, (2020) showed that teaching cognitive and metacognitive strategies is effective in changing the level of educational self-defeating behaviors and negative self-evaluation thinking. In line with the obtained results, it is suggested that considering the effect of teaching cognitive-metacognitive strategies in reducing academic self-defeating behaviors and negative self-evaluative thinking, the results of the researches conducted in this field should be used practically in other schools and educational centers, and cognitive and metacognitive strategies should be taught according to the students in schools, educational workshops and training courses.

Abstract Abstract
The purpose of this research is to compile and validate the curriculum of religious education in the preschool period. The research method is applicable in terms of purpose, mixed (qualitative-quantitative) in terms of the type of data, and is a sequential exploratory combined approach. The statistical population in the qualitative section includes 16 curriculum studies experts, Islamic education experts, and instructors of this course; and in the quantitative section, it includes 200 preschool children. Sampling was done purposefully and according to the theoretical saturation of the data. The tools of data collection are semi-structured interviews and questionnaires. Theme analysis was used to collect information in the qualitative stage, and structural equation modeling in the quantitative stage. The data obtained from the interviews were analyzed using Nvivo version 8 software in the form of thematic analysis-based, inductively on the "theme network" technique, and during the stages of coding (open, central and selected), and the proposed model of religious education for preschool children was compiled and its assumptions were used to prepare a survey questionnaire in the quantitative stage and evaluate its validity. To ensure the validity of the instrument, expert consensus was used using Delphi method and Cronbach's alpha method was used to determine reliability (α = 0.83). The data were collected with convergent validity (AVE > 0.5) and composite reliability (CR > 0.7), and were analyzed by PLS software to validate the model from structural equation modeling using partial least squares. The results showed that the identified characteristics can predict religious education curriculum components in a favorable way (R2=0.552). Finally, the fit of the overall research model was confirmed (GOF=0.438).
Extended abstract
Introduction
Education is the most important and basic aspect of human life. In addition to the role and function of the family as an effective and important factor in children's issues and problems (Abbass Ghorbani & Naghdi, 2020), today the role of educational systems, especially education, is not limited only in learning science, developing skills, cognitive abilities, and preparing children and teenagers to entering higher education degrees, but its cultural and educational function is very important in the progress and development of societies (Nasiri et al, 2022). Considering the role of education and the duties of the school in achieving religious goals and responding to the needs of society, religious education has been considered as the most important goal in the current educational and official systems (Vaghari Zamharir et al, 2017). Religious education or divine education is the most important part of Islamic education and the philosophy of the mission of the prophets, and the most basic duty of the divine parents and guardians and educators of the Islamic human society. Religious education, so to speak, is an aspect of the educational process that oversees the development of cognitive, emotional, and practical (experiential) dimensions in terms of commitment to religious standards; in other words, religious education is the development and strengthening of religious beliefs, religious moods and emotions, and adherence to rituals, and it considers religious customs to realize a civilized personality (Keyhan, 2021). In the current research, an attempt is made to answer the question: what is the design of the religious education curriculum model at the preschool level in Iran's education?
Theoretical framework
Desired Religious education has always been one of the main concerns of education systems. Religious education or divine education is the most important part of Islamic education and the philosophy of the mission of prophets and the most basic duty of divine guardians and guardians and educators of Islamic human society (Ashrafi Soltan-Ahmadi et al, 2021). Religious education is to provide natural and introspective opportunities for people to discover the sublime brilliance of religion through personal experience and inspiration from their nature (Sharifi Darvaze et al, 2021). In another definition, religious education considers the growth and strengthening of religious beliefs, religious moods and emotions, and adherence to religious rites and customs to realize a civilized personality (Kiyomarthi, 2013).
Samadi (2022) in his research on the causes of the vulnerability of the educational system in developing students' religious identity, came to the conclusion that the policy weakness of the educational system in the training of human resources, religious education curriculum, and lack of attention to developmental requirements of students and poor performance of religious institutions, media and peer groups are among the vulnerability factors in developing religious identity.
Zare et al, (2022) investigated the analysis of religious education in students. The results indicated that special attention should be paid to the exemplary role of the teacher, scientific and religious competence, acceptability and popularity of the teacher for the students, and they also emphasized on expressing religious issues in a simple and understandable way and in the form of specific behaviors and using various educational tools such as books as well as holding attractive ceremonies and competitions.
Research methodology
The research method is applicable in terms of purpose, mixed (qualitative-quantitative) in terms of the type of data, and is a sequential exploratory combined approach. The statistical population in the qualitative section includes 16 curriculum studies experts, Islamic education experts, and instructors of this course; and in the quantitative section, it includes 200 preschool children. Sampling was done purposefully and according to the theoretical saturation of the data. The tools of data collection are semi-structured interviews and questionnaires. Theme analysis was used to collect information in the qualitative stage, and structural equation modeling in the quantitative stage.
Research findings
The data obtained from the interviews were analyzed using Nvivo version 8 software in the form of thematic analysis-based, inductively on the "theme network" technique, and during the stages of coding (open, central and selected), and the proposed model of religious education for preschool children was compiled and its assumptions were used to prepare a survey questionnaire in the quantitative stage and evaluate its validity. To ensure the validity of the instrument, expert consensus was used using Delphi method and Cronbach's alpha method was used to determine reliability (α = 0.83). The data were collected with convergent validity (AVE > 0.5) and composite reliability (CR > 0.7), and were analyzed by PLS software to validate the model from structural equation modeling using partial least squares. The results showed that the identified characteristics can predict religious education curriculum components in a favorable way (R2=0.552). Finally, the fit of the overall research model was confirmed (GOF=0.438).
Conclusion
The present research was conducted with the aim of compiling and validating the religious education curriculum in the preschool period. The results of this research is aligned with the results of Aghili et al, (2019), Naderi et al, (2019), Rahayu & Munadi (2019), Mansoorian (2022), Shamshiri & Nowzari (2018), Placklé et al, (2014), Maleki (2013), and Mikailo & Sultan Al-Goraei (2015). Mansoorian (2022) has emphasized in his research that by using the problem solving method, students' understanding and perception can be brought to the level of abstract perception. It means that they should not consider what they learn as reserved; but they understand and touch those contents with all their being. Shamshiri & Nowzari (2018) in presenting the local model of religious education for preschool children emphasized and necessitated the method of grounding by providing practical learning activities for the active participation of children in the process of religious education.

Abstract Abstract
The purpose of this research is to investigate the effect of learning and motivational strategies on the self-efficacy of physical education and sports science students with the mediating role of academic progress and enthusiasm. This research is applicable in terms of purpose, and descriptive-correlative in terms of nature, with path analysis approach. The statistical population of the research includes 250 students of the field of physical education and sports sciences of Iraq University; 150 of whom were selected by simple random sampling using Cochran's formula. To collect research data, five standard questionnaires was used as follows; learning and motivational strategies by Pintrich and de Groot (1990), academic achievement goals by Middleton and Midgley (1998), academic enthusiasm by Fredericks et al. (2004), and educational self-efficacy of Morris (2001). The face and content validity of the questionnaire was approved by experts and confirmed through factor analysis. The reliability of the tool was confirmed using Cronbach's alpha coefficient in a preliminary study for the learning strategies questionnaire 0.88, motivational strategies 0.91, academic achievement goals 0.87, academic enthusiasm 0.91, and academic self-efficacy 0.86. Data analysis was done using Pearson's correlation coefficient analysis and path analysis in SPSS and Lisrel statistical software. The results showed that the effect of learning and motivational strategies, academic achievement goals and academic enthusiasm on students' academic self-efficacy was positive and significant. It was also found that the mediating role of academic achievement goals and academic enthusiasm in the effect of learning and motivational strategies on academic self-efficacy was positive and meaningful.
Extended abstract
Introduction
Through the sports fields of physical education and educational sciences, students are introduced to sports and health activities, and by learning basic movement skills, it is expected that they will pay more attention to their physical and mental health after graduation and make sports a part of their daily program (Al-Yudawi, 2020). The findings show that if the pattern of physical activity is established during the student years, it will remain stable in the years after graduation. It is worth mentioning that the students of these sports fields spend a significant amount of time motionless in the classroom studying and using the computer and the Internet during their daily studies, and it is expected that they will join sedentary occupations in the future as well (Limani et al, 2022). In addition, physical education and sports science students are usually familiar with the principles of physical activity theoretically and are expected to participate in physical activity programs with interest and volunteering after completing the curriculum, which is one of the main goals of their study units (Majnoni, 2022). The general goals of these courses are to familiarize with the concepts of physical education and sports science and its role in individual and social life, to learn the methods of maintaining health and body proportions, to learn the principles of physical movements, to learn and acquire skills related to basic sports movements, and to create appropriate sports opportunities. The results of research in this field show that physical education and sports science professors are facing many problems, including not having many facilities, large number of students, not having sports space, lack of time, lack of motivation, lack of seriousness of students, lack of sports equipment, lack of attention from officials, lack of Planning, not having the necessary specialization, and the interference of classrooms (Dehghan Ghahfarokhi & Godarizi, 2020).
Therefore, the present research seeks to evaluate this research problem: whether learning and motivational strategies with the mediating role of achievement goals and academic enthusiasm have any effect on the self-efficacy of physical education and sports science students?
Theoretical Framework
Efficacy
Self-efficacy as one of the motivational variables, due to internal motivation, causes a person to work spontaneously in the environment and achieve his own efficiency beliefs (Afangideh, 2022).
Learning strategies
One of the effective factors in facilitating and improving learning is paying attention to learning strategies. Any method or strategy that helps to process information and facilitate learning is called learning strategies (Rajab pour Mohahrani, 2022).
Progress goals
It is a cognitive-social frame of mind that guides a person in interpreting situations, processing information, facing tasks, and dealing with challenges (Kaplan & Flum, 2010). Achievement goals refer to a person's objective orientations and are the student's cognitive representation of the reasons for engaging in achievement-related behaviors and the norms he uses to judge or evaluate performance. Goal orientation or goal progress is one of the most up-to-date topics that have attracted the attention of theorists and researchers in the field of motivation for progress.
Passion for education
Academic enthusiasm refers to behaviors that are related to learning and academic progress, and refers to the quality of effort that learners spend on targeted educational activities to directly contribute to achieving desired results (Wittrup et al, 2019).
Hosseini (2023) investigated the role of motivational strategies in predicting academic progress and self-efficacy in middle school male students. It was found that the role of motivational strategies in predicting academic progress and self-efficacy in students is positive and significant.
Wei et al, (2023) investigated the identification of the role of motivation, perceived learning support, learning participation, and self-regulated learning strategies. They reported that self-regulated learning strategies have a positive and significant effect on learners' perceived learning outcomes from online courses.
 
Research methodology
This research is applicable in terms of purpose, and descriptive-correlative in terms of nature, with path analysis approach. The statistical population of the research includes 250 students of the field of physical education and sports sciences of Iraq University; 150 of whom were selected by simple random sampling using Cochran's formula. To collect research data, five standard questionnaires was used as follows; learning and motivational strategies by Pintrich and de Groot (1990), academic achievement goals by Middleton and Midgley (1998), academic enthusiasm by Fredericks et al. (2004), and educational self-efficacy of Morris (2001). The face and content validity of the questionnaire was approved by experts and confirmed through factor analysis. The reliability of the tool was confirmed using Cronbach's alpha coefficient in a preliminary study for the learning strategies questionnaire 0.88, motivational strategies 0.91, academic achievement goals 0.87, academic enthusiasm 0.91, and academic self-efficacy 0.86.
Research findings
Data analysis was done using Pearson's correlation coefficient analysis and path analysis in SPSS and Lisrel statistical software. The results showed that the effect of learning and motivational strategies, academic achievement goals and academic enthusiasm on students' academic self-efficacy was positive and significant. It was also found that the mediating role of academic achievement goals and academic enthusiasm in the effect of learning and motivational strategies on academic self-efficacy was positive and meaningful.
 
Conclusion
The present study was conducted with the aim of the effect of learning and motivational strategies on the self-efficacy of physical education and sports science students with the mediating role of academic progress and enthusiasm.. The results of these findings are consistent with the results of Samiee Zafarghandi et al., 2021), Wei et al, (2023), Tseng et al, (2022), Hayat et al., (2020), El-Adl & Alkharusi (2020), Hossin (2023), Fouladi far et al., (2021), Alhadabi & Karpinski (2020), Suter et al., (2022), Sayadi & Solimani (2022), Lobos et al., (2021), Shing & Rameli, (2020), Janke (2022), Sheu et al., (2022), and Siddiq et al., (2020). Alhadabi & Karpinski (2020) showed that the relationship between progress orientation goals and learners' self-efficacy is positive and significant.

Abstract Abstract
The aim of the current research is to identify and evaluate the components of human resource competence in the era of digital transformation. According to its purpose, the research method is applicable-developmental; and mixed (qualitative-quantitative) and exploratory in terms of implementation. The statistical population in the qualitative section includes 20 experts and specialists who are knowledgeable about the research topic and specialists in Iran Mobile Communications Company (Part I) selected by purposeful sampling; and in the quantitative part it includes 2112 personnel of Iran Mobile Communications Company (Part I) in Tehran, 325 people were selected as a sample through Cochran's formula. Data collection was done in the qualitative part by using semi-structured interviews; and in the quantitative part by a researcher-made questionnaire. Analysis of the data in the qualitative part was done by means of Delphi coding, and in the quantitative part, SPSS and PLS software were used. The results in the qualitative section showed that the competence of digital managers includes 7 components of individual factors, organizational factors, culture of change, digital attitude, communication factors, leadership and management, and technical and specialized factors. The results in the quantitative section showed that there is a significant correlation between all components. Also, the culture and change management component was given first priority among the components. The results also showed that the research model has the required validity.
Extended abstract
Introduction
In organizations where human resources are given more importance, human resources basically seek to acquire new information and practical solutions in order to achieve better productivity and efficiency, and such organizations have the characteristics of dynamism, creativity and growth in order to create effective changes in internal organizational factors, and interact with their social environment. Therefore, managers facing transformations and changes in the organizational structure, including developments such as maturity and development of employees, competition based on competence to attract and use talents, need to replace the new approaches of human resources management. One of the best and most appropriate approaches to achieve this goal is to use the competency approach in human resources management and planning (Babashahi et al, 2021).
Therefore, in the era of digital transformation, changing the role of employees requires a new set of competencies to be defined and presented for them to respond to the latest trends that have been formed following transformative technologies (Wade & Obwegeser, 2019). Equipping employees with the new skills required by the digital age is an important challenge for companies around the world; because the transition to the new digital organization has created deep gaps (Guthrie & Meriwether, 2018). Digital transformation in the world of business and governments has highlighted the importance of productivity more than ever (Sage People, 2018). Digital transformation is a dramatic change in the performance of the organization and the country, centered on transformative technologies such as the Internet of Things, cloud computing, mobile applications, social media, virtual and augmented reality, data analytics, artificial intelligence, and blockchain (Westerman et al, 2014). Although the emphasis of digital transformation is on transformative technologies, some researchers believe that successful digital transformation emphasizes issues related to human resources rather than technology (Wigston, 2019; Tabrizi et al, 2018). Therefore, employees are a key group in the organization that must be taken into account for the digital transformation to come to fruition; because if an organization seeks to create an effective customer experience, it must train its employees well and improve their productivity and loyalty (Wride, 2016).
Based on the said material, the researcher is trying to answer the question: how is the identification and evaluate of the components of human resource competence in the era of digital transformation?
Theoretical Framework
Competence
Competence shows the image of a grown man who has full preparations in every way to do a job. In fact, competence has a kind of system approach to employees, which includes all those traits, characteristics, skills and attitudes related to the effectiveness in performing tasks and responsibilities. The requirements of human resources planning based on competences is, in the first place, a simulation of business goals and strategies, and every company exists with a purpose to be able to make the necessary profit (Mobini, 2022).
 
Digital transformation
Digital transformation is a management approach that refers to the growing adoption of digital technologies and tools by the organization in a way that fundamentally transforms internal and external activities and processes (Bonnet & Nandan, 2011). Digital transformation is the acquisition and deployment of digital technologies in such a way that products, business processes, sales channels, or value chains; in other words, business models are redesigned and transformed (Hess et al, 2016).
Karamipur (2023) investigated the design of the model of artificial intelligence competencies on organizational performance by considering business-to-business marketing capabilities. The results showed that the mechanisms of artificial intelligence competencies have an effect on business-to-business marketing capabilities and organizational performance, and also the model of artificial intelligence competencies on organizational performance is confirmed by considering the aspect of business-to-business marketing capabilities.
Busulwa et al, (2022) addressed "Digital transformation and hospitality management competencies: towards an integrated framework" in their research. This research showed that digital transformation should lead to the creation of competencies such as digital customer interaction, digital customer experience management, digital innovation, and digital leadership in people.
Research methodology
According to its purpose, the research method is applicable-developmental; and mixed (qualitative-quantitative) and exploratory in terms of implementation. The statistical population in the qualitative section includes 20 experts and specialists who are knowledgeable about the research topic and specialists in Iran Mobile Communications Company (Part I) selected by purposeful sampling; and in the quantitative part it includes 2112 personnel of Iran Mobile Communications Company (Part I) in Tehran, 325 people were selected as a sample through Cochran's formula. Data collection was done in the qualitative part by using semi-structured interviews; and in the quantitative part by a researcher-made questionnaire.
Research findings
Analysis of the data in the qualitative part was done by means of Delphi coding, and in the quantitative part, SPSS and PLS software were used. The results in the qualitative section showed that the competence of digital managers includes 7 components of individual factors, organizational factors, culture of change, digital attitude, communication factors, leadership and management, and technical and specialized factors. The results in the quantitative section showed that there is a significant correlation between all components. Also, the culture and change management component was given first priority among the components. The results also showed that the research model has the required validity.
Conclusion
The current research was conducted with the aim of identifying and evaluating the components of human resource competence in the era of digital transformation. The results of this research are in agreement with the results of Karamipur (2023), Busulwa et al, (2022), Shohel et al, (2022), Crawford & Butler (2021), Asgharneghad & Haghdoust (2022), Linde et al, (2021), Gupta et al, (2021), Kaufman et al, (2021), Abedi Ardakani et al, (2022), Ghirtmand & Amiri Moghadam (2021), and Rahmati Kohroodi et al, (2021). Gupta et al, (2021) showed that organizational factors are the most important factors that need immediate attention. Sub-factors that are important for building competencies in the logistics sector are providing the appropriate training in the field of functional skills development, top management support, and commitment to digitization and organizational culture for process digitization, etc.
According to the results of this research, the following suggestions are presented:
- One of the suggestions that can be made in line with the results of this research is related to individual factors. The results showed that one of the most important personality traits of successful managers is risk taking. In order to increase risk-taking, it is suggested that managers formulate specific and clear goals for themselves and the organization. These goals are designed based on the vision of the organization. For this purpose, it is suggested to first identify the weaknesses and strengths, risks, and situations of the organization by relying on the SWAT analysis, and then examine and compile the organization's prospects.
- By in-depth examination of technical and specialized factors for managers to have more mastery of technology-oriented practical concepts, it is suggested that the mobile communication company recruit and select employees who have full dominance on English language. It is also suggested to consider specialized language courses to improve the knowledge and mastery of conversation and understanding of managers' content.

Abstract The purpose of this research is to examine the causal relationships between entrepreneurial education and sustainable employment generation in Islamic Azad Universities in Tehran. The current research is applicable in terms of purpose, and descriptive-survey in terms of nature and method. The statistical population of the present study includes 272 members of the Faculty of Humanities of the Islamic Azad University of Tehran. Sampling was done by random cluster. The collection tool in this research includes a researcher-made questionnaire derived from the qualitative method; entrepreneurial education variable includes 3 dimensions (goal, structure and method), and sustainable employment creation variable includes 2 dimensions (organizational and environmental). The reliability of the research was checked and confirmed by Cronbach's alpha criterion in SPSS software. Lisrel software was used to fit the conceptual model of the research. The findings of the research showed that according to the values ​​of the standard coefficients and the significant coefficients of T (above 2.58), it can be said that there are direct relationships between the factors. Extended abstract Introduction The research-oriented nature of education in universities is due to the creation of sustainable employment. In fact, one of the important goals of education in universities is to create sustainable employment. Employment is always considered one of the important and fundamental issues of every society and trade, because employment is the main way to earn a living and indirectly affects human life; therefore, in the fast-paced world, the issue of employment has attracted the attention of many policymakers, statesmen and business experts. Today, the cost situation is such that a real worker has to work several tens of hours a week to cover his expenses. But in the meantime, what is sustainable employment? Sustainable employment is a concept that is directly related to job security. In general, sustainable employment can be considered as a job that has a fixed and specific average income and at the level of household expenses (Nam, 2019). When the expenses of the household or the individual are more than the income from his employment, the person is involved in poverty. In other words, when a person cannot simply meet his needs based on his income, he is practically considered poor (Ahangari & Askaripour Lahiji, 2018). Sustainable employment should have the possibility to have a suitable distance from the poverty line. Of course, with the occurrence of inflation in the economy, costs will increase. Income in sustainable employment should increase in proportion to these costs so that the person is under less pressure from inflation (Moktarband, 2021). Due to the importance of sustainable employment, we should look for sustainable employment; one of the factors affecting sustainable employment is the issue of the educational system. In an efficient and targeted educational system, the trainings are conducted in such a way that these trainings ultimately lead to job creation and income generation. Today, in almost all developed and developing countries, education and promotion of entrepreneurship has a special place at all levels of education, so that innovation in various dimensions of the educational system is the basis for raising a creative and multidimensional generation. Entrepreneurial education is the process of recognizing and discovering opportunities in which a person tries to turn his creativity, risk-taking and ideas into action. Entrepreneurial education means education for the future that is unknown, but this education provides the ability to create investment; however, Most of the studies on entrepreneurship education focus on the fact that entrepreneurial education is the promotion of entrepreneurial attitude, skills and managerial characteristics (Mukesh et al, 2018). Therefore, the researcher tries to answer the question of whether there is a causal relationship between entrepreneurial education and sustainable job creation in the Islamic Azad Universities of Tehran. Theoretical Framework Entrepreneurship education For years, the subject of entrepreneurship in developed countries has attracted the attention of scientists, officials and people, and it has become one of the most popular academic fields. The importance of using entrepreneurship has reached the point where some recognize it as one of the effective factors of production, such as working capital (apart from human power) and introduce it as an economic engine (Suryaman et al, 2023). Entrepreneurial action refers to the conceptualization and implementation of an idea, process, product, service or a new business. An entrepreneurial agent is a person or a group that takes responsibility for flourishing and starting an entrepreneurial activity. The entrepreneurial process has attitudinal and behavioral components. In terms of attitude, the entrepreneurial process refers to the desire of an individual or organization to exploit and use new opportunities and create creative change (Loi et al, 2022). Sustainable employment generation Job creation was first noticed by economists, and all economic schools have described job creation in their theories since the 16th century. Joseph Schumpeter presented his theory of economic development in 1934, which coincided with the great economic depression, and his opinion about the central role of workers in creating profits was noticed, and for this reason, he was called the "Father of Work". According to him, "the worker is the main driving force in economic development" and the worker's role is "to innovate or create new combinations of materials" (Cohen et al, 2016).  Henry (2023) conducted a research titled "The role of entrepreneurship education among pharmacy students". The results of the study showed that entrepreneurship training for pharmacy students has consequences such as skill improvement, job search, stable employment and self-efficacy. Norouzzadeh & Vazifeh Damirchi (2022) conducted a research titled "Presenting an ecotourism model with an emphasis on entrepreneurship and sustainable rural employment with a mixed approach". Based on the results of the research, 40 indicators identified for the model, classified in 7 dimensions; Natural potentials, social and cultural factors, ecotourism and facilities infrastructure, educational and promotion factors, economic growth, policy and tourism potentials. The value of Kendall's coordination coefficient in the third round indicated a favorable consensus among the panel members. Confirmatory factor analysis using Amos software showed that all indicators of the ecotourism construct had a high factor loading and were confirmed. Research methodology The current research is applicable in terms of purpose, and descriptive-survey in terms of nature and method. The statistical population of the present study includes 272 members of the Faculty of Humanities of the Islamic Azad University of Tehran. Sampling was done by random cluster. The collection tool in this research includes a researcher-made questionnaire derived from the qualitative method, which includes the variable of entrepreneurial education including 3 dimensions (goal, structure and method), and the variable of sustainable employment creation including 2 dimensions (organizational and environmental). Research findings SPSS software was used for data analysis and Lisrel software was used to fit the research conceptual model. The findings of the research showed that according to the values ​​of the standard coefficients and the significant coefficients of T (above 2.58), it can be said that there are direct relationships between the factors. Conclusion The present study was conducted with the aim of investigating the causal relationships between entrepreneurial education and sustainable employment generation in Islamic Azad Universities in Tehran. The results of this research are in agreement with the results of Henry (2023), Norouzzadeh & Vazifeh Damirchi (2022), Bauman & Lucy (2021), Mohammadzadeh & Yousefi (2021), Boldureanu et al, (2020), Bedragh Nezhad et al, (2022). Bedragh Nezhad et al, (2022) showed in a research that first, entrepreneurship with a break period has a positive and significant effect on employment. Second, economic growth also leads to an increase in the employment rate with a lag period and vice versa. Third, there is a two-way Granger causality between entrepreneurial activity and employment rate, which indicates a dynamic interaction between entrepreneurship and employment. According to the present research, the following suggestions are presented: Improving the knowledge of professors' talent search in order to understand the entrepreneurship characteristics of students by providing training classes for professors Improving the knowledge of the entrepreneurship ecosystem by inviting prominent entrepreneurship professors and having the professors participate in these classes Improving the knowledge of the work production of university professors with the supervision of professors in various industries and the job market related to the field of study.

Abstract The aim of the current research is the structural model of improving the productivity of higher education administrators. The research method is applicable according to its purpose; mixed (qualitative-quantitative) in terms of implementation method; descriptive in terms of nature and method; and in terms of the implementation method, fuzzy Delphi analysis in the qualitative part, and cross-sectional survey in the quantitative part. The statistical population of the research in the qualitative part is 18 people from managers, professors and experts; sampling by snowball and purposeful method, and in the quantitative part, 243 people of the faculty members of government and azad universities, from the field of educational management participation; were chosen by stratified sampling. Data collection was done in the qualitative part by the interview; and in the quantitative part by the questionnaire. Delphi method was used in qualitative data analysis; and SPSS and PLS softwares were used in quantitative part. According to the findings, the 9 main factors identified in the structural model are: the processing of higher education, job and skill needs assessment, development of communication skills, educational planning, promotion of organizational culture, environmental factors, continuous and constant evaluation, development of strategic thinking, and process reengineering. The results of Friedman's ranking test showed that the highest priority among the effective factors is related to educational planning, development of strategic thinking, and process reengineering. The findings indicate that improving the productivity of higher education managers in Iran requires  re-engineering in all organizational elements; from executive methods to personal and professional competencies of managers, as well as development based on the processing of higher education.
Extended abstract
Introduction
Productivity in higher education, as one of the main and effective organizations in the comprehensive progress and development of the country, is one of the most important challenges facing the educational systems of the world, especially Iran (Malmir et al, 2018). Productivity is considered as one of the management performance indicators of the success of an organization (Sheehan et al, 2019). Also, productivity has been defined as the ratio of outputs to inputs of an institution or organization such as a school or university (Doraszelski, 2018). The main responsibility for productivity in organizations lies upon managers, because managers as leaders of organizations play an important role in productivity, and the productivity of managers has a direct relationship in organizations (Gunner et al, 2018). The educational system in every country, especially the higher education system, needs competent managers who are trained to improve productivity. In recent years, productivity has turned from a measure of organizational performance into an economic-social and cultural concept, and therefore the role of educational units in productivity has become more prominent. And for this reason, the role of educational units in productivity has been highlighted (Haenisch, 2012). Universities play a very important role in the progress or stagnation of a society through direct influence on the flow of production, adaptation, and reproduction of social systems and market mechanisms (Tang, 2013). The results of the research conducted in Iran and the world show that, first of all, studies on how to be productive in organizations, especially higher education and universities, are necessary; and each organization needs different indicators compared to other organizations, depending on its goals and implementation methods, to improve its productivity and organizational development, which must be studied and explored separately. There are also a series of individual and moral factors that can be common in all organizations, because all managers, apart from their job and system positions, have common human characteristics, hence the basic research question is: what is the structural model for improving the productivity of higher education managers?
Theoretical Framework
Efficiency
In the Oxford dictionary, productivity is defined as follows: productivity is the efficiency and effectiveness in production measured by some relationships between headquarters and institutions. The definition of productivity according to the International Labor Organization is the ratio of return on resources consumed; more simply, expression of productivity is the ratio of the amount of goods or services produced to the resources used in production. The European Productivity Agency defines productivity as follows: productivity is the degree of effective use of each of the production factors. Therefore, productivity is an intellectual point of view that always tries to improve what is currently available. Productivity is based on the belief that humans can perform their tasks and jobs better than yesterday (Nikkhah, 2022).
Higher Education
Higher education is considered an important type of investment in human resources that helps in economic development and obtaining more benefits by providing and improving the knowledge, skills and attitudes needed by technical, professional and managerial of senior staff, and by resorting to the best optimization and optimized management (Woodhall, 2016).
Mollaie & Aslam Raiesi (2024) investigated the purpose of the research to evaluate the teaching of Arabic lessons in higher education based on the Kirkpatrick model in Tehran's higher education institutions. The findings of the research showed that the components of teaching effectiveness evaluation, including reaction, learning and results, are able to predict the effectiveness of teaching Arabic lessons in higher education based on the Kirkpatrick model. Based on the findings of the research, the teaching of Arabic lessons in Tehran's higher education institutions is at an optimal level in terms of reaction components, learning, and results.
Vedvya & Yogesh (2020) investigated the increasing of the productivity of India's leader-oriented higher education system. It showed that good management increases efficiency in public and private sector organizations; productivity and good management are closely related in terms of time and money and the satisfaction of end users for investment; and increasing productivity and improving the quality of higher education depends on management trends and the effective leadership of higher education institutions.
Research methodology
The research method is applicable according to its purpose; mixed (qualitative-quantitative) in terms of implementation method; descriptive in terms of nature and method; and in terms of the implementation method, fuzzy Delphi analysis in the qualitative part, and cross-sectional survey in the quantitative part. The statistical population of the research in the qualitative part is 18 people from managers, professors and experts; sampling by snowball and purposeful method, and in the quantitative part, 243 people of the faculty members of government and azad universities, from the field of educational management participation; were chosen by stratified sampling. Data collection was done in the qualitative part by the interview; and in the quantitative part by the questionnaire.
 
Research findings
Delphi method was used in qualitative data analysis; and SPSS and PLS softwares were used in quantitative part. According to the findings, the 9 main factors identified in the structural model are: the processing of higher education, job and skill needs assessment, development of communication skills, educational planning, promotion of organizational culture, environmental factors, continuous and constant evaluation, development of strategic thinking, and process reengineering. The results of Friedman's ranking test showed that the highest priority among the effective factors is related to educational planning, development of strategic thinking, and process reengineering. The findings indicate that improving the productivity of higher education managers in Iran requires re-engineering in all organizational elements; from executive methods to personal and professional competencies of managers, as well as development based on the processing of higher education.
Conclusion
The current research was conducted with the aim of the structural model of improving the productivity of higher education administrators. The results of this research are consistent with the results of Mollaie & Aslam Raiesi (2024), Shafiei Chafi et al, (2023), Naghizadeh (2023), Ashourzadeh et al, (2023), Nikkhah (2022), Wright & Perrell (2019), Henry et al, (2020), Vedvya & Yogesh (2020), Zakiani (2019), Mardani shahr babak & Khaki (2019), and Ghasemi & Jamalzahi (2019). Vedvya, & Yogesh(2020) showed that good management increases efficiency in public and private sector organizations; productivity and good management have a close relationship in terms of time and money and the satisfaction of end users for investment; and increasing productivity and improving the quality of higher education depends on effective management and leadership processes of higher education institutions.
According to the results of this research, the following suggestions are presented:
It is suggested that the senior managers of this field at the level of the higher education ministries provide the basis for stabilizing and improving the performance of the higher education institutions by developing a comprehensive system of higher education and organizing and re-ranking and validating the higher education institutions of the country, in addition to correcting some existing processes.
It is suggested that the senior managers of this field at the level of the higher education ministries should do better in recruiting and employing as well as the empowerment programs of their employees and the field of improving productivity. Provide higher education managers in the country by reviewing the job description and determining the specialized skills required for different academic fields.

Abstract The purpose of this research was to explain the mediating role of creative self-efficacy in the relationship between organizational intelligence and organizational agility. This research was applicable in terms of purpose, and correlational in terms of nature and method. The statistical population of this research includes all primary teachers in Sarchehan, whose number was more than 160. Using Morgan's table and stratified random sampling, 113 people were selected as the sample size. The data collection tool was Zhang's organizational agility questionnaire, Karoski's et al,.'s creative self-efficacy, and Albrecht's organizational intelligence questionnaire. To analyze the data, the significance test of Pearson's correlation coefficient and simple regression analysis as well as hierarchical regression by Baron-Kenney method were used. The findings showed that creative self-efficacy can be predicted by organizational intelligence. Organizational agility can be predicted by organizational intelligence. Organizational agility can be predicted by creative self-efficacy. Creative self-efficacy plays a significant mediating role in the relationship between the variables of organizational intelligence and organizational agility.
Extended abstract
Introduction
Agility is called the organization's ability to face unexpected changes (Akkaya, 2021). There are various variables that make an organization become an agile organization, one of them is self-efficacy, which was first proposed by Bandura. Creative self-efficacy affects the actual power of the person when facing challenges by determining the beliefs of a person about his power to influence situations. Self-efficacy employees can easily hunt environmental opportunities and create an agile organization (Mirzazadeh, 2021). Another variable considered in this research is organizational intelligence. Organizational intelligence refers to the capacity of an organization as a whole to collect information, innovate, produce knowledge and act effectively based on the knowledge it has produced (Af Malmborg, 2021). Despite extensive research in the field of organizational intelligence and organizational agility, there are significant gaps in previous researches. Most of these researches have investigated each of these components separately and paid less attention to the mediating role of creative self-efficacy. Also, few studies have been conducted in the field of primary education, especially in less developed areas such as Sarchehan. This indicates the need for more comprehensive and focused research on the interactions between these components in these specific environments. Investigating these gaps and trying to fill them can lead to a better understanding of how to improve organizational agility by enhancing creative self-efficacy and organizational intelligence. Therefore, the main problem of the present research is raised as follows: Does creative self-efficacy play a mediating role in the relationship between organizational intelligence and organizational agility of elementary school teachers in Sarchehan city?
 Theoretical framework
Agility
Organizational agility refers to a combination of flexibility, agility and speed. This structure is defined as the organization's ability to respond to changes and maximize opportunities (Ridwandono & Subriadi, 2019). An agile organization combines organizational processes and people with up-to-date technology to meet customer needs for providing quality services and products in a short and appropriate time (Tarba et al, 2023). Agile organizations can be influenced by the creative self-efficacy of their employees. Creative self-efficacy is a term that refers to the ability of people to use creativity and innovation in order to achieve goals and solve various problems. This concept includes a combination of two important features, i.e. self-efficacy and creativity. Self-efficacy means believing in one's ability to perform tasks and face challenges, while creativity refers to the ability to generate new ideas and find different solutions to existing problems (Jalali and Heydarifard, 2020). The history of creative self-efficacy dates back recent decades, because during this period, attention to the needs of a dynamic and advanced society and the needs of the labor market has increased more than ever (Puente-Diaz et al, 2024).
Creative self-efficacy:
The term creative self-efficacy is derived from the term and theoretical context of self-efficacy introduced and defined by Bandura (1997). Bandura defines self-efficacy as "an individual's belief that he can function successfully in a specific environment." Accordingly, we define creative self-efficacy as a person's belief in their ability to produce creative results in a specific environment or in general.
Bandura claims that self-efficacy is a strong condition for creative performance, because self-efficacy increases motivation that prioritizes weight and emphasis on one's own thinking and action (Brockhus et al, 2014). Therefore, individual motivation stimulates two aspects; first, choosing a specific behavior; and second, following that type of behavior. There are other concepts with similar meaning, such as self-image, self-esteem and self-confidence. All of these concepts are related to people's overall self-image, but creative self-efficacy differs insofar as it relates to specific creativity self-efficacy, which, we hypothesize, is different from general self-efficacy; a person's overall belief. The ability to successfully cope with the demands of different tasks in different domains was proposed by Shaw et al, (2021). More theoretical considerations about the relationship between self-efficacy and creativity are proposed by Ford [1996], who considers self-efficacy as a key motivational component in his model of defined individual creative action (Karofsky et al, 2016).
Organizational intelligence:
Organizational intelligence is a new concept in the field of management organization and 21st century literature. Karel Albreckt explained this concept in 2002 in the book Power of Mind at Work. Albrecht defines organizational intelligence as the talent and capacity of an organization in the movement of its mental power and the concentration of this mental power in realizing the mission of the organization. According to Albrecht's law, under the title of group stupidity, it can be stated that organizations, in addition to threatening their competitors and their environment, also move towards harming themselves (Nasabi, 2008). Karl Albrecht, in order to succeed in business, refers to having three factors: smart people, smart teams, and smart organization (Abazari, 2006, p25). In relation to organizational intelligence, different definitions have been proposed by many experts, some of them are mentioned below.
Halal considers organizational intelligence to be the result of five subsystems of organizational structure, culture, stakeholder relations, knowledge management, and strategic processes (Halal, 2007).
Research methodology
This research was applicable in terms of purpose, and correlational in terms of nature and method. The statistical population of this research includes all primary teachers in Sarchehan, whose number was more than 160. Using Morgan's table and stratified random sampling, 113 people were selected as the sample size. The data collection tool was Zhang's organizational agility questionnaire, Karoski's et al,.'s creative self-efficacy, and Albrecht's organizational intelligence questionnaire. To analyze the data, the significance test of Pearson's correlation coefficient and simple regression analysis as well as hierarchical regression by Baron-Kenney method were used.
Research findings
The findings showed that creative self-efficacy can be predicted by organizational intelligence. Organizational agility can be predicted by organizational intelligence. Organizational agility can be predicted by creative self-efficacy. Creative self-efficacy plays a significant mediating role in the relationship between the variables of organizational intelligence and organizational agility. The indirect effect of organizational intelligence on organizational agility through creative self-efficacy is 0.118. In fact, with a unit increase in organizational intelligence in the presence of creative self-efficacy, organizational agility increases by 11.8 percent.
Conclusion
The findings showed that organizational intelligence has a direct and significant effect on creative self-efficacy. This research finding is in line with the results of Ostvarzabarjadi et al, (2017) and Darabeygi and Eslamieh (2015). In explaining these findings, it can be said that organizational intelligence helps teachers to have a deeper understanding of the organizational environment and the needs of their students. This ability allows them to make quick and effective decisions that lead to increased organizational agility. Also, the findings showed that organizational agility can be predicted by organizational intelligence. This research finding is in line with the results of Perkayti et al, (2023), Kiani et al, (2016), and Shiri et al, (2016). In explaining these findings, it can be said that organizational intelligence includes the organization's ability to collect and analyze information efficiently. These abilities help teachers make better decisions and respond quickly to environmental changes and students' needs. Quick and accurate decision-making processes increase the organizational agility of teachers. Based on the research results, the following practical suggestions are provided:
- The creation of working groups and cooperation teams between teachers provides the possibility of exchanging ideas, experiences and creative solutions, and increases creative self-efficacy and organizational agility.
- Using new technologies such as robotics, virtual reality, educational websites and educational software can improve educational processes and stimulate teachers' creativity and innovation.
 

Abstract The aim of the current research is to identify, categorize, and rank school performance indicators using the Q method. The research method is applicable in terms of purpose, mixed (qualitative-quantitative) in terms of implementation, and interpretive paradigm. This research was done in two steps; the research strategy in the first step is qualitative content analysis, and the statistical population of the research includes 24 people from four groups of parents, managers and employees of girls' high school, teachers and also the officials of the Yazd City Education Organization, by and targeted sampling; and the sample size continued up to theoretical saturation, and performance indicators were extracted from the semi-structured interview. In the second step of this research, using Q-axis factor analysis, the mental typology of 33 parents was investigated using a questionnaire and in-the-field. Content analysis was used in qualitative data analysis, and SPSS software and Q method were used in quantitative data analysis. The findings of the research have led to the achievement of seven different types of minds, indicating heterogeneity and significant differences in the views of parents regarding performance criteria; a difference that invited the managers of this school to segment the market based on understanding the desires and needs of the target audience with different mentalities. and improves the insight of managers of this industry regarding capital allocation by looking from outside to inside and emphasizing on audience-oriented evaluation system. Extended abstract Introduction The Education is the main educational institution and one of the largest social organizations, which plays a fundamental and important role in realizing the cultural, educational, social and economic goals of society, and the level of development of any society depends on its quality level (Andam & Taheri, 2019). The goal of every educational system is the all-round development and improvement of students in cognitive, emotional, psychological, and motor fields. As the future makers of every country, students form an important group of people in society (Vrghese & Rathnasabapathy, 2020) and therefore one of the most important concerns of educational institutions today is success in education, which means that every educational institution is efficient when its audience are academically in a favorable condition (Muhonen & et al, 2018) and their subjective assessment of the institution's performance should be positive and lead to continued communication and receiving services from it (Karababa, 2020). Considering the significant importance of school in the growth and upbringing of children and adolescents, it is important to study their interest and enthusiasm for school and the factors related to enthusiasm for school (Nouri, 2017). One of the important factors affecting student enthusiasm is school performance, which can have a significant impact on the selection process of students and parents (Tuominen et al, 2020.( The main question that this research was conducted in order to answer is: what are the evaluation criteria of parents of students of Sama Girls' High School in Yazd in the second grade of education, which provides a good basis for judging the performance of the school in terms of more than one year of contact with the school? And how is the mental typology of mothers as one of the most important effective roles in the decision-making process for the school of female students?  Theoretical Framework School performance Due to the intensification of competition between schools in recent years, schools are inclined towards improving their performance and have taken into consideration the identifying performance indicators and improving them from the path of competent and scientific measurement as an important part of the measures underlying the growth and excellence of the education system of the country. In fact, the main philosophy of performance measurement is to be aware of the level of performance that the organization is in, and to determine in which departments and steps things are going well, so that the foundations of success can be strengthened based on that. In addition, by revealing the parts and steps in which things are not well done and followed up, appropriate corrective measures can be designed and implemented (Ghaffari et al, 2013). Oladhamzehzadeh et al, (2024) investigated the design of an educational model based on identity development with an Iranian-Islamic approach for elementary school students. 20 experts from the academic community and specialists have been questioned to investigate the performance of students in the qualitative section; in the quantitative part of this research, 217 principals, assistants, teachers, and staff of elementary schools in five cities of Tehran have been considered, and the identified factors have been extracted in the form of 9 dimensions and 61 components. In this research, the dimensions of the educational model based on the development of students' identity with the Iranian-Islamic approach includes educational goals and content, teaching and learning methods, instructors and teachers, cultural factors, social factors, psychological factors, media, educational factors, and family factors. Based on the results of quantitative analysis, all dimensions and components of the model were valid and the model has a good fit. Ong et al, (2021) investigated performance evaluation in one of the public secondary schools in Malaysia. The results showed that performance evaluation is important for tracking teachers' productivity, their career development, providing a clearer career path, and helping teachers to improve job quality, provided that performance evaluation is carried on based on accurate criteria and fair evaluation and with cooperation and mutual communication between the manager and the teacher. Research methodology The research method is applicable in terms of purpose, mixed (qualitative-quantitative) in terms of implementation, and interpretive paradigm. This research was done in two steps; the research strategy in the first step is qualitative content analysis, and the statistical population of the research includes 24 people from four groups of parents, managers and employees of girls' high school, teachers and also the officials of the Yazd City Education Organization, by and targeted sampling; and the sample size continued up to theoretical saturation, and performance indicators were extracted from the semi-structured interview. In the second step of this research, using Q-axis factor analysis, the mental typology of 33 parents was investigated using a questionnaire and in-the-field. Research findings Content analysis was used in qualitative data analysis, and SPSS software and Q method were used in quantitative data analysis. The findings of the research have led to the achievement of seven different types of minds, indicating heterogeneity and significant differences in the views of parents regarding performance criteria; a difference that invited the managers of this school to segment the market based on understanding the desires and needs of the target audience with different mentalities. and improves the insight of managers of this industry regarding capital allocation by looking from outside to inside and emphasizing on audience-oriented evaluation system. Conclusion The current research was conducted with the aim of identifying, categorizing, and ranking school performance indicators using the Q method. The results of this research are in agreement with the results of Oladhamzehzadeh et al, (2024), Sori et al, (2023), Narimani et al, (2021), Ong et al, (2021), Taghipur Zahir et al, (2019), Moradi & AminBidakhti (2018), Ghaffari & Shirvani (2016), Khan et al, (2014), Whitford (2013), Nazari et al, (2013), and Abdulahi (2007). Ong et al, (2021) showed that performance evaluation is important for tracking teachers' productivity, their career development, providing a clearer career path, and helping teachers to improve job quality, provided that performance evaluation is based on accurate criteria and fair and collaborative evaluation and mutual communication between the manager and the teacher. According to the results of the research, it is suggested to take into account the difference in the mothers' views on a continuous and periodic basis to receive the views of the parents regarding the performance of the school, and not only to focus on improving the performance indicators identified from the perspective of the four groups in this research, but also they also consider the students' views and opinions and provide the basis for achieving a comprehensive performance evaluation system that can provide the appropriate tool and ruler for the school in order to achieve the high goals.

Abstract The purpose of this research is to provide a model of factors affecting the resilience of entrepreneurial behavior in Alborz Technical and Vocational University. According to its purpose, the research method is applicable, and in terms of implementation, it is qualitative, of thematic analysis type. The statistical population of the research includes 12 participants who are experts and professors of entrepreneurship. Sampling was done in a purposeful and snowball way. A semi-structured interview was used to collect information and the interviews continued until reaching theoretical saturation. For analysis, open and axial and selective coding through MAXQDA software was used. The results of the research showed that the central phenomenon of the resilience of entrepreneurial behavior in the university has four dimensions: environmental drivers, development factors, environmental barriers, and limiting factors. Financial and legal strategy, operational strategy, international strategy, and policy making strategy is needed to increase the resilience of entrepreneurial behavior in the university, which leads to economic, scientific and cultural consequences at the level of the country. Financial and economic fields, appropriate support and policies in a changing environment, and an intense competitive environment help the resilience strategies of entrepreneurial behavior in the university to be operationalized under suitable situation. In this field, there are scientific, human, managerial, legal, structural, and financial obstacles that, by identifying and solving them, the improvement of the resilience dimensions of entrepreneurial behavior in the university and basic strategies can be maintained.
Extended abstract
Introduction
The modern era is associated with a dynamic and complex environment and extensive changes in the scientific, economic, and social fields; and the business environment is constantly changing and full of risk (Chitsazan et al, 2018). Meanwhile, change management to adapt to an uncertain future, as an important challenge, requires basic infrastructures (Talari et al, 2021). In this regard, communication and information, as well as human power and their intellectual resources are the most important factors of competitive advantage in this situation. Undoubtedly, entrepreneurs are important in the economic development of countries by using creativity and internal initiative. Entrepreneurship is an interdisciplinary topic discussed in various fields such as psychology, sociology, economics, and management (Ebrahimi, 2018). Although entrepreneurs are known as people who are enthusiastic and interested in their jobs, they are always exposed to negative emotional states such as anxiety, fear and stress which, in turn, affects their entrepreneurship and opportunity recognition, decision-making, and creativity (Bulmash, 2016). This indicates that entrepreneurs face many threats and obstacles in the path of job creation. These obstacles cause disruption (Ghanbari et al, 2017) and ultimately accelerate entrepreneurial failure. This is a point that considers the individual resilience of the entrepreneur to be important in facing these factors (Vermziari & Imani, 2018). Resilience is one of the personality traits of entrepreneurs, and it is known as emotional and cognitive ability for entrepreneurs. Also, it is the driver of entrepreneurial performance or success that helps the entrepreneur to resist internal and external shocks. Entrepreneurial resilience refers to the ability of entrepreneurs to continue their future plans despite unstable events, market problems, and life conditions. This feature enables entrepreneurs to reduce the harmful effects of unexpected events, overcome it, and search for better situations (Fatoki, 2018). Theoretically, entrepreneurial resilience is related to the psychological trait theory based on the entrepreneur's personality traits and the attribution theory. Trait theory argues that entrepreneurs have their own personality traits, and entrepreneurial resilience is also dependent on personality traits. According to the attribution theory, entrepreneurial success or failure can be attributed to three dimensions. These items are the source of causality, stability, and controllability. Entrepreneurs may evaluate the outcome of events within or outside of their personal control. They attribute the tendency to succeed as well as not to succeed only to themselves and their actions (Rezai Moghadam & Masoumi, 2018).
Therefore, the current research seeks to answer the question: what is the model of factors affecting the resilience of entrepreneurial behavior in Alborz Technical and Vocational University?
Theoretical Framework
Entrepreneurship
Organizational entrepreneurship can be developed by delegating responsibility to employees to prepare budgets appropriate to their tasks, or by managing their departments as independent self-governing units (Cantino et al, 2017). Organizational entrepreneurship focuses on initiative and entrepreneurial spirit. An executive with an entrepreneurial spirit behaves as if he owns the company. This spirit leads to the desire to take more risks, understand how the market works, get rid of bureaucratic diseases, desire to do innovative activities, and emotional commitment to the organization (Davali et al, 2022).
Resilience
Resilience is one of the main structures of the positive psychology approach. In recent years, this approach with the slogan of paying attention to human talents and abilities (instead of dealing with disorders and anomalies) has been noticed by researchers, and includes different concepts. Resilience in the word means having a springy state and a reversible state; and in the psychological sense, it explains how people deal with unexpected situations and show stubbornness in the face of stress and unfortunate conditions. (Arce & Hitchcock, 2019).
Zare davijani et al, (2023) investigated the identification of factors affecting the weakening of entrepreneurship in university graduates of Payam Noor universities in Tehran province. The output of the research is to emphasize the strengthening of four variables, including the individual and personal capabilities and qualifications of the graduates, strengthening the educational elements related to the development of entrepreneurship in the university, strengthening the government's support conditions (facilitation, support, and encouragement), and finally intervention in the six environments effective on university entrepreneurship.
Heydary et al, (2023) studied the design of a model of resilience in government organizations of Kermanshah province. The results indicate that the causal factors include; Individual, group, and organizational factors. Also, the environment platform includes; the role of the government, political and economic factors, and electronic platforms. The consequences also indicate the continuity and progress of the organization. The results of the structural equations also showed that the resilience model has a favorable fit in government organizations.
Research methodology
According to its purpose, the research method is applicable, and in terms of implementation, it is qualitative, of thematic analysis type. The statistical population of the research includes 12 participants who are experts and professors of entrepreneurship. Sampling was done in a purposeful and snowball way. A semi-structured interview was used to collect information and the interviews continued until reaching theoretical saturation.
Research findings
For analysis, open and axial and selective coding through MAXQDA software was used. The results of the research showed that the central phenomenon of the resilience of entrepreneurial behavior in the university has four dimensions: environmental drivers, development factors, environmental barriers, and limiting factors. Financial and legal strategy, operational strategy, international strategy, and policy making strategy is needed to increase the resilience of entrepreneurial behavior in the university, which leads to economic, scientific and cultural consequences at the level of the country. Financial and economic fields, appropriate support and policies in a changing environment, and an intense competitive environment help the resilience strategies of entrepreneurial behavior in the university to be operationalized under suitable situation. In this field, there are scientific, human, managerial, legal, structural, and financial obstacles that, by identifying and solving them, the improvement of the resilience dimensions of entrepreneurial behavior in the university and basic strategies can be maintained.
Conclusion
The current research has been conducted with the aim of providing a model of factors affecting the resilience of entrepreneurial behavior in Technical and Vocational University of Alborz province. The results of this research is in agreement with the results of Zare davijani et al, (2023), Heydary et al, (2023), Karimi et al, (2022), Fernandez et al, (2022), Buruj Ali (2022), Khodaparast et al, (2022), Tabares et al, (2021), Nazari et al, (2020), Badzaban et al, (2020), Towers et al, (2020), Hasani et al, (2019), Al-Haddad et al, (2019), and Osborne & Gaebler (2018). Fernandez et al, (2022) examined entrepreneurial resilience: a case study on university students. The results show that resilience is built through intrapersonal and extrapersonal processes. These processes form a set of strategic dimensions related to entrepreneurial behavior applied to build personal projects.
According to the results of the research, the following suggestions were presented:
For the financial and legal strategy; solutions such as awareness of national and regional laws, taking advantage of protective laws, adapting laws and regulations, and budgetary and financial support are suggested. For the operational strategy; solutions such as research prioritization, entrepreneurship education planning, creation of science and technology parks, creation of growth centers, creation of learning network, creation of multinational companies and institutions, creation of technology transfer networks, creation of regional and international academic entrepreneurship networks, creation of industry and university liaison offices, creation of government and university networks, creation of entrepreneurial networks and institutional cooperation between them, educational and research and innovation institutions.