Management and Educational Perspective

Abstract Abstract
The aim of this research is to find talent management patterns with a succession approach in Sepah Bank using the meta-synthesis method. This research is applicable in terms of its purpose, qualitative in terms of data collection, and meta-synthetic in terms of research implementation method. The research approach used is exploratory, the research strategy includes action research, and the methodology appropriate to this research is the meta-synthesis method based on the Sandelowski and Barso (2007) approach. The basis of analysis is all articles related to the topic from 2010 to 2024. Sampling in the qualitative section was carried out using a systematic exclusion method. A sample size of 30 relevant scientific sources was identified. Data collection was carried out by taking notes from reliable scientific articles and sources. In the data analysis stage, a total of 42 indicators, 20 components, and 6 dimensions were identified. In this study, based on the research findings, the main dimensions of talent management include identifying key talents, continuous assessment, retaining strategic talents, succession management, collaborative succession, and developing the skills of managers and talented employees for the future.
Extended abstract
Introduction
Recruitment processes for organizations in their sectors are facing a set of new challenges such as a shortage of talent and suitable academics, as well as fiercer competition both from within the banking sector and from other sectors (Pandita & Ray, 2018). Technology and data-related job positions, such as data scientists and quantitative analysts, are among the most in demand, which means that large banks, for example, will face new competition for talent (Whysall et al, 2019). The need for banks to develop reliable techniques to recruit competent managers and ensure high retention of key employees in the future has grown. Human resource management is one of the most important components of the financial industry for profitable and efficient banking operations, development of new banking products and provision of improved services to consumers (Zhao & Hu, 2023). Talent management was initially proposed and created by McKenzie at the end of the millennium as a new sub-section or combination of human resource management (Chambers et al, 1998). It is claimed that talent management gives a business a competitive advantage and allows it to systematically discover, develop and redeploy employees with exceptional abilities. The retention and commitment of high-value personnel are closely related to talent management. It is very important to focus on the problems and possibilities in talent management by studying the comprehensive literature in this field in the financial industry (Gallardo-Gallardo et al, 2020).
In this research, the main focus is on the concept of succession planning so that organizational talent management can ultimately lead to the creation of an effective succession planning system. In this regard, it should be stated that succession planning is one of the fundamental issues in the field of financial institutions and organizations (Gehrke, 2019), because the rapid changes in these organizations and the development of competition in the national and global market have caused talented and highly effective and efficient forces to be quickly absorbed by competing organizations, and on the other hand, most organizations do not prepare suitable people to replace these talented forces, which can ultimately lead to a crisis in the knowledge and skill treasury of human resources (Ali & Mehreen, 2018). Therefore, the researcher intends to answer this fundamental question in this study: what is the model of talent management with a succession planning approach in Bank Sepah using the meta-synthesis method?
Theoretical Framework
Talent Management
Talent management is the strategies and actions that help attract and retain committed and capable employees, and its goal is to predict the skills needed by the organization and meet these needs (Odunayo et al, 2018).
Succession Management
Succession management is a program that identifies the organization's talents to occupy key positions in the future, and prepares them for taking on responsibility over time through training and education programs. Undoubtedly, the most successful organizations in implementing succession planning programs are those that are based on investing in the development of internal talents and have no problems in securing human capital when the organization's current talents leave in the future, which has led to the change of the term "talent pool" to "talent river" (Tayyar et al, 2020).
The Role of Talent Management in Succession Plans
Talent management plays a pivotal role in succession planning in organizations and acts as a bridge between current leadership and future leaders. Succession planning involves identifying and developing individuals within the organization who have the potential to fill key roles vacated due to retirement, promotion, or other reasons. Effective talent management ensures that there is a pool of capable and skilled individuals who are ready to seamlessly step into these roles, thereby safeguarding the continuity and success of the organization (Sarlak et al, 2023).
Khodaparast et al, (2024) examined and analyzed the dimensions and components of the developed competency-based succession model in learning-oriented organizations with a meta-synthesis approach. The results showed that 7 codes, 53 concepts and 24 categories were determined and identified; the codes include key competencies and abilities, determining the succession policy, value-based infrastructure, organizational support, strategic planning in the field of succession planning, identifying talents and forming a talent pool, and training and improving talents.
Sirghani et al, (2023) studied the design of a talent management model in the specialized parent company of thermal power. The results showed that the structural dimensions of talent management include six dimensions of organizational structure, recruitment system, training system, compensation system, performance management and evaluation system, and organizational strategy. Behavioral dimensions include three dimensions of organizational culture, leadership style, and meeting high-level needs; and contextual dimensions include the atmosphere and environment of the organization, and the external environment. The results in the quantitative section showed that the model has a good fit.
Research Methodology
This research is applicable in terms of its purpose, qualitative in terms of data collection, and meta-synthetic in terms of research implementation method. The research approach used is exploratory; the research strategy includes action research; and the methodology appropriate to this research is the meta-synthesis method based on the Sandelowski and Barso (2007) approach. The basis of analysis is all articles related to the topic from 2010 to 2024. Sampling in the qualitative section was carried out using a systematic exclusion method. A sample size of 30 relevant scientific sources was identified. Data collection was carried out by taking notes from reliable scientific articles and sources.
 
Research Findings
The meta-synthesis method was used to analyze the findings. In the data analysis stage, a total of 42 indicators, 20 components, and 6 dimensions were identified. In this study, based on the research findings, the main dimensions of talent management include identifying key talents, continuous assessment, retaining strategic talents, succession management, participatory succession management, and developing the skills of talented managers and employees for the future.
Conclusion
The present study aimed to find a model for talent management with a succession approach in Sepah Bank using the meta-synthesis method. The results of this study are consistent with the results of Khodaparast et al, (2024), Sirghani et al, (2023), Amini Dehaghi et al, (2024), Teimouri et al, (2022), Hajili (2022), Alizadeh et al, (2021), Zairhojghan et al, (2021), Bano et al, (2022), Dahlan et al, (2021). Hajili (2022) showed that motivating talented people, identifying and recognizing them, providing special career support for talented people, and creativity and innovation have a positive and significant effect on succession planning. Given that employees are not satisfied with attracting talents, identifying and discovering talents, providing special support for talents, and retaining talents; it is necessary to increase the attractiveness of the service, support managers for talented people, and provide rewards to efficient employees; and special attention should be paid to assigning jobs to the competence and expertise of individuals.
Considering the dimensions and components identified in this study, suggestions have been made in the field of improving and developing talent management in Sepah Bank:
Talent identification is a key step in talent management and succession planning that helps banks identify and develop their best human resources. For this purpose, the use of performance evaluation systems such as 360-degree evaluation, which includes feedback from colleagues, managers, and subordinates, can help identify the strengths and weaknesses of employees. In addition, conducting in-depth structured interviews with employees helps identify their skills and interests. The use of psychological and occupational tests can also reveal the personality traits and specific talents of employees.

Abstract Abstract The aim of this study is to identify the dimensions and components of virtual Arabic language education in Iraq. The research method is applicable in terms of its purpose, qualitative in terms of its implementation method, and of content analysis type. The statistical population of this study includes 15 experts and scholars in the field of virtual education, especially Arabic language education. The sampling method in this study is purposive. The research collection tool is semi-structured interviews with experts and scholars, whose validity was confirmed by the triangulation method and its reliability was calculated by the agreement coefficient between the two coding methods as 0.81. Data analysis was carried out using the content analysis method and MAXQDA software. The findings of this study showed that virtual Arabic language education in Iraq had 66 basic codes, 22 organizing codes, and 8 comprehensive codes. In this study, the overarching codes include teacher professional development, student engagement, global trends and technological advances, curriculum and instruction development, stakeholder engagement, continuous improvement and evidence-based practice, digital skills preparation and career readiness, and online learning environment considerations. Finally, a model of dimensions and components of virtual Arabic language education in Iraq was designed. Extended abstract Introduction Arabic language teaching is rooted in the culture, religion, history, literature, and sciences of Iran. Persian language and literature are intertwined with Arabic, and familiarity with Arabic, especially its vocabulary and texts, will affect Persian language learning (Oueslati et al, 2020). Also, teaching Arabic as the language of the Quran enables each individual to directly communicate with the divine book, understand it, and benefit from its guidelines. According to linguists, Arabic is one of the most complete languages ​​in the world, which can well express broad and deep concepts and content in beautiful and short formats (Aouichaty et al, 2024). Important goals of teaching Arabic include familiarizing with the phonetic and grammatical system of the Arabic language to understand religious and Quranic concepts, familiarizing with the morphological and syntactic structure of Arabic sentences, strengthening the ability to read Arabic texts fluently, increasing students' interest in the Arabic language, and encouraging them to use what they have learned correctly (Khairy et al, 2021). One of the relatively new methods for teaching and learning Arabic is the use of virtual education, and learners can use this method of teaching to learn Arabic audio and video clips through files to get rid of the boredom and fatigue of face-to-face Arabic education (Arifin et al, 2021). The progress and survival of any society depends on the quality and efficiency of technology in the education of that society, and virtual education, given its special and outstanding features, creates a unique and lasting opportunity for teaching and learning (Hwang et al, 2023). Virtual education is essentially the art of using network technology to design, select, develop, and manage the educational process through new methods of integrating content and resources, interactions, increasing educational performance, and optimizing the activities of an educational organization (Hyeon & Oh, 2025). Virtual education has provided the possibility of implementing and defining a new form of learning and education based on the use of information and communication technology; so that the teacher and the student are far and separate from each other, and this method facilitates the distribution of educational content and is not limited to a specific time and place (Carpenter et al, 2022). Accordingly, and since virtual education has grown significantly in recent years and the role of virtual education in improving the educational situation is clear, the present study was conducted with the aim of identifying the dimensions and components of virtual education of the Arabic language in Iraq. Therefore, the researcher addresses the main question: What are the dimensions and components of virtual education of the Arabic language in Iraq? Theoretical Framework Virtual Education The term virtual education includes a wide range of applications and functions, including non-face-to-face education and electronic libraries (Abbasi Kasani, 2020). E-learning gives people the power to learn outside the physical classroom environment. Distance learning has been common in the world for many years, but combining this type of education with the Internet has led to the invention of a new teaching method called virtual education (Yar Ahmadi et al, 2023). Shafai & Aliyari (2023) while conducting a study on the challenges and solutions of virtual education in Arabic lessons during the Corona period concluded that; in addition to creating problems for students and their parents, Corona has put a lot of pressure on teachers, especially Arabic teachers, and has affected the quality of education and the way it is taught. Ghasemi et al, (2023) in a study on the content analysis of researches related to the study of the challenges of Arabic language teaching in the Iranian education system reported that the continuous and ongoing pathology of Arabic language teaching and efforts to solve the challenges in this field play an important role in improving Arabic language teaching in the Iranian education system. Research Methodology The research method is applicable in terms of its purpose, qualitative in terms of its implementation method, and of content analysis type. The statistical population of this study includes 15 experts and scholars in the field of virtual education, especially Arabic language education. The sampling method in this study is purposive. The research collection tool is semi-structured interviews with experts and scholars, whose validity was confirmed by the triangulation method and its reliability was calculated by the agreement coefficient between the two coding methods as 0.81. Research Findings Data analysis was carried out using the content analysis method and MAXQDA software. The findings of this study showed that virtual Arabic language education in Iraq had 66 basic codes, 22 organizing codes, and 8 comprehensive codes. In this study, the overarching codes include teacher professional development, student engagement, global trends and technological advances, curriculum and instruction development, stakeholder engagement, continuous improvement and evidence-based practice, digital skills preparation and career readiness, and online learning environment considerations. Finally, a model of dimensions and components of virtual Arabic language education in Iraq was designed. Conclusion The present study was conducted with the aim of identifying the dimensions and components of virtual Arabic language education in Iraq. The findings of the present study are in some ways consistent with the findings of Shafai & Aliyari (2023), Ghasemi et al, (2023), Yusuf et al, (2023), Yar Ahmadi et al, (2023), Tavakoli Mohamadi & Taheriniya (2022), Zanganeh Enanloo et al, (2022), and Mohammadkhani et al, (2018). Shafai & Aliyari (2023) concluded that in addition to creating problems for students and their parents, Corona has put a lot of pressure on teachers, especially Arabic teachers, and has affected the quality of education and its teaching method. Considering the results obtained, the following suggestion is made: Parents should be aware of their children's virtual education environment and how it is conducted and use the available facilities to support their learning process. Parents can help teachers and students by creating a conducive environment at home, encouraging participation in educational activities, and monitoring their child's academic progress.

Abstract Abstract The aim of this study is to present a quantum leadership model to establish organizational civilization in the Iranian higher education system. The research method is fundamental in terms of its purpose, and qualitative in terms of its implementation method, with inductive-deductive logic. Based on purposive sampling, the statistical population of the study includes 11 experts and managers of Islamic Azad University as well as members of the university's faculty. Semi-structured interviews were used to collect data. A coding-based data-driven approach was used to analyze the data. The research findings consist of categories arising from the data-based approach include causal factors (structural factors, behavioral factors, contextual factors); strategies (structural strategies, behavioral strategies, contextual strategies); challenges and obstacles to quantum leadership (structural obstacles, behavioral obstacles, contextual obstacles); the governing context (structural capabilities, behavioral capabilities, contextual capabilities); Quantum leadership characteristics (extrapersonal, intrapersonal); Organizational civilization characteristics (behavioral, structural); Consequences of organizational civilization (consequences for the higher education system, consequences for society and the country). The results of this study showed that by implementing the model obtained in this study, we can witness positive consequences in terms of implementing quantum leadership in order to establish organizational civilization in the country's higher education Extended abstract Introduction Creating new knowledge has long been one of the main functions of universities, and the greatest effort of the academic community is to promote knowledge and strengthen intellectual capital by utilizing existing informational, intellectual, and human resources; therefore, universities must identify, extract, and utilize these resources using new and appropriate leadership and management methods. One of the new concepts of the third millennium is quantum leadership (Razi & Nadi, 2021). The twenty-first century is witnessing an era that can be called the quantum age in terms of technology. Traditional beliefs about management and leadership and the nature of the organizational environment have been limited by the influence of a mechanistic, deterministic, and reductive worldview. Current thinking about leadership has necessitated the use of new models, dimensions, and skills; that are more appropriate for responding to the complexities of the quantum age and empower organizational leaders to perform their duties more effectively (Hamzepur, 2018). The goal of quantum leadership is to increase the power and effectiveness of managers and employees, which tries to use the concepts and principles of quantum theory as a guide to describe and explain organizational phenomena and solve management problems. On the other hand, effective management and organizational excellence of universities and the existence of precise management and leadership systems are the inevitable necessities and needs in an efficient and effective system (Norozzadeh et al, 2020). The preservation and protection of the organization's civilization by managers and the existence of extensive organizational social capital are clearly among the criteria of organizational civilization. A civilized organization, depending on how civilization is defined, requires its own strong foundations; the main foundation of which is definitely formed by the founders and leaders of the organizations; followed by senior managers, middle managers, supervisors, experts, and finally employees to decorate and maintain this structure (Mirsapasi, 2008). The lack of establishment of organizational civilization in organizations, especially in higher education and the Ministry of Science as the source of scientific and cultural developments, which is a pioneer in the field of producing civilizational knowledge and developing the global culture of Islam, can bring irreparable challenges. If the source of developments and changes does not base its priority on order, politeness, ethics, and social justice, it will certainly deviate from its main path and goal; and achieving predetermined perspectives will be out of reach. Therefore, in this research, we seek to answer the question: what is the quantum leadership model for establishing organizational civilization in the Iranian higher education system? Theoretical Framework of Quantum Leadership Quantum leadership is a style of leadership that seeks to increase trust, security, dynamic communication, and learning; and to reduce vertical communication and increase horizontal communication in the organization. The framework and structure of the quantum organization include reciprocal and fluid communication between the leader and followers, which can be defined through an organization with trust, value, spirituality, learning, dialogue, and thinking together (Rozbeh et al, 2021). Organizational Civilization The organizational civilization perspective as a perspective towards organizational excellence or in the words of Mirsapasi (2008) is a complementary measure of organizational excellence that focuses on observing ethics and civil rights in the organization. Organizational civilization plays a key role in organizational change and helps the organization to evaluate itself and the environment and to revive its strategies, structures and processes. Organizational development also helps organizational members to stop superficial changes and change the values ​​that guide behavior in the organization (Xu et al, 2018). Cai et al, (2024) investigated the causal relationship between quantum leadership and employee innovation performance from the perspective of organizational sustainability. These results show that quantum leadership has a positive effect on innovation performance. Organizational intelligence and knowledge sharing have multiple serial mediating effects on quantum leadership and innovation performance. In addition, the interaction between innovative culture and knowledge sharing improves employee innovation performance. Therefore, this study elucidates the causal relationship between quantum leadership and innovation performance through theoretical and valid research models. It lays the foundation for the sustainable development of organizations in the future. Bogale & Lemi (2024) examined organizational civilization: A systematic review. The findings emphasize the significant impact of organizational civilization on workplace dynamics, influencing employee interactions, treatment, and management. The dimensions often examined in organizational civilization are: innovation, teamwork, outcome orientation, masculinity, participation, and power distance. This review pays attention to the existing literature on the creation and modification of organizational civilization and uses three distinct perspectives: functional, leader characteristics, and culture transmission. Cultural orientations are classified into four main groups: workplace orientation, business orientation, system orientation, and group orientation. Research Methodology The research method is fundamental in terms of its purpose, and qualitative in terms of its implementation method, with inductive-deductive logic. Based on purposive sampling, the statistical population of the study includes 11 experts and managers of Islamic Azad University as well as members of the university's faculty. Semi-structured interviews were used to collect data. Research findings A data-based approach based on coding was used to analyze the data. Research findings consist of categories arising from the data-based approach include causal factors (structural factors, behavioral factors, contextual factors); strategies (structural strategies, behavioral strategies, contextual strategies); challenges and obstacles to quantum leadership (structural obstacles, behavioral obstacles, contextual obstacles); governing context (structural capabilities, behavioral capabilities, contextual capabilities); characteristics of quantum leadership (extrapersonal, intrapersonal); characteristics of organizational civilization (behavioral, structural); consequences of organizational civilization (consequences for the higher education system, consequences for society and the country). The results of this study showed that by implementing the model obtained in this study, positive outcomes can be seen in terms of implementing quantum leadership in order to establish organizational civilization in the country's higher education. Conclusion The present study was conducted with the aim of presenting a quantum leadership model in order to establish organizational civilization in the Iranian higher education system. The results of this study are consistent with the results of Cai et al, (2024), Bogale & Lemi (2024), Balcioglu & Bilgen (2023), Ali sofi & Salami (2023), Hajizadeh Majdi et al, (2023), Geok & Bilal Ali (2021), Ahmadian et al, (2021), Rozbeh et al, (2021), and Noruz Zadeh et al, (2019). Cai et al, (2024) showed that quantum leadership has a positive effect on innovation performance. Organizational intelligence and knowledge sharing have multiple serial mediating effects on quantum leadership and innovation performance. In addition, the interaction between innovative culture and knowledge sharing improves employees' innovation performance. Therefore, this study clarifies the causal relationship between quantum leadership and innovation performance through theoretical and valid research models. It lays the foundation for the sustainable development of organizations in the future. According to the results of this study, the following suggestions are made: - In order to strengthen the structural factors affecting quantum leadership in the higher education system, strategies such as creating flexibility in the structure and tasks of the organization, developing and improving intra-organizational communication between personnel and leaders, moving towards learning and agility of the organization, and creating up-to-date and appropriate changes in the organization and process management are suggested. - In the context of strengthening the structural strategies of quantum leadership, it is suggested that policies be considered to create changes from within individuals instead of changing the organization and utilizing new behaviors and skills; in other words, it is necessary for the effectiveness of the quantum leader, leaders to strive to create constructive changes in the mindset and perceptions of individuals and to apply and promote new and up-to-date organizational skills to carry out the affairs of the organization.

Abstract Abstract
The purpose of this research is the effectiveness of using web quest strategies and digital stories in developing critical thinking, higher level thinking skills, and student progress. The current study is a quasi-experimental study along with a pre-test-post-test design with a control group. The statistical population of the research is 860 fifth grade literature students, 45 of whom were selected by multi-stage cluster sampling and randomly divided into three groups of 15 (a control group of 15 and two experimental groups of the rest 30). Data collection was done based on Ritex critical thinking questionnaire (2003), higher level thinking by Abdi et al., (2013), and academic progress by Salehi (2014). The face and content validity of the questionnaire was approved by professors and experts in management and educational sciences and was confirmed through factor analysis. The reliability of the questionnaire based on Cronbach's alpha coefficient was obtained 0.90 for critical thinking, 0.84 for higher level thinking, and 0.79 for academic achievement. Analysis of the information obtained from the tests was done through SPSS software. The results of the research showed that the effect of using web quest and digital storytelling strategies on the development of critical thinking, higher level thinking and academic progress of students is positive and significant. It was also found that there is not any significant difference in the effect of using web quest strategies and digital storytelling on critical thinking, higher level thinking and academic achievement of students.
Extended abstract
Introduction
Tendency to critical thinking is the factor of the reasoning process in a person's personality, which motivates him to use critical thinking (Facione, 2016). This shows the importance of critical thinking. Therefore, any conceptualization of critical thinking that only focuses on critical thinking skills is not complete, and in any discussion of critical thinking, the tendency towards this thinking should also be considered. In confirmation of this issue, many experts have emphasized the importance of tending to critical thinking in the creation and development of this type of thinking (Noshadi, 2015). Today's students are very different from the students of the past decades, because today's students are looking for deeper thinking about issues and involvement in decision-making; they want to participate in various dimensions of society; one of the ways of which is their development in creating new information, which is possible by equipping them with higher level thinking skills (Shafiei, 2015). For this reason, educational systems should not be limited to teaching knowledge and subjects, but in order to respond as much as possible, students should be given the tools to acquire the necessary strategies to adapt to changes, and in this way, the necessary motivation and ability for lifelong learning in them be created (Petrovska & Veselinovska, 2013). Based on the idea of ​​search and research as well as the theory of constructivism, web quests engage learners in collaborative learning and group projects. In addition, there is a strong connection between web quests and multimedia techniques that provide important opportunities for using Internet resources in teaching and learning (Awada et al, 2020). A strategic web quest based on searching and building concepts forces learners to think at a higher level, so that they can analyze and apply complex information and create an exciting online teaching and learning strategy (Badeleh & Sabeti, 2017). Also web quest helps learners integrate their knowledge and meanings by applying information available on the Internet. Researchers believe that the ability of web quests in designing activities is unlimited, and it engages the learners by satisfying the intuition and curiosity of them (Sanford et al, 2010). According to the issues raised in this research, an attempt is made to answer the question of whether the use of web quest strategies and digital stories is significant in the development of critical thinking, higher level thinking skills, and the progress of fifth grade history literature students.
Theoretical Framework
Web Quest
Web Quest is a question-oriented platform or a model in which students are actively involved in a learning-oriented activity or situation and use multiple resources to interact with content and build knowledge. The Web Quest approach is a learning, problem-oriented, and searching approach; opposite to the direct transfer of knowledge in a teacher-centered learning environment (Nami, 2021).
Digital storytelling
Sadik (2008) considers digital storytelling as a new and modern expression of the old art of storytelling. Since throughout history, storytelling has been a tool for exchanging knowledge, wisdom and values, it has had different forms; this time by integrating with technology, it has been able to be used as a powerful tool to better explain the concepts of the problem.
Critical Thinking
Critical thinking, as a form of wise judgment or thoughtful decision-making, is truly pervasive. That is, it is hard to find a time or place where critical thinking does not seem to have potential value (Facione, 2016).
Higher level thinking
Higher level thinking includes analysis, synthesis and evaluation and requires mastery of previous levels such as applying normal rules in relation to similar or new issues and problems. Higher level thinking skills include changing and transforming information and ideas. This change in shape and transformation happens when students experience and analyze opinions, ideas and facts, and combine, generalize, explain or achieve some results and interpretations (Brookhart, 2017).
Academic progress
The academic progress is measuring the performance of learners and comparing the results with predetermined educational goals in order to decide whether the teacher's educational activities and the students' learning efforts have led to desirable results and to what extent (Mashayekh, 2014).
Sabih Mahdi & Ghalavandi (2024) investigated 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 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.
Aibin et al, (2023) investigated the effect of different types of education outside the university on higher thinking tendencies of elementary and middle school students. They reported positive and significant impact of different types of education outside the university on the high thinking levels of elementary and middle school students.
Research methodology
The current study is a quasi-experimental study along with a pre-test-post-test design with a control group. The statistical population of the research is 860 fifth grade literature students, 45 of whom were selected by multi-stage cluster sampling and randomly divided into three groups of 15 (a control group of 15 and two experimental groups of the rest 30). Data collection was done based on Ritex critical thinking questionnaire (2003), higher level thinking by Abdi et al., (2013), and academic progress by Salehi (2014). The face and content validity of the questionnaire was approved by professors and experts in management and educational sciences and was confirmed through factor analysis. The reliability of the questionnaire based on Cronbach's alpha coefficient was obtained 0.90 for critical thinking, 0.84 for higher level thinking, and 0.79 for academic achievement.
 
Research findings
Analysis of the information obtained from the tests was done through SPSS software. The results of the research showed that the effect of using web quest and digital storytelling strategies on the development of critical thinking, higher level thinking and academic progress of students is positive and significant. It was also found that there is not any significant difference in the effect of using web quest strategies and digital storytelling on critical thinking, higher level thinking and academic achievement of students.
 
Conclusion
The current research was conducted with the aim of the effectiveness of using web quest strategies and digital stories in the development of critical thinking, higher level thinking skills, and student progress. The results of this research are in line with the findings of Nami (2021), Farjaei Bonab et al., (2021), Gharahkhan (2021), Faramarzi (2019), Aibin et al., (2023), Alsalhi et al., (2020), Liang et al., (2020), Ebadi & Rahimi (2018), Liang et al., (2020), Ebadi & Rahimi (2018), Han-Yu et al., (2015), Aibin et al., (2023), Awada et al., (2020), Mosavi et al., (2021), Badeleh & Sabeti (2017), Alsalhi et al., (2020), Kazemi (2015), Farjaei Bonab et al., (2021), Faramarzi (2019), Gharahkhan (2021), and Shabani et al., (2017). Nami (2021) examined direct classroom-based instruction versus flipped web quest-based instruction: Toward more effective writing practice. It was found that direct classroom-oriented teaching compared to reverse web quest-oriented teaching had a lower impact on students' progress.
 

Abstract Abstract The purpose of this research is to design the outsourcing model in the Markazi province government organizations. This research is applicable in terms of purpose, and descriptive in nature. The statistical population of the research includes general managers of Markazi Province, 152 of whom were selected using Morgan's table, and the sampling method in this research is random sampling. The data collection tool is a questionnaire. The validity of this questionnaire has been calculated as construct validity, and reliability of it with Cronbach's alpha coefficient. SPSS22 software was used for data analysis, and structural equation modeling method was used to examine the structural model. The results showed that in the design of the outsourcing model, 5 social, managerial, economic, and political factors were confirmed and identified. Also, the fit indices show the appropriate fit of the research conceptual model. Finally, the factors and components affecting the design of the outsourcing model in the government organizations of Markazi Province have been approved. Extended abstract Introduction Today, organizations operate in an environment that is constantly changing. These changes have led to increasing competition, complexity, dynamism and environmental uncertainty. Today's problems of organizations cannot be solved with yesterday's solutions. Organizations can no longer ensure their long-term survival and success with structural changes such as changing methods, systems, technology, etc. In such a situation, the survival and successful life of organizations depends on the transformation of the infrastructure and the creation of conditions that can consider outsourcing as the only way to maintain the competitive position of the business. Many managers saw outsourcing as the only way to maintain a competitive business position in the early 20th century (Hasasnpor et al, 2021). Outsourcing is the transfer of the management of a process or task from within the organization to external suppliers, or in other words, outsourcing means the presence of an external supplier that provides a service that is normally performed within the organization. Outsourcing is nothing less than restructuring the main capabilities and external relations of the organization (Firouzbakht & Faqihi, 2016). The issue of outsourcing is related to the supply of goods and services from external suppliers, which were previously produced inside the outsourcing organization. Outsourcing is related to the transfer of a complete functional department of the business or some activities of a functional department and keeping the rest of the activities of that department internally. Outsourcing can also include the transfer of employees and fixed assets (Ravaghi et al, 2018). By outsourcing activities for which they do not have the necessary resources or internal capabilities, organizations can achieve complementary capabilities of suppliers, while they are not able to gain advantages by doing them internally. Therefore, outsourcing not only allows companies to reduce costs, but also to improve their portfolio of capabilities and value creation potential, especially when companies use the capabilities provided by these markets to produce unique compounds (Samadzade et al, 2020). According to the above, the main question of the research is: What is the outsourcing model in the government organizations of Markazi Province? Theoretical Framework Outsourcing Outsourcing can be defined as outside management from the inside, and the transfer of non-strategic processes to the outside of the organization and focusing on the basic processes within the organization, or outsourcing can be defined as the act of finding services from an external source (Gambal et al, 2022). Outsourcing is considered to be a fundamental feature of organizational restructuring, which has significantly changed the traditional boundaries of organizations. Outsourcing can be called one of the biggest structural changes in organizations and industry in the century. Outsourcing is contracting with outside the organization to perform activities which are mostly carried out within the organization (Feyzi, 2021). Maleki & Bagherzadeh Fard (2022) investigated outsourcing and exploratory innovation on industrial marketing strategies and customer behavior. The results show that exploratory innovation has a positive and significant effect on customer behavior. Exploratory innovation has a positive and significant effect on industrial marketing strategies. Outsourcing has a positive and significant effect on customer behavior. Outsourcing has a positive and significant effect on industrial marketing strategies. Chen & Shen (2021) examined the effects of offshore and land outsourcing on China's promotion in global value chains with evidence from its manufacturing and service sectors. Additional empirical results also show that the headquarters' economy and human capital strengthens Offshoring outsourcing influence over China's GVC promotion. Finally, based on the empirical findings, they extracted some policy implications for the Chinese government. Research methodology This research is applicable in terms of purpose, and descriptive in nature. The statistical population of the research includes general managers of Markazi Province, 152 of whom were selected using Morgan's table, and the sampling method in this research is random sampling. The data collection tool is a questionnaire. The validity of this questionnaire has been calculated as construct validity, and reliability of it with Cronbach's alpha coefficient. Research findings SPSS22 software was used for data analysis, and structural equation modeling method was used to examine the structural model. The results showed that in the design of the outsourcing model, 5 social, managerial, economic, and political factors were confirmed and identified. Also, the fit indices show the appropriate fit of the research conceptual model. Finally, the factors and components affecting the design of the outsourcing model in the government organizations of Markazi Province have been approved.  Conclusion The current research was conducted with the aim of designing an outsourcing model in the Markazi province government organizations. The findings are consistent with the results of Nikkhah (2022), Goodair & Reeves (2022), Gambal et al, (2022), Maleki & Bagherzadeh Fard (2022), Chen & Shen (2021), Samadzade et al, (2020), Bertaleroa et al, (2020), and Navidi et al, (2018). Samadzade et al, (2020) have stated in a research titled "identification and ranking of strategic policy components in information technology outsourcing" that according to the results, strategic policy has three components of analysis and formulation of the policy, the implementation of the strategic policy, and the evaluation of the strategic policy. Also, information technology outsourcing has seven components of information technology system performance, providing system support services, green information technology, application gap of information technology, strategic importance, features of the organization, and the project and the characteristics of the project suppliers. According to the results of the research, the following suggestions are provided: Creativity: Creativity is the introduction of new ideas or methods based on which something is made or done. Creating outsourcing and innovation requires creativity. Creativity is a very effective skill in a complex and rapidly changing world, with which more valuable alternatives can be found to solve conventional problems. The organization cannot force its employees to be creative, but in order to create a culture of creativity, an atmosphere of generosity, forgiveness, and security must be provided so that they can create the most productivity for the organization with minimal cost. Collaboration: The level of active help of the people of a group to each other is called collaboration. The culture of cooperation leads to reducing fear and increasing efficiency and productivity in the organization. Cooperation between people makes them reach a common understanding of the internal and external environment of the organization.  

Abstract Abstract
The purpose of the present study is to investigate the antecedents and consequences of job burnout among school employees in Tehran. According to its purpose, the research method is applicable, pragmatic in terms of paradigm, and qualitative in terms of method, with a content analysis approach and with the aim of reducing it. The statistical population of the research consists of 15 education experts who include members of officials with experience in education in Tehran, selected for sample selection using the purposeful sampling method, and the sampling process continued until theoretical saturation was reached. Data collection is through semi-structured interviews. Data analysis was done using thematic analysis method and MAXQDA 18 software. Data analysis is done in order to understand the facts and concepts of the research. According to the use of content analysis method in the present research, the components and antecedents resulting from the systematic review and the components and factors resulting from the interviews conducted in the form of a combination of all factors was presented as a model for reducing job burnout among school employees in Tehran with the qualitative approach of content analysis. The results showed that the incidence of job plateauing in schools consists of 11 effective factors, including school policies and education system, inefficient management, inappropriate reward and promotion system, unfavorable evaluation system, unhealthy interactions among colleagues, lack of organizational dynamics, financial issues, inappropriate structure and laws, individual characteristics, social and economic conditions, job characteristics and individual consequences; and they should be focused on in order to reduce job plateauing.
Extended abstract
Introduction
Researches have shown that employees who are progressing in the right career path in the organization work with more motivation, have more role and extra-role performance, are more satisfied, and the tendency to leave the organization and absenteeism are less observed in them. For this reason, organizations are always looking for effective solutions to manage the career paths of employees (Fayazi & Ziyaei, 2014). The phenomenon of career plateauing describes a stage of work in which a person is less likely to receive a formal promotion or face fewer job challenges in their career. The plateau may be called a silent crisis, a slow fall and a continuous and silent destruction. Job plateau as a mental health issue has appeared in organizations that see their members in a job position for a long time without promotion or change of position (Damghanian & Shahbaz, 2019).
Plateau is a feeling of disappointment and psychological failure that employees experience after a temporary or permanent stop in the path of career development. This feeling occurs when the organization does not have jobs at high management levels, or when an employee's abilities do not match the job requirements, which are normally on his career path, and therefore the employee decides not to seek further advancement (Abdulvand & Zakeri, 2018). Unmotivated employees are an obstacle in the advancement of the organization's goals and have a brake on the progress and achievement of organizational goals and excellence. Many researchers in the organizational profession believe that job burnout is quickly becoming a critical managerial and organizational issue that needs to be properly managed to prevent employee dissatisfaction (Noah Pisheh, 2018).
Therefore, in this research, we are looking for an answer to this question: what are the antecedents and consequences of job plateauing among school employees in Tehran?
Theoretical framework
Plateau
The word "plateau" in geological topics means a high path in a flat land. Researchers have used this word in the category of management science and have used it to express a series of situations that appear in the human resources of organizations. They believe that the plateau in the professional and career path indicates stagnation, lack of progress and reduction of individual learning, and induces a feeling of depression and failure. It should be noted that the career plateau has a general structure related to some work results. The emergence of job plateau is a problem that employees, managers and organizations should try to solve (Iranzade et al, 2021). Career plateau is defined as a point of job and career where the probability of additional hierarchical promotion is very low. Due to changes in organizational environments, one of the most important issues related to career paths in the next decade is career plateauing (Chou et al, 2022). A plateau is a point in a person's job and organizational career where progress and improvement (in other words, promotion) is impossible. This is a relatively old concept studied by various researchers. There are different types of plateaus. First, we can distinguish between two levels of job plateauing: structural plateauing (hierarchical plateauing), and content plateauing (Huaman & Lahlouh, 2022).
Jin et al, (2023) investigated the role of career age and career plateau in the relationship between ethical leadership and knowledge sharing. Seniority and career plateau affect moral leadership and knowledge sharing among employees.
Elsayed & Abd-Elmonem (2023) investigated the relationship between nursing staff's understanding of job burnout and job enthusiasm. The results showed that nursing staff's understanding of job plateauing has a significant relationship with their job enthusiasm.
Research methodology
The research method is applicable in terms of its purpose, pragmatic in terms of paradigm, and qualitative in terms of method, with a content analysis approach and with the aim of reducing it. The statistical population of the research consists of 15 education experts who include members of officials with experience in education in Tehran, selected for sample selection using the purposeful sampling method, and the sampling process continued until theoretical saturation was reached. Data collection is through semi-structured interviews.
Research findings
Data analysis was done using thematic analysis method and MAXQDA 18 software. Data analysis is done in order to understand the facts and concepts of the research. According to the use of content analysis method in the present research, the components and antecedents resulting from the systematic review and the components and factors resulting from the interviews conducted in the form of a combination of all factors was presented as a model for reducing job burnout among school employees in Tehran with the qualitative approach of content analysis. The results showed that the incidence of job plateauing in schools consists of 11 effective factors, including school policies and education system, inefficient management, inappropriate reward and promotion system, unfavorable evaluation system, unhealthy interactions among colleagues, lack of organizational dynamics, financial issues, inappropriate structure and laws, individual characteristics, social and economic conditions, job characteristics and individual consequences; and they should be focused on in order to reduce job plateauing.
Conclusion
The present study was conducted with the aim of investigating the antecedents and consequences of job burnout among school employees in Tehran. The results of this research correspond with the results of Zeinabadi et al, (2022), Paryar et al, (2022), Naghiloo et al, (2022), Farjam et al, (2022), Iranzadeh et al, (2021), Jin et al, (2023), Elsayed & Abd-Elmonem (2023), Darling & Cunningham (2023), DiRenzo et al, (2022), Huaman & Lahlouh (2022), Changya et al, (2022), and Jing et al, (2022). Changya et al, (2022) showed that there are positive relationships between previous potential factors (job compatibility, person-environment fit, psychological capital and workplace support). Job burnout was positively related to counterproductive work behavior, job insecurity, rational psychological distress, and intention to quit; but negatively related to job satisfaction, extra-role performance, intra-role performance, job involvement, job satisfaction, coaching support, organizational commitment, and commitment. Also, job plateauing was related to other variables, including age, gender, job history, race, and role ambiguity.
Based on the research results, the following suggestions are presented:
1- Considering the importance of education and awareness, school administrators should set up workshops according to the needs and methods of the day based on the development of employees and put targeted and continuous training programs in the executive agenda of their organization.
2- Paying attention, recognizing and appreciating the small and big successes of employees will have a positive effect on the work process ahead of them. School managers should pay attention to the efforts and performances of the employees and improve their reward and payment system based on the performances of the employees.

Abstract Abstract The aim of this research was to examine the mediating role of entrepreneurial attitude, education, and self-efficacy on students' entrepreneurial mindset. The study employed a descriptive-correlational research design and surveyed 273 students from the Faculty of Economic Sciences at Tabriz University, selected through available random sampling from a population of 997 students. The research utilized questionnaires on entrepreneurship education (Denaniveh et al., 2015), entrepreneurial self-efficacy (Zhao et al., 2005), entrepreneurial attitude (Chen & Linan, 2009), and understanding of entrepreneurial mindset (Arnolf & Matthiessen, 2013). Structural equation modeling using the partial least squares method and SmartPLS3 software was employed to test the hypotheses. Results showed that entrepreneurship education significantly influenced entrepreneurial self-efficacy (69%), entrepreneurial mindset (24%), and self-efficacy to entrepreneurial attitude (58%). Additionally, entrepreneurial self-efficacy mediated the relationship between entrepreneurial attitude and entrepreneurial mindset (37%). However, entrepreneurship education did not have a significant impact on entrepreneurial attitude or entrepreneurial mindset through the mediation of entrepreneurial attitude and self-efficacy. Extended abstract Introduction Entrepreneurship plays a crucial role in stabilizing economic activities and fostering competition in every country (Ratten, 2019; Ilonen et al., 2018). Higher education institutions, particularly those in knowledge-based societies, are vital in promoting entrepreneurship education (Siivonen et al., 2020). Effective entrepreneurship education programs can enhance students' entrepreneurial attitude, mindset (Wardana et al., 2020), skills, and motivation (Oosterbeek et al., 2010), ultimately improving their entrepreneurial mentality (Cui et al., 2021). Entrepreneurial mindset, the core of entrepreneurship, refers to the ability of budding entrepreneurs to successfully develop their ventures (Neck & Corbett, 2018). To strengthen the entrepreneurial mindset, several dimensions, including entrepreneurship education (Lindberg et al., 2017), attitude towards entrepreneurship (Ayalew & Zeleke, 2018), and self-efficacy (Aima et al., 2020), must be considered. Given the lack of research on entrepreneurial attitude and mindset, as well as the recent emphasis on the need for further investigation of entrepreneurial mindset (Cui et al., 2019), this study aimed to explore the mediating role of entrepreneurial attitude, education, and self-efficacy on students' entrepreneurial mentality. Theoretical Framework: Entrepreneurship encompasses the ability to create something from nothing, combining risk-taking, creativity, personal success, and innovation. It also involves planning, transforming raw ideas into economic outcomes (Nasiri et al., 2022). Ajzen (1991) conceptualized attitude as the degree to which an individual has a positive or negative evaluation of a desired behavior. Entrepreneurial attitude refers to a learner's thoughts and feelings about entrepreneurship. Behavioral attitudes can be categorized as affective (whether a person finds the behavior pleasurable or not) and instrumental (the beneficial or harmful behavior) (Amofah & Saladrigues, 2022). Entrepreneurship training can influence individuals' attitudes and behavioral goals towards entrepreneurship, as well as enhance their management skills (Korir & Kisubi, 2021). The purpose of entrepreneurship education is to help individuals develop entrepreneurial ability, a combination of diverse information, attitudes, and skills (Ndofirepi et al., 2020). Entrepreneurial self-efficacy is a crucial factor in the entrepreneurial process, as it requires individuals to accept the uncertainty of the business environment, which necessitates preparation, hard work, and tenacity (Bandura, 2006). Entrepreneurial mindset refers to a holistic perception of generating new ideas, assessing opportunities and risks, or starting and running a business, where a person internally evaluates their perceptions based on holistic rather than functional characteristics (Asenge, 2018). Research findings have shown that entrepreneurship training positively and significantly impacts self-confidence, mindset, and attitude (emotional, cognitive, and behavioral), as well as entrepreneurial intention (Darini et al., 2022). Azizi et al. (2021) concluded that there is a positive and significant relationship between a supportive atmosphere and self-efficacy with attitude towards entrepreneurship. Entrepreneurship education significantly increased students' entrepreneurial inspiration, which, in turn, promoted the formation of students' entrepreneurial mindset (Jiatong et al., 2021). The results also showed that entrepreneurial self-efficacy partially mediates the relationship between entrepreneurship education, entrepreneurial mindset, and creativity on entrepreneurial intention. Methodology: This study used a quantitative research method to gain a detailed understanding of how entrepreneurship education affects entrepreneurial mindset as well as to understand the mediating role of entrepreneurial attitude and entrepreneurial self-efficacy. The statistical population studied was 997 students of the Faculty of Economic Sciences of Tabriz University, and 273 people were selected as the sample size according to the Karjesi and Morgan table using the available random sampling method. The research tool includes a questionnaire on students' understanding of entrepreneurship education with three items from Denanyoh et al (2015); Entrepreneurial self-efficacy questionnaire with three items from Zhao et al (2005); Entrepreneurial attitude with four items from Liñán & Chen (2009) and perception of entrepreneurial mindset with four items from Mathisen & Arnulf (2013). Participants were asked to answer the items using a 5-point Likert scale from 1 indicating "strongly disagree" to 5 indicating "strongly agree". The analysis data of this research is in two parts, descriptive and inferential, using SPSS26 software, and in order to test the hypotheses, structural equation modeling using partial least squares method is used using SmartPLS software. Research findings The results revealed that the average scores for entrepreneurship education, entrepreneurial self-efficacy, entrepreneurial attitude, and entrepreneurial mentality were 9.87, 11.11, 16.72, and 15.86, respectively. The path coefficient for the relationship between entrepreneurship education and entrepreneurial self-efficacy was 0.687, indicating that a one-unit increase in entrepreneurship education leads to a 0.687-unit increase in entrepreneurial self-efficacy. The path coefficient for the relationship between entrepreneurship education and entrepreneurial mindset was 0.236, indicating that a one-unit increase in entrepreneurship education results in a 0.236-unit increase in entrepreneurial mindset. The path coefficient for the relationship between entrepreneurial self-efficacy and entrepreneurial attitude was 0.582, indicating that a one-unit increase in entrepreneurial self-efficacy leads to a 0.582-unit increase in entrepreneurial attitude. The path coefficient for the relationship between entrepreneurial attitude and entrepreneurial mindset was 0.633, indicating that a one-unit increase in entrepreneurial attitude results in a 0.633-unit increase in entrepreneurial mindset. Furthermore, the results demonstrated that entrepreneurial self-efficacy plays a mediating role in the relationship between entrepreneurship education and entrepreneurial mindset, with a mediation effect of 0.368. The research findings support the proposed theoretical framework and highlight the importance of entrepreneurship education, entrepreneurial self-efficacy, and entrepreneurial attitude in fostering an entrepreneurial mindset among students. Conclusion: The results indicated a significant relationship between entrepreneurship education and entrepreneurial self-efficacy. This finding aligns with the research findings of Wardana et al. (2020) and Darini et al. (2022). To explain these results, it can be argued that universities provide knowledge about entrepreneurship that enables students to become proficient and skilled in business (Jena, 2020), as well as enhances their ability to identify new business opportunities or investments. Furthermore, they can think more creatively and commercialize new ideas in the form of product development (Mahendra et al., 2017). However, the findings revealed that entrepreneurship education does not have a significant impact on entrepreneurial attitude. This result contradicts the research findings of Kusumojanto et al. (2021); Newman et al. (2019); Darini et al. (2022); Naderi & Amiri (2019); and Mohseni et al. (2023). Additionally, the results demonstrated a significant relationship between entrepreneurship education and entrepreneurial mindset. This finding is consistent with the research results of Jiatong et al. (2021); Cui et al. (2021); Wardana et al. (2020); Handayati et al. (2020); Nowiński et al. (2019); Saptono et al. (2020); and Darini et al. (2022). The role of entrepreneurial self-efficacy in entrepreneurial attitude was also significant. This result aligns with the research findings of Azizi et al. (2021) and Bandura (2012). Bandura (2012) argued that self-efficacy is a fundamental factor that influences behavior through processes, goal setting, outcome expectations, and challenges in situations. The role of entrepreneurial attitude in entrepreneurial mindset was significant. The result of the present research aligns with the findings of Darini et al. (2022); Kawulur et al. (2019); and Cui et al. (2021). Contrary to the findings of Wardana et al. (2020), entrepreneurial self-efficacy did not have a significant impact on entrepreneurial mindset. This result contradicts the findings of Kawulur et al. (2019); McMullen & Kier (2016); and Bandura (2012). The role of entrepreneurship education in entrepreneurial mindset, both with the mediation of entrepreneurial attitude and entrepreneurial self-efficacy, was not significant. These results contradict the findings of Wardana et al. (2020) and Kawulur et al. (2019). Based on the obtained results, the following suggestions can be made: Change educational approaches to focus on increasing self-efficacy in entrepreneurship. Design entrepreneurship education programs that not only provide technical skills but also help students gain confidence and self-belief. Introduce successful entrepreneurs to students through group meetings, entrepreneurial reports, and project collaborations with the entrepreneurial environment. Utilize new technologies, such as virtual education, virtual reality, and social platforms, to enhance the speed and quality of entrepreneurship education. Encourage students to engage in entrepreneurial activities and share their experiences through these platforms. Foster collaboration between universities and educational institutions with successful entrepreneurs. This can be achieved through specialized meetings, entrepreneurial reports, and project collaborations between students and the entrepreneurial environment. Promote a culture that values entrepreneurship as a solution for success and economic growth at the university and society level. This can be done through competitions, rewards, and financial incentives, which can encourage students to engage in entrepreneurial activities.

Abstract Abstract The purpose of this research is to present a conceptual model of organizational democracy with an emphasis on the development of psychological capital in the employees of National Iranian Oil Company. The research method is quantitative, and a researcher-made questionnaire was used to collect data, analyzed by SPSS and SmartPLS 3 software. The total number of the studied statistical population is equal to 100,000 people, 200 of whom were selected from all the employees of the National Iranian Oil Company, and we reached a sample of 200 people through Crejci and Morgan for limited communities. Therefore, in the second stage, 220 questionnaires were distributed among all employees of National Iranian Oil Company, and finally 211 complete and intact questionnaires were delivered. After confirming the reliability and validity of the questionnaire, the results showed that some causal components such as the attitude and perspective of managers, structural factors, manpower planning, macro political and social factors have the greatest impact on organizational democracy based on the development of the psychological capital of the employees of National Iranian Oil Company, and then strategic factors such as organizational learning, succession training, support and knowledge management have the greatest impact in creating the consequences of the implementation of democracy in the National Oil Company. Extended abstract Introduction Parallel to the increase of political democracy, the interest in democracy at the organizational level increased worldwide after the 1990s (Harmancy & Delishmak, 2021). Organizational democracy is a new model of organization design for the democratic era, and based on this model, a freedom-oriented and healthy atmosphere is formed. This type of democracy should be taken into account as the expansion of employee sovereignty in the workplace, which respects the goals and feelings of employees, and leads to positive economic results in contrast to authoritarian and traditional leadership styles (Rangeriz & KHamohi, 2019). Institutional homogeneity means that organizations in an institutional field must respond to the environment like other organizations in that field. Institutional homomorphism occurs in three forms: forced homomorphism (result of pressure from important environmental organizations), normative homomorphism (professionalization of managers and organizational experts), and imitative homomorphism (tendency to imitate successful organizations in conditions of ambiguity and uncertainty). A very important point is that in each of the processes of institutional homogeneity, this event causes a decrease in internal organizational efficiency (for companies following dominant companies in that field) (Gholipour, 2018). The results of this research and problem solving at the individual level can lead to the development of the psychological capital of the employees of the National Oil Company, and at the organizational level and the organizational field (organizational population ecology) due to the similarity and adaptation of the organizational structure of the three other main companies of the Ministry of Oil (National Company of Iran Gas, National Company of Petrochemical Industries, and National Company of Refining and Distribution of Petroleum Products of Iran) from the National Oil Company will lead to the growth of the components of organizational democracy and the development of the psychological capital of the employees in the mentioned industries; and at the national level, it will also lead to the development of institutional trust in Companies and organizations with industrial management models and promotion of democracy and social participation. According to the mentioned cases and the statement of the areas, history, definitions, different theories about this subject area and the identification of research gaps as well as the benefit of this area for science from different points of view, now the main problem of the research is to identify the component test to present the conceptual model of organizational democracy based on the development of psychological capital for the employees of National Iranian Oil Company. Theoretical foundations Organizational democracy is the development of freedom within the framework of business. Organizational democracy is basically considered as a kind of strategy in organization design; that is, depending on internal and external conditions and competitive influencing factors, an organization can use the strategy of organizational democracy (Belasi et al, 2023). Capitalism is an economic system in which those who own the capital invested in a company also have the power to manage the company. However, this policy was doomed to failure as a strategy to launch economic democracy (Rothstein, 2020). Ever since the basic works of organizational psychologists and management researchers were proposed, the theories and practices of management and organization seek to deal with the challenges of post-Fordist capitalism (Frega & Bloch, 2020). Belasi et al, (2023) conducted a study titled Comparing Organizational Democracy in Norway and Mondragon: Lessons Learned for Other Countries. Based on the results obtained, it was found that organizational democracy in Norway and Mondragon differ from each other in terms of ownership and profit sharing, participation and employee ownership. Aghajanpour et al, (2022) conducted a study titled "Designing a multi-voice organizational model in Iran's higher education". In this research, based on the opinion of experts, the effective components and management strategies of the diversity of voices in the higher education system were analyzed and presented in the form of a comprehensive model, and finally, based on the findings of the research, practical solutions for managers, institutions and future researches were proposed. Research methodology In general, this research is quantitative in terms of method, and applicable in terms of purpose. The data collection in the current research was done through a survey and in the form of a questionnaire (Questionnaire on Organizational Democracy and Development of Employees' Psychological Capital). The sampling method is simple random sampling. The total number of the statistical population under study is equal to 100,000 people, out of which 200 people were selected from all the employees of the National Iranian Oil Company, and the questionnaire was provided to these people in the form of a link and in person and online (Pressline website). Analysis of the obtained data was done using SPSS and Smart Pls software. Findings As it is clear in the main model of the research, the consequences category in the model of organizational democracy based on the development of psychological capital of the employees of National Iranian Oil Company has 21 indicators. To check the reliability of the reagents, the factor loading test has been used, and in this test, the factor loading of the reagents must be higher than 0.4 (Questions with a factor load of less than 0.4 should be removed unless that question has a high convergence validity with other questions, in which case the researcher is not allowed to remove the question). The strength of the relationship between the factor (latent variable) and the observable variable is shown by factor loading. Factor loading is actually a correlation coefficient between latent variables and manifest variables in a measurement model. This coefficient determines how much of the latent variable explains the variance of the manifest variables, and since it is a correlation coefficient, it must be statistically significant. The significance of the factor load is checked with the t-value statistic. Because significance is checked at the error level of 0.05, so if the amount of factor loadings observed with the t-value test is calculated to be smaller than 1.96, the relationship is not significant and the question should be removed from the research. In this research, the very important index of the Standardized Root Mean Residual (SRMP) is used to evaluate the confirmatory factor analysis model. According to Josep et al., (2016), the limit of this index is 0.1. For the model, the value of this index is 0.78, which is less than 0.1, and it can be said that the model has a good fit and, the data of this research has a good fit with the factor structure and the theoretical foundation of the research. On the other hand, according to Ringel (2016), the acceptable value is less than 0.8, which is also acceptable from this point of view. The output of the model shows that the significance coefficient between the research hypotheses is out of ±1.96 range and this means that all research variables are confirmed at the 95% confidence level in the statistical sample. Discussion and conclusion Based on the results of the analysis, the main or central phenomenon in the model of organizational democracy based on the development of psychological capital includes three indicators of participation and cooperation, action orientation, and management skills. The index of participation and cooperation expresses the concepts of participation, consultability, review of proposals, participation in implementation and cooperation. Rangeriz & KHamohi (2019) in their research entitled "Investigation of the effect of organizational democracy on the psychological capital of women in the organization of the Research Institute of Humanities and Cultural Studies", introduced critical participation as one of the indicators affecting psychological capital. Some management science experts proposed seven dimensions for organizational democracy: participation, criticism, transparency, justice, equality, responsibility and power. Justice refers to the rules and social norms related to the system that regulates the management and distribution of emerging rewards and punishments (constraints). Another case of these dimensions is transparency, which is an important part of the concepts of laws and regulations. Aghajanpour et al, (2022) in a research on the effect of perceived organizational democracy on the quality of work life showed that the subscales of organizational democracy, namely participation-criticism, transparency, and justice significantly affect the quality of work life. Another causal factor is the trust building index. Trust building also overlaps with laws and regulations, and includes the concepts of clarification, cooperation and participation, involvement and criticism. Trust building happens by participation of people in decisions and the existence of cooperation and justice. Trust building leads to the formation of a democratic organization and vice versa. Workplace democracy can create a thriving work environment. Employees trust their own decision-making abilities, and the employer empowers employees and provides a sense of control and autonomy. It is suggested to adopt an approach that preserves the dignity and self-esteem of employees and respects their rights. It is also recommended to pay attention to and implement organizational justice as well as the organizational atmosphere through fair and timely reward systems, along with ensuring a calm and safe environment for employees. Also, getting everyone's opinion in counseling sessions and using techniques such as brainstorming is effective in achieving optimal and effective models for the development of psychological capital.

Abstract Abstract
The aim of the present study is to design a smart leadership model for education managers. The research method is applicable according to its purpose, and its method is qualitative and of the type of content analysis. The statistical population includes 12 university professors and scientific research experts with a degree in public administration, as well as education managers and experts in Torbat Heydariyeh city, who were selected through purposive sampling dependent on the selection criteria, and the selection of samples continued until theoretical saturation was reached. The data collection tool is a semi-structured interview. The validity of the research data was examined and confirmed by returning to the participants and external auditors. The content analysis method and Atlas ti8 software were used to analyze the data. The results indicate that 4 organizing themes: pragmatic management, knowledge management, organizational management, and team management were identified and confirmed; and the results also showed that the elements of the smart leadership model for education managers are knowledge management, organizational management, team management, and pragmatic management.
Extended abstract
Introduction
Today, the issue of leadership is one of the most important topics in the field of organizational behavior, which has been discussed and practiced in various ways for a long time. In the last fifty years, when systemic theories about organizations have been formed, the issue of organizational leadership has also been an important and noteworthy topic, and various discussions and numerous researches have been presented and conducted around it. One of the approaches recently attracted the attention of management experts is intelligent leadership (Haight et al, 2017). Intelligent leadership is an exchange of ideas between a leader and followers in a specific situation, who work effectively with each other to achieve a common vision (Majlesi et al, 2020). Today, future leaders consider it necessary to recognize a change pattern in order to open windows of success for themselves and seize it; and to achieve it, they need many competencies; Smart leadership as a process and competency leadership takes this into account (Marishane & Mampane, 2019). It should be noted that the goal of smart leadership is to create the necessary skills and enthusiasm to achieve organizational leadership knowledge and improve leadership intelligence within individuals. Double effectiveness, strategic and flexible thinking, operational focus, and balance are other knowledge achievements of this theory. In fact, leadership is a real phenomenon and plays a prominent role in the effectiveness of organizations (O'Brien, 2022).
Therefore, the present study, with the aim of designing and developing a model for smart leadership in education using the interpretive structural modeling technique, seeks to design and present a model for smart leadership in education, and answer the question: what the interpretive structural model of smart leadership in education looks like?
Theoretical Framework of
Leadership
Leadership is a simple yet elegant concept, which is why there are numerous definitions. Many management experts have different views on what leadership entails, but in general, they agree that leadership involves the power to influence individuals or groups to achieve goals (Amzat et al, 2020).
Smart Leadership
Smart leadership is one of the approaches that management experts have recently paid attention to; therefore, according to leadership theories in new models, an attempt is made to look at the phenomenon of leadership from a creative and intelligent angle (Ali & Rashid, 2020). Smart leadership is an exchange of ideas between a leader and followers in a specific situation, who work effectively with each other to achieve a common vision (Majlesi & Khani, 2019).
Cheraghchi (2023) states in his research that the effectiveness of manager is determined by his management and leadership style. In his research, he examined pragmatic and transformational leadership styles and their types, and showed that a manager, based on his personality and the organization in which he works, can use a specific leadership style or a combination of styles to increase progress and growth. Familiarity with different leadership styles enables an individual to analyze different situations and choose the most appropriate style. He also states that all styles can be effective in specific situations.
Toosi et al, (2022) conducted a study aimed at providing a model for smart leadership in the central organization of Islamic Azad University. In this study, the data in the qualitative section, including three stages of data coding, were analyzed through a coding process and based on a systematic design of grounded theory. The results of the qualitative section indicated the identification of smart leadership components in 5 main components, 21 subcategories, and 98 sub-indices. In the quantitative phase of the research, managers specializing in macro-planning at the middle and senior levels of the Islamic Azad University were selected as the population. The number of staff managers of the central organization of the Islamic Azad University was 114, and the number of staff managers in the provinces was 40, which made a total of 154 people selected as the statistical population. Due to the limited statistical population, the statistical sample was considered equal to the number of 154 people. To collect data from the statistical sample, a researcher-made intelligent leadership questionnaire was used. In the quantitative part, confirmatory factor analysis was first used, and then the relationships between the main indicators were identified using the structural equation model; and after confirming the relationships between the variables, an appropriate model was presented. The findings of the quantitative part showed that the final model of intelligent leadership was confirmed with 5 components of rational leadership, emotional leadership, spiritual leadership, collective leadership, and political leadership.
Research Methodology
The research method is applicable according to its purpose, and its method is qualitative and of the type of content analysis. The statistical population consists of 12 university professors and scientific research experts with a degree in public administration, along with education managers and experts in Torbat Heydariyeh city, selected through purposive sampling dependent on the selection criteria; and the selection of samples continued until theoretical saturation. The data collection tool is a semi-structured interview. The validity of the research data was examined and confirmed through feedback to the participants and external auditors.
Research findings
For data analysis, the content analysis method and Atlas ti8 software were used. The results indicate that 4 organizing themes: pragmatic management, knowledge management, organizational management, and team management were identified and confirmed; and the results as well showed that the components of the intelligent leadership model of education managers are knowledge management, organizational management, team management, and pragmatic management.
Conclusion
The present study was conducted with the aim of designing an intelligent leadership model for education managers. The results of this study are in line with the research of Cheraghchi (2023), Mohtaram & Pakbaz (2023), Fazlail & Moazzami (2023), Toosi et al, (2022), Hejazi & Hossein zadeh (2020), Ali & Rashid (2020), Keikha et al, (2019), Lang (2019), Jalali et al, (2019), Oleksiyenko & Ruan (2018), Keikha (2017), Mohamadi & Farahbakhsh (2015), Rutkauskas & Stasytyte (2013), and Mattone (2013). Lang (2019) showed that given today's changing business environment, what context and platform should be the aim of organizational leaders. Based on published research on the context and platform, this article develops a model of contextual intelligence that can be applied to develop better methods for leadership training. The model encompasses four concerns: contextual sensitivity, situational awareness and judgment, situational adaptability, and response judgment. In the next step, the article focuses on the necessary complexity that leaders must achieve if such a model is to be operationalized. This required complexity includes four components: general cognitive complexity, social complexity, affective complexity, and self-complexity.
In line with the results obtained, the following suggestions are made:
Provide funding for the electronic resource allocation and deployment system.
Design a reward and incentive system that is appropriate for innovative and collaborative employee performance.
Reduce cumbersome rules and processes based on informal structures.
Consider joint goal setting through management by objectives techniques.
Provide special budget to implement an optimal management system for economic and human investments.

Abstract Abstract The aim of the present study is to model organizational justice and job satisfaction with the mediating role of organizational indifference (case study: General Directorate of Education of Semnan Province). The research method is applicable in terms of its purpose and is quantitative and descriptive-correlational in terms of its implementation method. The statistical population of the study includes 607 employees of the General Directorate of Education of Semnan Province, 242 of whom were selected using the Cochran formula and a multi-stage and stratified proportional sampling method. A standard questionnaire was used to collect data. Data analysis was performed using SPSS software and structural equations. The results of this study showed that the direct effect of organizational justice and job satisfaction is 0.34. Also, the indirect effect of the organizational justice and job satisfaction variable with the effect of the mediating variable of organizational indifference is 0.062. Furthermore, the path coefficient between the two variables of organizational justice and job satisfaction is 0.34; in other words, a degree change in organizational justice caused an increase of 0.34 degrees in job satisfaction. Also, the path coefficient between organizational justice and organizational difference is -0.39, which showed the negative effect of the organizational justice variable on organizational indifference; in other words, a degree change in organizational justice caused a decrease of 0.39 degrees in organizational indifference. This means that organizational justice has an inverse relationship with organizational indifference. Extended abstract Introduction Many different factors in organizations lead to the formation of employees' attitudes towards the organization. Although some of the related factors are positive, some are negative. The fact that employees think that they are treated unfairly in organizational practices and the decrease in perceived organizational support may lead to a pessimistic attitude towards the organization, which has a detrimental effect on the success of the organization. The traditional view of an ideal workplace is an organization with a climate of justice and a supportive environment (Rahman & Karim, 2022). Therefore, studying occupational behavior is one of the most difficult and complex tasks due to the multiplicity and overlap of variables that affect human behavior, interrelationships, and the instability of these variables. In addition, predicting human behavior in organizations is not easy. It is unpredictable because it results from an attempt to meet the multiple needs of different people. Undoubtedly, human behavior can be understood to some extent within the framework of behavioral principles and concepts (Abd & Behadili, 2019). The results of recent studies show that organizations need to improve their efficiency. In this regard, it is believed that a constructive, advanced, and sustainable culture is the foundation for improving the efficiency of organizations (Olan et al, 2019). Job satisfaction is a concept that has been widely studied in organizational behavior research, and is usually defined as an affective variable obtained from the evaluation of an individual’s work experience (Fritzsche & Parrish, 2005). In fact, job satisfaction is related to the mental state or feelings of employees about the nature of their work. Job satisfaction refers to an individual’s emotional approach to their current position in the organization and the company (Valaei & Jiroudi, 2016). Adams & Freedman (1976) state that when individuals’ inputs are less than those of similar individuals in the organization who perform similar work or when the services they provide are not compensated by the organization, individuals experience job dissatisfaction or deficiency (Yuen et al, 2018). It is time to abandon the hypothesis that knowing organizational intelligence is the only way to organizational success (Alvesson & Spicer, 2017). In fact, knowledge has a dark side that grows with it and causes dissatisfaction and frustration in the organization (Paulson, 2017). Researchers have named this dark side organizational apathy (Albrecht, 2003; Alvesson & Spicer; Paulson, 2017). Organizational apathy is defined as the lack of reflection, substantive reasoning, and justification in organizations. This causes employees to deny the use of intellectual resources outside of limited and safe conditions. The operating system creates a sense of certainty that makes organizations work properly, and leads to saving the organization and its members from the friction caused by doubt and reflection (Alvesson & Spicer, 2017). Considering the importance of organizational justice and consequently job satisfaction and its key role in individuals' performance in their jobs, we seek to answer the question: how to model organizational justice and job satisfaction with the mediating role of organizational indifference (case study: Semnan Province General Directorate of Education)? Theoretical Framework Organizational Justice Transactional justice encompasses aspects of the communication process such as politeness, honesty, and respect between the source and the recipient. It refers to the perceived fairness of the supervisor's interpersonal behavior. These perceptions of justice are implicitly linked to diversity and difference in work outcomes such as social capital and organizational health (Amrolahi Biuki et al, 2017). Organizational Apathy With the beginning of the third millennium, the role of human resources has become more prominent day by day, and is now considered one of the important factors in achieving success and sustainable competitive advantage in the organization. One of the main concerns of managers is to motivate employees as strategic assets of the organization. According to Stallard (2010), recent research shows that ninety percent of employees are either not motivated or have no desire, or their behavior is not in line with the goals of the organization. One of the main causes is apathy. Regarding the phenomenon of organizational apathy, various definitions have been provided by experts. Although these definitions refer to different points to some extent, they generally define a certain situation with a set of specific consequences as organizational apathy (Shekari et al, 2016). Job Satisfaction Job satisfaction indicates the extent to which people are satisfied with their job and like it. Some people enjoy their work and consider it the main focus of their lives; while some hate their work and do it only because they have to (Izadian Sheyjani & sadoughi, 2022). In their study titled Analyzing the Effect of Organizational Justice on Employee Commitment: Job Satisfaction as a Key Mediator, Sheikh et al, (2024) concluded that how seafarers' perceptions of equity and fairness in resource distribution, management policies and procedures, and the quality of interpersonal behavior affect job satisfaction and, in turn, their commitment to their employing organizations. In their study titled Investigating the Relationship between Organizational Justice and Employee Job Satisfaction with Emphasis on Knowledge Management, Sheki & Alizadeh (2024) concluded that there is a positive and significant relationship between the three variables of justice, job satisfaction, and knowledge management; and that organizational justice is able to predict job satisfaction. Research Methodology The research method is applicable in terms of its purpose and is quantitative and descriptive-correlational in terms of its implementation method. The statistical population of the study includes 607 employees of the General Directorate of Education of Semnan Province, 242 of whom were selected using the Cochran formula and a multi-stage and stratified proportional sampling method. A standard questionnaire was used to collect data. Research findings Data analysis was performed using SPSS software and structural equations. The results of this study showed that the direct effect of organizational justice and job satisfaction is 0.34. Also, the indirect effect of the organizational justice and job satisfaction variable with the effect of the mediating variable of organizational indifference is 0.062. Furthermore, the path coefficient between the two variables of organizational justice and job satisfaction is 0.34; in other words, a degree change in organizational justice caused an increase of 0.34 degrees in job satisfaction. Also, the path coefficient between organizational justice and organizational difference is -0.39, which showed the negative effect of the organizational justice variable on organizational indifference; in other words, a degree change in organizational justice caused a decrease of 0.39 degrees in organizational indifference. This means that organizational justice has an inverse relationship with organizational indifference. Conclusion The present study was conducted with the aim of modeling organizational justice and job satisfaction with the mediating role of organizational indifference (case study: General Directorate of Education of Semnan Province). The findings of the present study are consistent with the findings of Sheikh et al, (2024), Sheki & Alizadeh (2024), Banihashemi et al, (2024), Darvishi & Ashrafi (2024), Zahed Babelan & Ahmadi (2022), Izadian Sheyjani & sadoughi (2022), Mehrban (2021), Jafari (2021), and Andam & Taheri (2020). In their study titled Investigating the Relationship between Organizational Justice and Employee Job Satisfaction with Emphasis on Knowledge Management, Sheki & Alizadeh (2024) concluded that there is a positive and significant relationship between the three variables of justice, job satisfaction, and knowledge management; and that organizational justice is able to predict job satisfaction. It is suggested that education officials should provide organizational justice by considering the following components: Judgment should be based on evidence, which means that standards should be precise, data should be collected, and decisions should be based on this formal process.

Abstract Abstract The aim of this research is to design an efficient model of employee behavior intelligence in the General Directorate of Customs and Taxation of Hormozgan Province. The present research is applicable in terms of its purpose, and qualitative in terms of its implementation. The statistical population of the research includes 19 experts from among managers, experts, and members of the academic staff, and managers of the General Directorate of Customs and Taxation of Hormozgan Province in the topic of employee behavior intelligence. The research collection tool is a semi-structured interview. In order to identify the dimensions and components of employee behavior intelligence, detailed and in-depth interviews were conducted with academic experts and managers of the General Directorate of Customs and Taxation of Hormozgan Province. Content analysis and NVIVO version 11 software were used to analyze the data. The results showed that the extracted concepts related to the efficient model of employee behavior intelligence in the General Customs Department and the General Tax Department of Hormozgan Province include 92 primary codes, 24 basic themes, and 8 organizing themes of organizational citizenship behavior, destructive work behaviors, planned behaviors, strategic proactive behaviors, political behaviors, counterproductive behaviors, ethical behaviors, and desirable social behaviors. Introduction In a competitive and rapidly changing world, the success of organizations depends on the performance and intelligence of employees' behavior. Human resources, as much as they can help organizations in competition, may be a serious obstacle to the organization. Therefore, understanding the behaviors, motivations, and hidden reasons behind human norm violations in the context of the organization is essential and greatly reduces the challenges and problems of organizations (Soleimani & Danesh Shahraki, 2024). Human resource behavior intelligence is a new approach to employees that requires greater emphasis on the element of intelligence. Currently, human resource management looks at the category of behavioral intelligence as a tool for reducing internal risk and sensitivity to the accuracy of information. With competitive pressures and an increasing rate of change, human resources have become human capital and then the main source of intellectual capital of the organization. Current organizations are willing to have employees contribute to the intellectual capital of the organization and ultimately achieve organizational goals in an efficient and effective manner (Ghasemi-Aghdami et al, 2021). Employees with behavioral intelligence are a critical factor in the success of current organizations. Companies and businesses spend a lot of money in this field. Therefore, employees with behavioral intelligence should be welcomed in order not to lag behind in competition with other organizations (Poyeri & Bariweni, 2023). Today, the importance of employees as a determining factor in the success of the organization has received more and more attention from researchers and managers of organizations. This is especially true in relation to government organizations that depend to a large extent on the performance of their employees (Taheri & Ghavami, 2024). The way employees behave and communicate with customers, the skills and technical knowledge of employees, the commitment of employees to comply with organizational values ​​and goals, etc. are all considered as key performance indicators in organizations. In this regard, the concept of intelligent employee behavior has been proposed as an important component in both organizational branding and improving the overall performance of the organization (Yaghoobi et al, 2024). In the business world, intelligent behavior is closely related to work productivity, employee effectiveness, and other factors that can affect the business in the short and long term. Normal behaviors in business occur when employees gather in a group to collaborate regularly and permanently or temporarily for a specific activity, but intelligent behaviors are the result of knowledge, experience, having specific behavioral patterns, etc. With the help of these intelligent behaviors, organizations can be saved from potential bottlenecks and problems ahead (Tumi et al, 2022). Therefore, the main question of the research is: What is the efficient model of employee behavior intelligence in the General Directorate of Customs and the General Directorate of Taxation of Hormozgan Province? Theoretical Framework Definition and Concept of Intelligence Human intelligence is the capacity and mental ability of a person, which is characterized by perception, awareness, self-awareness, and will. Through his intelligence, a person has the cognitive abilities to learn, learn concepts, understand, apply logic and reason, including the capacity to recognize patterns and take examples, understand thoughts, plan, solve problems, make decisions, retain information, and use language to communicate. Information gives a person the ability to experience and think. Robert Sternberg, in defining human intelligence, says: Intelligence is the application of "your skills and everything in them to achieve what you want to achieve in your life in a cultural and social context, relying on your abilities, and paying attention to compensating for or improving your weaknesses." The ancestors of modern humans continued and developed the large and complex brain of intelligent humans, which increasingly adds to their intelligence capabilities, through a long process of evolution. They were the forerunners of modern Homo sapiens. Various explanations and clarifications have been provided in this regard (Darvishpour et al, 2024). Masihi et al, (2024) conducted a study entitled “A Phenomenological Study of Counterproductive Work Behaviors with Emphasis on the Lived Experience of Technologist Petrochemical Employees”. The results of this study showed that it led to the presentation of a model with 6 main dimensions (individual counterproductive behavior, occupational counterproductive behavior, political counterproductive behavior, organizational counterproductive behavior, interpersonal counterproductive behavior, and self-interest counterproductive behavior) for counterproductive behaviors. Bhatia et al, (2024) investigated the complex relationship between organizational politics, emotional intelligence, and employee behavior in contemporary environments. This study identified significant correlations between emotional intelligence, perceived organizational politics, and employee behavior. The results showed that emotional intelligence has a positive effect on behavioral dynamics. Perceived organizational politics had a significant effect on emotional intelligence and behavioral dynamics. Factors such as need for power, relationship conflict, resource constraints, role conflict, and workforce diversity were discovered to have an effect on perceived organizational politics. Research Methodology The present research is applicable in terms of its purpose, and qualitative in terms of its implementation. The statistical population of the research includes 19 experts from among managers, experts, and members of the academic staff, and managers of the General Directorate of Customs and Taxation of Hormozgan Province in the topic of employee behavior intelligence. The research collection tool is a semi-structured interview. In order to identify the dimensions and components of employee behavior intelligence, detailed and in-depth interviews were conducted with academic experts and managers of the General Directorate of Customs and Taxation of Hormozgan Province. Research Findings Content analysis and NVIVO version 11 software were used to analyze the data. The results showed that the extracted concepts related to the efficient model of employee behavior intelligence in the General Customs and Tax Administration of Hormozgan Province included 92 primary codes, 24 basic themes, and 8 organizing themes of organizational citizenship behavior, destructive work behaviors, planned behaviors, strategic action-oriented behaviors, political behaviors, counterproductive behaviors, ethical behaviors, and desirable social behaviors. Conclusion The present study was conducted with the aim of designing an efficient model of employee behavior intelligence in the General Customs and Tax Administration of Hormozgan Province. The results of this finding are in agreement with the results of Diyalmeh & Afzali Qadi (2016), Masihi et al, (2024), Rashidi Fard & Mahmoudi, (2020), Farhadi et al, (2022), Ahmadi et al, (2012), Dehghani Zadeh & Bani Asad (2024), Mortazavi & Areezi (2022), Fallah Morad et al., (2018), Momeni & Vaezi (2022), Soleimani & Danesh Shahraki (2024), Aghaz et al, (2016), Attari & Zakaryaei (2024), Yousefi & Yousefi (2022) and Golparvar & Karami (2011). Diyalmeh & Afzali Qadi (2016) in their research showed that the most important components obtained are: mediation aimed at goodness, transcendental response, concern for double goodness, spiritual concerns, assistance before demand, targeted cooperation, strengthening morale and work enthusiasm, avoiding exaggeration of problems, constructive role in criticism and suggestions, etc. The foundations of these components are also based on three basic axes: belief in the presence of God, belief in the resurrection (recording of deeds), and limitation of opportunity. Considering the results, the following suggestions are presented: 1- Organizational managers should make every effort to control counterproductive behaviors in the organization. If counterproductive behavior is recognized in a timely manner and the necessary measures are taken to eliminate it, possible losses to the organization can be prevented. 2- Managers of the General Directorate of Customs should continuously strive to create a better moral atmosphere in the business environment. In fact, organizations must be able to create an ethical work environment in order to create an ethical organization.

Abstract Abstract The aim of the present study is to identify the dimensions and components of school social accountability in order to achieve an appropriate model. The research method is applicable in terms of its purpose, and qualitative in terms of its implementation method, and of data-based theory. The statistical population of the study includes 15 experienced school principals and vice principals, and the samples were selected using the snowball sampling method, and sampling continued until the research reached theoretical saturation and adequacy. Semi-structured interviews were used to collect data. Using the results of the study of theoretical foundations and research background and the content analysis of the interviews, the dimensions of social accountability of schools were identified and, through 3 stages of open coding, axial coding and selective coding, the model of the components of school social accountability was presented in 6 main categories of causal conditions, axial phenomenon (exploration of the components and dimensions of school social accountability: including 3 main categories of goals, characteristics, implementation method and 6 subcategories), causal conditions, strategies, contexts, intervening conditions and consequences of social accountability for use in schools. The results of this study show that; school social accountability refers to its main and central beneficiary, namely the student. Organizations, including educational organizations such as schools, are in a network of relationships with stakeholders, and the recognition and method of interaction with stakeholder groups in the organization's activities are important. Introduction School is one of the most effective spaces for education, promoting a culture of participation, and crystallization of students' personality and accountability. Humans are social beings and from the moment of birth to the end of their lives, they live in society and constantly interact with other people. They must always learn how to live in society and satisfy their needs. For this, it is necessary to learn social skills. The individual learns these skills during the socialization process, and learning them correctly can lead to the formation of social accountability (Chorli et al., 2016). Today, developing societies need responsible and self-sufficient people, and today's people need to accept accountability for their lives and destiny more than ever. In fact, one of the important goals of education is to raise responsible people with a high sense of social participation. Therefore, teaching accountability and, subsequently, discipline of children and adolescents by parents and school officials leads to the upbringing of responsible and service-oriented youth (Movalat & Dehdari, 2018). Social accountability is the moral principle by which an organization or individual participates in social activities to improve the lives of others (Păceşilă, 2018). A school's social accountability is the voluntary responsibility that school members exercise towards society and the environment by accepting ethical principles, developing democratic and sustainable values, transparent and ethical behavior in active voluntary participation, self-learning socially responsible behavior, and a commitment to considering the needs of stakeholders within the framework of international laws and standards (Augustiniene et al, 2015). To this end, a school can, by utilizing specialized forces, allocating necessary facilities, and creating appropriate and diverse scientific, sports, cultural, etc. programs for all students, in addition to transferring knowledge and skills, have a significant impact on the behavior and socialization of individuals and their adaptation to social ethics through the transfer of desirable and appropriate social values, norms, and attitudes (Kouhi et al, 2015). Therefore, school social accountability can support a two-way communication and effective cooperation between students and the educational environment, which in turn increases student participation in school activities. Therefore, the purpose of the present study is to design a school social accountability model with the approach of increasing student participation in school activities. Therefore, in this research, we seek to answer the question: how to recognize the dimensions and components of school social accountability in order to achieve an appropriate model? Theoretical Framework School Social Accountability A school's social accountability is a voluntary responsibility that school members have towards society and the environment by accepting ethical principles, developing democratic and sustainable values, transparent and ethical behavior in active voluntary participation, self-education, socially responsible behavior, and a commitment to considering the needs of stakeholders within the framework of international laws and standards (Poodineh et al, 2019). Research Background Kazemi Mohammadi & Begum (2023) conducted a study titled "The Relationship Between Academic Negligence in Students and Teacher's Accountability". The results of the study showed that there is a significant relationship between teacher's accountability and students' academic negligence, and the greater the teacher's accountability, the less academic negligence in students will be, so by selecting responsible teachers, the level of academic negligence in students can be reduced. Razaghi et al, (2023) conducted a study titled "The Effectiveness of Social Accountability-Based Education on Students' Unproductive Academic Behaviors". The results showed that social accountability-based education reduced students' unproductive academic behaviors and all its components, including cheating and plagiarism, alcohol consumption, drug use, discriminatory behavior, absenteeism, procrastination, deviant behavior, and lethargy; and the results remained in the follow-up phase. Research Methodology The research method is applicable in terms of its purpose, and qualitative in terms of its implementation method, and of data-based theory. The statistical population of the study includes 15 experienced school principals and vice principals, and the samples were selected using the snowball sampling method, and sampling continued until the research reached theoretical saturation and adequacy. Semi-structured interviews were used to collect data. Research findings Using the results of the study of theoretical foundations and research background and the content analysis of the interviews, the dimensions of social accountability of schools were identified and, through 3 stages of open coding, axial coding and selective coding, the model of the components of school social accountability was presented in 6 main categories of causal conditions, axial phenomenon (exploration of the components and dimensions of school social accountability: including 3 main categories of goals, characteristics, implementation method and 6 subcategories), causal conditions, strategies, contexts, intervening conditions and consequences of social accountability for use in schools. The results of this study show that; school social accountability refers to its main and central beneficiary, namely the student. Organizations, including educational organizations such as schools, are in a network of relationships with stakeholders, and the recognition and method of interaction with stakeholder groups in the organization's activities are important. Conclusion The present study was conducted with the aim of identifying the dimensions and components of school social accountability in order to achieve an appropriate model. The results of this study are consistent with the results of Kazemi Mohammadi & Begum (2023), Razaghi et al, (2023), Hoshangi Shayan & Salarifar (2023), de Almeida et al, (2023), Alfirević et al, (2023), and Lee et al, (2023). Kazemi Mohammadi & Begum (2023) showed that there is a significant relationship between teachers' accountability and students' academic negligence, and the greater the teachers' accountability; the less academic negligence will be in students. Therefore, by selecting responsible teachers, the level of academic negligence in students can be reduced. According to the results of the study, the following suggestions were made: 1- The need to plan for active participation of student: The results show that in order to develop social accountability in students, programs should be developed that encourage them to actively participate in school activities. This participation can include group activities, leadership roles, and positive social interactions. 2- The impact of the educational environment: Emphasizing the importance of the educational environment and interactions within the school shows how this environment can affect the personal and social development of students. Creating a collaborative and supportive atmosphere in the school can help strengthen a sense of accountability and belonging to society.

Abstract Abstract The present study aims to model human capital strategies in Sepah Bank of Iran with an emphasis on organizational structure change. This research is an applicable research in terms of its purpose, and quantitative in terms of its method. The statistical population of the research includes 325 senior managers, middle managers, and professors of management at the Azad University of Gilan Province, selected by means of available random sampling. The data collection tool is a questionnaire derived from the qualitative method. Data analysis is through SPSS, Lisrel, and PLS software. The results showed that in the training and development subsystem, attention should be paid to educational needs, educational effectiveness, and career advancement path; in the reward and compensation subsystem, attention should be paid to the strategy and policy of pay and welfare plans, innovative methods of reward and compensation, and rewards in line with organizational goals; and in the employee relations subsystem, attention should be paid to the employee relations strategy, employee interaction and participation, and the desired design of structural change. The quantitative results showed that the most important component in the training and development subsystem is competence with a standard coefficient of 0.82; in the reward and compensation subsystem, innovative reward and compensation strategies with a standard coefficient of 0.94; and in the employee relations subsystem, employee relations strategy with a standard coefficient of 0.84. Introduction The human capital of any organization is made up of the employees who work in it, and the success of the organization also depends on them (Armstrong & Taylor, 2023). Human capital represents the value of the accumulated knowledge and skills of employees, which are important for the success and survival of the company and indicate the company's ability to acquire new information, skills and technology (Ognjanović, et al, 2023). Human capital is an important factor in the competitive advantage of the company to win the competition; therefore proper human capital management is needed for the organization to improve its performance (Rachmawati, et al, 2021). A good human capital strategy affects business development (Syah, et al, 2021). Human capital strategy is a comprehensive plan on how the company will achieve its vision and mission through human resources (Rachmawati et al, 2020). Change in any organization is inevitable for growth, continuity and profit in today's competitive world environment; but adapting to change is difficult (Saqlain, et al, 2021). Among the important reasons why a change in strategy is necessary or even necessitates a change in organizational structure, are that structure usually describes how policies are structured, and structure usually describes how resources are shared, and the progress of an organization depends on obeying all elements that consciously exist in synergy to achieve the expected goals. Therefore, a deep understanding of organizational theory and strategy is needed so that the organization can develop more optimally, and strategy design is a process of a set of activities aimed at creating the vision and mission of the organization (2021, Munawar). Given that if the problems are not resolved, this challenge will become the biggest threat to achieving the organization's highest goals, all these reasons prompted the researcher to understand the need to design a model of human capital strategies with an emphasis on changing the organizational structure, and to be able to provide an answer to the main research question on the topic: what will the design of modeling of human capital strategies in Sepah Bank of Iran with an emphasis on changing the organizational structure be like? Theoretical Framework Human Capital Strategy: Human capital strategy is a comprehensive plan on how a company will achieve its vision and mission through human resources (Rachmawati et al, 2020). Training and Development Strategy: Training is the systematic and formal change of behavior through planned training, learning, development, and experience. Training not only enhances employees’ abilities, but also enhances their thinking and creativity capacity, enabling them to make more beneficial choices in a timely and constructive manner. Furthermore, it allows workers to interact effectively with customers and respond to their concerns quickly. By substituting efficient and effective work-related behaviors for conventional hiring practices, this training enhances self-efficacy and leads to better performance at work. Training is an intentional intervention aimed at improving variables affecting individual task performance. Human capital development may be described as actions aimed at increasing knowledge, strengthening skills, creating values, and promoting behaviors needed to maximize the potential of an organization's employees. Human capital development of an organization or school entails creating opportunities for learning, training, and development in order to enhance individual, team, and corporate performance (Barinua & Akpan, 2022). Reward Strategy: Reward strategy determines how reward management innovations and developments should support the business strategy, how they should be integrated, the priority that should be given to the initiatives, and the pace at which they should be implemented. Reward strategy is ultimately a way of thinking that you can apply to any reward issue that arises in your organization to see how you can create value from it (Michael Rose, 2022). Employee Relations Strategy: Employee Relations includes all those areas of human resource management practice that involve relationships with employees, whether directly or through collective bargaining agreements; the areas where trade unions are recognized (AYLOTT, 2022). Mwangi et al, (2024) examined the impact of reward policy on strategy implementation in Kenya Electricity and Lighting Company. The research findings showed that reward policy and strategy implementation have a positive and significant coefficient. And all components of organizational policy (reward policy, factionalism, gatekeeping policy and territorialism) had a statistically significant effect on strategy implementation in the Kenyan Electricity and Lighting Company. Salimian & Ashrafi (2023) analyzed the relationship between the types of rewards paid by managers and labor productivity. The results showed that at the equilibrium point, the managers' strategy will be to distribute continuous and equal rewards to employees with higher productivity, and employees will choose the strategy of making more effort to increase productivity (and therefore receiving rewards). Finally, it is suggested that in order to create more motivation and effort from employees and consequently increase their productivity, the distribution of rewards among employees with higher productivity should be continuous and equal. Research Methodology This research is an applicable research in terms of its purpose, and quantitative in terms of its method. The statistical population of the research includes 325 senior managers, middle managers, and professors of management at the Azad University of Gilan Province, selected by means of available random sampling. The data collection tool is a questionnaire derived from the qualitative method. Research findings Data analysis and analysis is through SPSS, Lisrel and PLS software. The results showed that in the training and development subsystem, attention should be paid to educational needs, educational effectiveness and career advancement path, in the reward and compensation subsystem, to the strategy and policy of payment and welfare plans, innovative methods of reward and compensation and rewards in line with organizational goals, and in the employee relations subsystem, to the employee relations strategy, employee interaction and participation, and the desired design of structural change. The quantitative results showed that the most important component in the training and development subsystem is competence with a standard coefficient of 0.82, in the reward and compensation subsystem, innovative reward and compensation strategies with a standard coefficient of 0.94, and in the employee relations subsystem, employee relations strategy with a standard coefficient of 0.84. Conclusion The present study aimed to model human capital strategies in Sepah Bank of Iran with an emphasis on organizational structure change. The results of this study are consistent with the results of Mwangi et al, 2024) Salimian & Ashrafi 2023) Zafar et al, 2023 Moradian et al, (2022), Singh et al, (2021), Al- Sufyani et al, (2021), Almutairi & Alsawalhah (2020), Shafaq Jahromi & Iranian (2019), Siddiqui & Sahar (2019), Yusefi et al, (2017). Singh et al, (2021) showed that training and communicating change as human resource methods have important effects on implementing change. Employee resistance to change fully mediated the relationship between training and effective change implementation and partially mediated the relationship between communication and effective change implementation. Communication had a greater impact than training on employee resistance to change. This finding confirms the importance of communication but also suggests that training can enhance effective change communication and may affect performance if it is not directed towards controlling resistance. According to the results of the study, the following suggestion is made: In the training and development subsystem, pay special attention to employee competence because organizations need competent employees to overcome challenges and environmental changes. Employees who are competent perform assigned tasks easily because they basically have good skills to perform assigned tasks effectively, efficiently and competitively.

Abstract Abstract The aim of the present study was to investigate the structural equation model between behavioral brain systems and perfectionism with academic resilience with the mediating role of emotional dyslexia. The research method was correlative study of structural equation model type. The statistical population of this research included all male and female students of secondary schools in Urmia city in 2023, and a sample of 200 people was selected through a multi-stage cluster random sampling method. The standard academic resilience questionnaire of Martin and Marsh (2003), the behavioral inhibition and activation systems scale (BIS/BAS), Rasouli and Bahrami academic perfectionism questionnaire (2015), and the Toronto Ataxia Questionnaire (TAS-20) were used to collect data. The results of Pearson's correlation coefficient analysis showed that there is a significant relationship between emotional dyslexia (mediating variable) and behavioral brain systems, perfectionism, resilience and also significant correlations between resilience and behavioral brain systems and perfectionism. Also, all the model fit indices confirmed the fit of the model, so that the standard coefficients of the paths showed the direct paths of behavioral brain systems to resilience (β=0.49); perfectionism to resilience (β=0.35); behavioral brain systems to emotional dyslexia (β=0.38); and perfectionism to emotional ataxia (β=0.40) are significant. Also, the results of the AMOS software bootstrap test showed that the indirect effects of behavioral brain systems and perfectionism on resilience through emotional dyslexia are significant. Based on the findings of the present research, it can be concluded that the relationship between behavioral brain systems and perfectionism with resilience is not a simple linear relationship, but other variables such as emotional dyslexia play a moderating role in this relationship. Introduction Resilience as a process is the ability to successfully adapt to threatening conditions, and in other words, positive adaptation in response to adverse conditions (Atadokht et al., 2013; Khabaz et al., 2011). Academic resilience is the ability of students to overcome obstacles, problems and pressures in school over time and try to achieve academic and social success despite these problems (Khalaf, 2014). Academic resilience means that students achieve good educational results despite adverse conditions and challenges through changing existing behaviors or creating new behaviors, such as discipline, practice or planning. In other words, resilient students maintain a high level of motivation and progress despite stressful events and conditions, even if they are at risk of failing in school and eventually dropping out (Samuels & Woo, 2009). Individual, social, family and physiological factors play a role in the emergence of resilient behavior. One of the personality and biological factors effective in the occurrence of resilient behaviors is brain-behavioral systems. Studies show that there is a relationship between behavioral brain systems and resilience (Masuyama et al, 2022). Brain-behavioral systems include the system of behavioral tendency and behavioral inhibition. The behavioral inhibition system (stopping current behaviors) is sensitive to signs of punishment, lack of reward, novelty and uncertainty, as well as negative sentimental and emotional states, including anxiety and depression (Merchán-Clavellino et al, 2019). On the other hand, the behavioral activation system is sensitive to signs of reward, lack of punishment, and escape from punishment, and is related to positive sentiments and emotions, including hope, happiness, and euphoria (Kim & Kwon, 2017). Among the variables related to resilience is perfectionism. The results of numerous studies indicate that perfectionism is one of the personality structures that can play an important role in people's resilience, and therefore, with the increase of positive perfectionism, the level of people's resilience increases (Çerkez, 2017; Kruger et al., 2023). Academic perfectionism refers to the relentless striving for perfection and high achievement in academic pursuits, often accompanied by unrealistic self-imposed expectations and overly self-critical evaluations. Students who exhibit perfectionistic tendencies often strive for perfection, are overly critical of themselves in response to perceived failures, and derive their self-worth primarily from academic success (Liu et al, 2022). Recent findings of cognitive neuroscience show that the underlying neural mechanisms of emotion may be similar to the underlying mechanisms of cognitive processes (Bagby et al, 1994), so that in various researches, including Burger et al., (2006), they showed that emotion regulation strategies are a key and determining factor in mental well-being, which also plays an essential role in adapting to life's stressful events. Emotional dyslexia, also known as alexithymia, is a construct proposed by Sipheneus (Cisler et al, 2010). Alexithymia is a unique emotion processing disorder that is primarily associated with a reduced capacity to identify and understand emotions (Kinnaird et al, 2019). Therefore, the present study was trying to answer the question: can alexithymia play a mediating role between brain-behavioral systems and perfectionism with academic resilience? Theoretical framework alexithymia Current conceptualizations introduce alexithymia as a characteristic defect in the cognitive processes of emotional experiences, which is related to the understanding and perception of the mental state (Kinnaird et al, 2019). Emotional dyslexia mean lack of words for emotions. In other words, alexithymia is considered a type of cognitive-emotional dysfunction in which a person is unable to convey his emotional experiences in the form of feelings and imaginations (Schimmenti et al, 2017). Behavioral brain systems The behavioral inhibitory system is assumed to direct behavior in response to new threats and stimuli, and in the presence of such signs and clues, it inhibits goal-based behavior; while the behavioral activation system is sensitive to encouragement signals and leads to an increase in goal-based behavior in the presence of such signs and adjusts the behavior in response to incentives (Dumitrescu et al, 2010; Sutterlin et al, 2011; Broerman et al, 2014). The behavioral activation system includes 3 driving subscales (a person's tendency to actively pursue desired goals), response to reward (focusing on positive responses to the occurrence of a reward or predicting it), seeking pleasure and entertainment (a person's tendency to seek new rewards and the desire to reach and achieve immediate rewarding events) (Babapur, 2010). Perfectionism In the morbid form of perfectionism, it is the belief that the work or performance of anything that is not perfect is unacceptable. Perfectionism is related to perfectionistic efforts such as having high personal standards, setting strict standards for performance, and striving for excellence (Cakici, 2013). Academic Resilience Academic resilience refers to high levels of motivation to progress and perform, despite stressful events and conditions that students face at school. In other words, academic resilience has been defined as the ability to succeed in school, despite the conditions of poverty, which includes competencies such as trust, well-being, motivation, orientation, strong communication and stress management (Sultannejad et al, 2013). Methodology The research method of this study was correlative, structural equation model type. The statistical population of this research included all second year high school students of Urmia city in 2024. The statistical sample including 200 students was selected through random cluster sampling. To analyze the obtained data, structural equations causal modeling method was used, along with AMOS software. To examine the relationships between the research variables, academic resilience questionnaires of Martin & Marsh (2003), behavioral inhibition and activation systems scale (BIS/BAS), academic perfectionism questionnaire and Toronto dyslexia questionnaire were used. Research findings The results related to the direct effects between the research variables showed that the path coefficients related to the direct effects of the research variables are statistically significant. Also, in order to test the significance of the role of emotional dyslexia in the relationship between behavioral brain systems and academic perfectionism with academic resilience, AMOS software bootstrap test was used, and the results showed that the lower limit and the upper limit of both indirect effects of behavioral brain systems and academic perfectionism on academic resilience through emotional dyslexia do not include zero; and this indicates the significance of these indirect paths, and the indirect effects of the model were confirmed. Conclusion The aim of the present study was to provide a model of academic resilience based on brain-behavioral systems and academic perfectionism with the mediating role of alexithymia. The results of the analysis of Pearson's correlation coefficient test showed that there are significant relationships between alexithymia (mediating variable) and behavioral brain systems, perfectionism, resilience, and also between resilience and behavioral brain systems and perfectionism. Also, the standardized coefficients of the paths showed the direct paths of brain systems, behavior to resilience; perfectionism to resilience; behavioral brain systems to alexithymia; and perfectionism to alexithymia. In line with the direct effects and variables between relations, the results of this study are in line with the research findings of Masuyama et al, (2022); Demers et al, (2022); Akbarizadeh et al, (2021); and Porakbaran et al, (2018). In connection with the indirect effect, the results of this research indicate the mediating role of emotional dyslexia in the relationship between behavioral brain systems and resilience. The results of several researches such as Çıkrıkçı (2023); Bilge, Y., & Tankut (2022); Marsero et al, (2018); Pourmohsani et al, (2023); and Shah Alizadegan (2018) has been confirmed the effect of brain-behavioral systems as an input variable Resilience. Based on the results of the research, according to the findings of the present study, it is suggested to the planners of the field of education and the education system to pay essential attention to the basic role of alexithymia and the problems related to emotional disorders of students in order to prevent the academic decline of students, and by treating the emotional problems of the students; provide the ground for solving the problems of perfectionism and behavioral brain systems and improve the academic level of the students.

Abstract Abstract The present study aims to identify the factors influencing the self-development of teachers at Iran's Television School. In terms of purpose, this research is applied with a developmental approach, and in terms of data collection methodology, it is qualitative-phenomenological. To achieve this objective, in-depth and semi-structured interviews were conducted with 11 teachers from Iran's Television School using purposive and snowball sampling techniques. The data obtained from the interviews were analyzed using coding techniques and the MAXQDA software. The validity of the research findings was confirmed through three methods: member checking, triangulation of data sources, and analysis of negative/deviant cases. Additionally, to assess the reliability of the coding, test-retest reliability and inter-subject agreement methods were employed. After reviewing and organizing the interview transcripts, initial concept codes were identified using an inductive approach, and similar codes were grouped into specific categories. Ultimately, by identifying 80 indicators and categorizing them under 17 components, six main dimensions were determined and defined: cognitive self-development, value-attitudinal self-development, skill-based self-development, learning-oriented self-development, self-development needs, and support for self-development. Introduction One of the most common and costly organizational activities is human resource development, which includes the development of new skills, the improvement of existing skills, and behaviors and methods that affect employees (Vanhala & Ahteela, 2011). A new approach recently gaining attention in the field of human resource development is referred to as self-development. Self-development is a process used for three purposes: enhancing skills, knowledge, and experiences previously acquired; reducing weaknesses; and achieving personal development goals (Key-Roberts, Halpin & Brunner, 2012). Self-development can occur throughout an individual's activities, and is completed through institutional training and operational demands expected from the individual (U.S. Department of the Army, 2008). Accordingly, self-development is a planned, multidimensional, progressive, and continuous process that individuals undertake to improve their performance and achieve their developmental goals (Odierno, 2015). This approach is particularly significant among teachers, as they are the core of human resources in the educational system, holding a pivotal position in the education and training structure (Mallarangan, Rahman, Nur, Lathifah & Lubis, 2024). In this context, the rapid and significant advancements in teaching-learning areas in the short term lead to the obsolescence of professional knowledge and skills of staff, especially teachers who are crucial mechanisms in managing learning (Isa, Neliwati, & Hadijaya, 2024). Theoretical Framework of the Research Regarding the concept of self-development, despite considerable differences among researchers, there is consensus that self-development is one of the essential aspects of contemporary teaching, activity, and a critical element in teacher education (Baymatova, 2024). It is a process for self-formation, self-learning, improving teaching abilities, self-transformation, and, in general, a key factor in teachers' professional competence (Day & Sachs, 2004). This topic is of such importance that in our country, even for the continuous growth and flourishing of teachers' beliefs, educational, scientific, and professional competencies during service, it is repeatedly emphasized in the Fundamental Transformation Document, the highest document in the education sector, in the form of various goals and strategies (Goals 4, 5, 6, 7, 11). Despite the significance of this topic, there have been few and scattered studies on self-development in human resources, especially among teachers, and these studies have only explored a limited number of influencing factors. For instance, according to the study by Stoliarchuk, Serhieienkova, Khrypko, Prorok, Kalishchuk, Kolinko, & Binkivska (2024), the most important components of self-development include self-awareness, self-motivation, social skills, critical thinking, and time management. Moreover, in Iran, efforts have been made in the past two decades with a self-development approach for human resources. For example, in the study by Sadeghi Tabar, Gurchian, Jafari & Davoudi (2022), nine core codes were identified in the professional self-development model for faculty members. The first dimension was professional self-development competency, followed by dimensions such as the willingness for professional self-development, professional self-development planning, implementation and execution of professional self-development, individual factors, technological and virtual factors, organizational, international, and other environmental factors.
Although the theoretical foundations and previous research indicate that self-development has been emphasized in various studies and examined from different angles, as well as its relationship with numerous variables being tested, the literature suggests that self-development, as a distinct and emerging field, remains unclear and has many unknown aspects (Mirkamali & Mazari, 2016). It has not been deeply explored within educational organizations, including schools. Therefore, this study is specifically designed to address the following research question: What are the factors affecting self-development among teachers in the Iranian Televised School? Research Methodology In terms of purpose, this research is classified as applicable research with a developmental approach, and in terms of data collection methodology, it is qualitative-phenomenological. To achieve the research objectives, in-depth and semi-structured interviews were conducted with 11 teachers of Iran's Television School using purposive and snowball sampling techniques. The data obtained from the interviews were analyzed using coding techniques and the MAXQDA software. The validity of the research findings was confirmed through three methods: member checking, triangulation of data sources, and analysis of negative/deviant cases. Additionally, test-retest reliability and inter-subject agreement methods were employed to assess the reliability of the coding. The total duration of the interviews was 12 hours and 30 minutes, with each interview lasting between 50 to 70 minutes. Research Findings To qualitatively analyze the design and explanation of the teachers' self-development model with the interpretive phenomenology approach, the conducted interviews were first entered into the WORD file. Then the text of the interviews was read several times by the researcher to get to know him completely, and the least error would occur in the coding. To increase speed and accuracy, Max Kyuda software was used and after coding, the data were analyzed. The process was such that by reading the text of the interviews and comparing them with each other, meaningful propositions were identified that contained important information related to the research question. Then concepts were created by putting the primary codes together and each meaningful statement was assigned an index that the meaning of that code is meaningful. Based on this, several primary (index), secondary (component), and selective (dimension) codes were extracted. The codes were studied and compared time and again, and the codes that had the most similarities and could create a single meaning together were placed in one category and a class of codes was created. Conclusion The investigations carried out in this research have suggestions for the planners and executives of the Iranian education system and television school programs. Taking advantage of the self-development model of teachers and the necessary support for them, training teachers with a focus on changing attitudes towards the goals and new methods of education, self-development skills of knowledge, the way of looking at the teaching profession and acquiring specialized and comprehensive skills, holding empowerment courses for teachers of Iran's television school, a deeper look at the needs and motivations of television teachers' self-development, teachers' use of their colleagues' experiences to enrich teaching and students' teaching-learning, sufficient teachers' studies in the field of teaching psychology and audience recognition, having an attractive expression technique and tone in teaching, acquiring computer skills such as making PowerPoint, using educational videos in the web environment and related services, forming a positive attitude and a developmental attitude towards the nature and mission of the teaching profession, paying attention to the model of teachers' self-development output, and laying the groundwork for advancing its goals, using teaching methods and flexible training as required by the teacher, practicing the teaching process before the main performance in the television school, being in the studio environment earlier and checking the location of oneself and the cameras to increase self-control are among the executive suggestions of the present research. One of the most important limitations in the implementation of this research was the non-cooperation of some teachers due to the belief that the research results were not applicable in practice and the authorities did not take appropriate measures.

Abstract Abstract The aim of this study is to present a political behavior model based on shadow management theory in the public sector with the metasynthesis method. This study is qualitative in terms of data collection, and metasynthetic in terms of research implementation. The statistical population of the study includes scientific articles, academic theses, and books; 167 sources were examined, and ultimately 51 sources identified through a purposeful method of metasynthesis, components related to power, politics, and political behavior based on shadow management, were finally approved for analysis. Components related to power and political behavior based on shadow management theory were identified and validated with the kappa coefficient. Based on the research findings, political behavior in the public sector has 72 components in three different dimensions: the white political behavior dimension with 28 components that has a practical function and is based on political behavior knowledge and helps achieve organizational goals; the black political behavior dimension with 26 components that are harmful and act in favor of groups under the supervision of shadow managers and prevent the achievement of the organization's goals; and the gray political behavior with 18 components that may be both beneficial and detrimental to the organization's goals. Managers should provide a capable organizational structure that provides freedom of expression, compliance with the law, and meritocracy in the organization, considering the factors identified in this study. Introduction Understanding political behavior in organizations 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 individuals in an organization act only for the goals and objectives of the organization is too optimistic. Many acknowledge that organizations are inherently political arenas. Due to the existence of competing interest groups and scarce resources, utilizing 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 organizations is an undeniable reality (Nurollahi & Ghanbari, 2021). Political behavior reflects the human need to control, accumulate power, and satisfy personal and organizational needs alongside others (Milon & Lishchinsky, 2021), which is closely related to power and affects efficiency and effectiveness at both the individual and organizational levels (Khazaei Poul, Kiakojouri, & Taghipourian, 2023). Phantoms are secret and covert individuals or organizations that infiltrate management areas and transform management into governance. The greed for management benefits and the motivation to escape responsibility have caused the institution of shadow management to emerge; in other words, individuals who are not qualified to achieve the benefits of management, knowingly or unknowingly, take on the risk of responsibility, and on the other hand, someone else takes control of the organization, which generally involves many problems and a high probability of failure (Razman et al, 2017). In this study, researchers are looking for the question: what is the appropriate model in the field of political behavior based on the theory of shadow management in the public sector using a meta-synthesis method? Theoretical Framework Political Behavior Political behavior in organizations refers to a set of activities and actions taken to acquire, maintain, or increase power and influence in the organization (Denis & Martínez, 2019). Political behaviors in organizations include conscious actions taken by individuals or groups to influence in order to achieve or protect their interests when there are conflicting solutions. Some researchers refer to political behavior in organizations as activities that are not part of an individual’s formal role, but are carried out to influence or attempt to influence the distribution of benefits in the organization (Ayat at al, 2020). Shadow Management Shadow management is a form of management in which the beneficiary, who is outside the organization or in one of the lower layers of the organizational hierarchy, is the real order-giver and does not have a physical presence, and they do this through a channel they have created. Shadow management always hides and moves behind the main management. Because this management has a shadowy appearance, it therefore seems bigger, more terrifying, and even more frightening. Shadow management creates an image of a thousand faces with the tools, facilities, and loyal forces it has accumulated over time (Hasheminya at al, 2020). Izadi et al, (2024) studied the design and explanation of the political behavior model of managers in government organizations. The results of the findings showed that 11 main categories were identified in 6 levels. The findings also showed that at the sixth level, the socio-cultural gap and personality traits of individuals had the greatest impact compared to other factors; of course, cultural weakness was the most influential factor. Public belief is located at the fifth level of the model. At the fourth level, political will of individuals and management of organizational imagery and evaluation are located. At the third level, individual power of individuals is located. At the second level, organizational processes and elections and appointments are located; and at the last level, the pattern of laws and regulations and the structure of government organizations are located. Khazaei Poul et al, (2023) studied the factors affecting political behavior in Iranian government organizations. This research, using the ISM method, has identified and analyzed six causal and strategic variables including individual, environmental and structural factors. The results showed that environmental factors are the basis of the model and affect other variables, while individual and structural factors also have important effects on freedom of expression, adherence to the law, and meritocracy. Researchers recommend that managers reduce the negative effects of political behavior and increase organizational efficiency by creating capable organizational structures and providing a suitable environment. This study contributes to a better understanding of political behavior in government organizations and the development of effective strategies for its management. Research Methodology This research is qualitative in terms of data collection, and meta-synthesis in terms of research implementation. The statistical population of the research includes scientific articles, academic theses, and books selected by examining 167 sources, and finally 51 sources identified using a purposeful method of meta-synthesis were approved for analysis. Research findings Data analysis was done using meta-synthesis method and components related to power, politics and political behavior based on shadow management were identified. Components related to power and political behavior based on shadow management theory were identified and validated with kappa coefficient. Based on the research findings, political behavior in the public sector has 72 components in three different dimensions: white political behavior dimension with 28 components that has a practical function and is based on political behavior knowledge and helps to achieve organizational goals; black political behavior dimension with 26 components that is harmful and acts in favor of groups under the supervision of shadow managers and prevents the achievement of organizational goals; and gray political behavior with 18 components that may be both beneficial and detrimental to the goals of the organization. Managers should provide a capable organizational structure that enables freedom of expression, adherence to the law, and meritocracy in the organization, considering the factors identified in this study. Conclusion The present study aimed to present a model of political behavior based on the theory of shadow management in the public sector using a meta-synthesis method. The results of this study are consistent with the results of Kimerling (2018), Denis & Martínez (2019), Kiesler & Miller (2020), Khazaei Poul, Kiakojouri & Taghipourian (2023), Alavi & Dosti (2022), and Anderson & Brown (2017). Khazaei Poul, Kiakojouri & Taghipourian (2023) showed that environmental factors are the basis of the model and affect other variables, while individual and structural factors also have important effects on freedom of expression, adherence to the law, and meritocracy. Researchers recommend that managers reduce the negative effects of political behavior and increase organizational efficiency by creating capable organizational structures and providing an appropriate environment. This study contributes to a better understanding of political behavior in government organizations and the development of effective strategies for its management. Based on the results of the study, the following suggestion is made: - Political behavior in organizations is inevitable and includes activities carried out in order to achieve specific goals, such as acquiring, developing, and exploiting power and other resources that lead to individual superiority. If these behaviors are carried out by shadow managers, they may have irreparable consequences for the organization; therefore, to properly manage political behavior in organizations, it is better for managers to provide conditions where members can express their opinions openly and explicitly by granting independence to subordinates, delegating responsibilities, and avoiding the use of force. These conditions cause members of the organization to avoid covert activities and affiliation with informal groups, and consider themselves committed to the organization.

Abstract Abstract The aim of this study is to identify factors affecting employee performance management with a human resources development approach in research and technology organizations. The research method is applicable in terms of its purpose, and mixed (qualitative-quantitative) in terms of its implementation method. The statistical population of the study included experts in the field of human resources management and public administration, as well as senior managers of the Oil Industry Research Institute with high experience and work experience; reaching theoretical saturation after conducting 19 interviews, and using purposive and snowball sampling methods. Data collection was carried out through semi-structured interviews. In the qualitative part, the data analysis method was used through coding and MAXQDA software; and in the quantitative part, DEMITEL software was used. According to the interviews conducted, 6 dimensions of the paradigm model, 23 components, and 105 indicators were extracted. Then, according to the paired comparison questionnaire to identify the influential and affected dimensions, it was determined that among the 23 components; the components of the workplace, laws and regulations, socio-cultural factors, human resource planning, role clarity, performance measurement, organizational climate, reward system, employee communication, training, performance appraisal, professional ethics, leadership style and motivational factors are the most influential respectively. Introduction Human resource development is defined as a method for developing and promoting expertise in order to improve individuals, teams, work processes, and organizational system performance (Chen et al, 2020). On the other hand, achieving appropriate performance management in organizations in line with human resource development is inevitable to achieve its ultimate goals. In an organization, human resource management is important to ensure that the desired performance of the human resource in the organization is maintained. If the organization cannot hire, develop and retain the right people, it will be difficult to grow and improve the performance of the future human resource, and many organizations may go backwards (Rafidah & Dewi, 2020). Performance management in the field of human resources focuses on how to attract and develop the best people; which explains why it is considered one of the vital requirements for achieving organizational goals (Yim et al, 2020). HRM is very important for organizations because it can help the organization to identify and correct misaligned behaviors between employees and organizational goals. By establishing a good performance management system, mistakes and violations that lead to work inefficiency will be eliminated faster (Rommalla, 2018). Human resource development is one of the important parts of human resource management. From the perspective of human resource development, providing high-quality training, learning, and development opportunities should be considered to enhance employee productivity and resilience (Lim et al, 2020). Any human resource development that can be achieved at a more desirable level is expected to result in higher performance of companies and organizations, which will lead to the country's knowledge development and consequently improved economic performance (Shishkina et al, 2020). Finally, in this article, the researcher seeks to answer the question: what are the factors affecting employee performance management with a human resource development approach in research and technology organizations? And what are the influential and affected factors of employee performance management with a human resource development approach in research and technology organizations? Theoretical Framework Employee Performance Performance is defined as activities that are normally part of an individual's job and actions, and must be performed. In another definition, job performance is defined as the organizational value of an employee's job behaviors at different job situations and times. Organizational value is an estimate that an organization gets from the activities and services of its employees, such as performing job duties by having a proper working relationship with other employees (Sony et al, 2016). Human Resource Development Human resource development is any positive process or activity that has the potential to develop knowledge based on work, expertise, profitability and satisfaction in the short or long term; whether for individual, group and team results or for the benefit of an organization, society, nation or all of humanity. In other words, human resource development is a set of systematic and planned activities carried out by organizations to create opportunities for learning the necessary skills for members of the organization to meet current and future job demands. The four elements of human resource development are: training and development, career path development and planning, performance management and evaluation, and change management and succession planning (Golami et al, 2023). Oghbaee et al, (2024) studied the effect of Mock-based training on the performance of Tehran Municipality employees. The components of the Mock training model included objectives, audience determination, needs assessment, feasibility assessment, title selection, title type, platform selection, content, support, interactive platform, audience engagement, and evaluation strategy. The research findings showed that Mock-based training has a positive and significant effect on the performance of municipal employees and showed that the overall fit of the model is appropriate. Ghaemi & Asgari (2023) studied the presentation of the green human resource management model. The results showed that the green strategy dimension in green human resource management has an average of (0.967) in the first stage, and an average of (0.942) in the second, with the numbers obtained almost overlapping in the final two stages. The results also show that in the green strategy dimension, the green strategic alignment component had the highest opinions of experts; the average was (0.990) in the first stage, and the average was (0.973) in the second stage, which indicates complete saturation of the experts' opinions and overlap between the two stages. Research Methodology The research method is applicable in terms of its purpose, and mixed (qualitative-quantitative) in terms of its implementation method. The statistical population of the study included experts in the field of human resources management and public administration, as well as senior managers of the Oil Industry Research Institute with high experience and work experience; after conducting 19 interviews theoretical saturation was reached, and using purposive and snowball sampling methods. Data collection was carried out through semi-structured interviews. Research Findings In analyzing the data, the data-based method was used through coding and MAXQDA software in the qualitative part, and DEMITEL software was used in the quantitative part. According to the interviews conducted, 6 dimensions of the paradigm model, 23 components, and 105 indicators were extracted. Then, according to the paired comparison questionnaire to identify influential and influenced dimensions, it was determined that among the 23 components, the components of the work environment, laws and regulations, socio-cultural factors, human resource planning, role clarity, performance measurement, organizational climate, reward system, employee communication, training, performance evaluation, professional ethics, leadership style and motivational factors are the most influential respectively. Conclusion The present study was conducted with the aim of identifying the factors affecting employee performance management with a human resource development approach in research and technology organizations. The results of this study are consistent with the results of Oghbaee et al, (2024), Ghaemi & Asgari (2023), Gheiravani et al, (2023), Nyathi & Ray (2022), Abi (2021), Ramzani et al, (2021), and Pourrshidi (2021). Nyathi & Ray (2022) showed that the use of electronic human resource management, despite its nascent nature in African countries, has a positive impact on employee and organizational performance. The achievements of the entire organization increase through the mediation of employee performance. According to the results of this study, the following suggestions are made: According to the results obtained from the qualitative section, it is suggested that the dimensions and components obtained be implemented in the executive section of the Petroleum Research Institute so that the quantitative section can be informed about the implementation of these dimensions and their effectiveness.

Abstract Abstract The aim of this study is to present a model for developing organizational citizenship behavior in Iraqi secondary school teachers. The research method is applicable in accordance with its purpose, and its method is qualitative and data-based. The statistical population consists of 15 secondary school teachers and experts related to the subject, selected through theoretical sampling, and the selection of samples continued until theoretical saturation. The data collection tool is a semi-structured interview. For data analysis, the data-based method and Atlas ti8 software were used, and open, axial, and selective coding stages were used to identify and classify the main and sub-categories. The findings showed that teachers' organizational citizenship behavior includes key dimensions such as organizational cooperation, professional development, respect and values, commitment and responsibility, educational innovation, honesty and feedback, well-being and mental health, encouragement of academic growth, and discipline and adherence to principles. These dimensions are presented as a comprehensive model and are proposed as a framework for strengthening these behaviors. The present study shows that strengthening organizational citizenship behavior in teachers not only leads to improving the educational environment and increasing the motivation of teachers and students, but also has a positive impact on the overall performance of the educational system. Introduction Today, the completely changing conditions prevailing in organizations have increased competition in them, which makes the need for their effectiveness in such conditions more evident than ever before. This refers to the generation that is referred to as organizational soldiers, and these employees are undoubtedly the distinguishing feature of effective organizations from ineffective ones; that is, employees who tend to go beyond the formal requirements of their jobs, which is called organizational citizenship behavior, and has received increased attention from managers and organizational officials in recent years (Rezazadeh, 2019). Organizational citizenship behavior is one of the new concepts of organizational behavior management that emphasizes the extra-role behaviors of employees and managers and plays a fundamental and decisive role in the organizational process and transforming the traditional and static environment into a dynamic and efficient environment. Therefore, if successful and unsuccessful organizations take steps to create organizational citizenship behavior, their organizational efficiency and productivity will increase, and this will improve their performance compared to competing organizations (Zareatn Dolatabadi et al, 2022). Since organizational citizenship behaviors directly affect the quality of education and student learning outcomes, examining these behaviors and identifying the factors affecting them can help improve educational systems. As a result, more research in this field can lead to constructive changes in educational environments and lead to an overall improvement in the state of education worldwide. Therefore, the researcher seeks to answer the question: what is the model for developing organizational citizenship behavior in Iraqi secondary school teachers? Theoretical Framework Organizational Citizenship Behavior Organizational citizenship behavior refers to a set of voluntary and discretionary behaviors that are not part of an individual's formal duties but are performed by the individual and improve organizational tasks and roles and the growth and development of organizational performance (Alwi et al, 2021). Choong & Peng Ng (2024) examined the shaping of teachers' organizational citizenship behavior through self-efficacy and trust in colleagues: the moderating role of collective efficacy. The results indicate that trust in colleagues has a positive relationship with organizational citizenship behavior and teacher self-efficacy. In addition, teacher self-efficacy and organizational citizenship behavior are also positively related. Furthermore, the relationship between trust in colleagues and organizational citizenship behavior is partially mediated by teacher self-efficacy. In addition, collective efficacy significantly moderates the path between teacher self-efficacy and organizational citizenship behavior, but not between trust in colleagues and organizational citizenship behavior. Mousavifard (2024) investigated the effect of intellectual capital and strategic leadership on organizational citizenship behavior with the moderating role of professional ethics of employees in the General Directorate of Education of Kermanshah Province. The findings showed that intellectual capital has a significant and positive effect on organizational citizenship behavior by 66 percent. Strategic leadership predicted changes in organizational citizenship behavior by 46 percent; also, the moderating role of professional ethics of employees between intellectual capital and strategic leadership with organizational citizenship behavior was confirmed, with the moderating rate of this variable being 5 percent and 3.2 percent, respectively. The results showed that intellectual capital has a greater effect on organizational citizenship behavior than strategic leadership. Therefore, it is necessary to pay more attention to intellectual capital in order to improve organizational citizenship behavior in the organization. Research Methodology The research method is applicable due to its purpose, and its method is qualitative and data-based. The statistical population consists of 15 secondary school teachers and related experts selected through theoretical sampling that continued until theoretical saturation was obtained. The data collection tool is a semi-structured interview. Research findings For data analysis, the data-based method and Atlas ti8 software were used, and open, axial, and selective coding stages were used to identify and classify main and sub-categories. The findings showed that teachers' organizational citizenship behavior includes key dimensions such as organizational collaboration, professional development, respect and values, commitment and accountability, educational innovation, honesty and feedback, well-being and mental health, encouragement of academic growth, and discipline and adherence to principles. These dimensions are presented as a comprehensive model and are proposed as a framework for strengthening these behaviors. The present study shows that strengthening organizational citizenship behavior in teachers not only leads to improving the educational environment and increasing the motivation of teachers and students, but also has a positive impact on the overall performance of the education system. Conclusion The present study was conducted with the aim of presenting a model for developing organizational citizenship behavior in Iraqi secondary school teachers. The results of this study are consistent with the results of Choong & Peng Ng (2024), Mousavifard (2024), Behkesh & Behkesh (2024), Ghanbari et al, (2023), Nguyen Iran (2023), Ghanbari & Ahmadi (2022), Zarean Dolatabadi et al, (2021), and Hadipur (2019). Behkesh & Behkesh (2024) showed that organizational citizenship behavior is a constructs that has been of interest for a long time and the subject of much research. Given the specific conditions of the primary school, teachers of primary school have the most important responsibility. Teachers of this level have special duties to increase productivity and, as a result, the success of students in school. We have explained the importance of organizational citizenship behaviors, the characteristics of organizational citizenship behaviors, and its dimensions. An effective teacher is a teacher who can play a positive role in the intellectual and moral development of students. In order to make progress in education and training, primary school teachers must have high organizational citizenship behaviors. According to the results of the research, the following suggestions were made: One of the most important suggestions is that schools and educational centers should focus on strengthening cooperation and positive interaction between teachers and other members of the teaching staff. For this purpose, holding team-building workshops and training programs to improve communication skills and promote a spirit of cooperation can play a significant role in strengthening organizational citizenship behavior. Also, supporting teachers by providing continuous learning and professional development opportunities such as training courses, conferences, and study groups can help improve teaching performance and interpersonal communication in schools.

Abstract Abstract The aim of this study is to understand the effect of the variable of knowledge-based leadership on organizational innovation in Sepah Bank after the merger. A descriptive-applicable research model was used in this study, its method was survey, and the statistical population was 110 managers and experts of Sepah Bank headquarters after the merger. The required sample size was selected by simple random sampling method, consisted of 87 people through Morgan table; data was selected and collected from a researcher-made questionnaire, and Likert scale was used for measurement. The statistical method used in this study was the structural modeling method based on the partial least squares approach and Smart PLS3 software. The defined hypotheses were tested and the mutual relationship between knowledge-based leadership, illusion of control, and rationality on innovation was examined. The research findings indicate that with a confidence interval of 95% and path coefficients greater than 0.4, the effect size for all independent constructs on dependent constructs is strong, and knowledge-based leadership can lead to rationality and knowledge in the organization, and if environmental signals are not paid attention to, knowledge-based leadership creates an illusion of control in the organization; and if the illusion of control is managed in the organization and knowledge-based leadership is strengthened in the organization, the organization is on the path to innovation. Introduction In today's world with a completely complex and dynamic environment, organizations need to design and implement strategies that can be used to improve their performance. The requirements that have emerged in the management literature, such as the necessities of leadership in the knowledge age and the fundamental change in approaches to organizational leadership, make it necessary to go beyond traditional perspectives. Although until recently, the discussion about knowledge management was an interesting topic in the center of thought; today knowledge-based leadership has attracted the attention of active thinkers in the field of management (Homayounfar et al, 2023). According to many researchers, a wide range of thematic literature explains the importance of knowledge-based leadership and knowledge management, and the role it plays in the competitiveness of large enterprises and small and medium-sized organizations. Organizational knowledge management capacity is rapidly becoming a vital executive skill of this era. Knowledge-based leadership is considered to be the driver of the relationship between the components of intellectual capital management of the organization, and many researchers consider intellectual capital to be the most important strategic asset in evaluating organizational performance. Therefore, contemporary management researchers often believe that the acquisition of new knowledge depends on the evolution of leadership activities, and adapts to changing organizational conditions (Safar Mohammadlou et al, 2022). Langer believes that leaders are forced to know what needs to be done for the common benefits, and that management must have a higher purpose and ask whether their decisions are good for society as well as for their company; approaches very different from past models. Therefore, rationality enables individuals and social communities to learn and behave well in specific situations in order to achieve a common advantage, without the need to consider or even pretend to be in those situations. When individuals are exposed to the empowerment bias, they feel that they have more control over their environment than they actually do (Bélanger et al, 2018). Therefore, a very important question that arises is: by mediating the two variables of illusion of control and rationality, can knowledge-based leadership affect organizational innovation? Theoretical Framework Knowledge-Based Leadership Knowledge-based leadership means guiding people through a knowledge channel; that is, organizational leaders must guide knowledge workers to learn and use knowledge and ultimately achieve overall knowledge-related goals (Qalich Lee et al, 2020). Illusion of Control “Illusion of Control” is defined as the expectation of the probability of personal success higher than the objective probability. Ilusion is defined in many sources as a kind of distortion in the senses and perceptual abilities; a strong tendency for people to believe that their activities cause things to happen, even if they have no influence on them. (Kim et al, 2014). Rationality Reason (wisdom) is defined as knowledge obtained by having many experiences in life. On the other hand, it considers knowledge as information, understanding or skill obtained from experience or education or awareness of something, and speaks of reason as insight. The word epistemology is a word derived from two ancient Greek words, namely "epistem" meaning knowledge and "logy" meaning speech or theory. The word "epistem" has been translated into English as "knowledge" and in Arabic as "science". Defining knowledge management, like knowledge itself, is difficult. Theoretical insights on how to manage knowledge are available from several disciplines such as economics, philosophy and epistemology, computer science, and sociology (Chang et al., 2015). Innovation In contemporary organizational studies, innovation is considered a panacea for organizational survival. Therefore, it seems that pursuing practical wisdom to improve organizational innovation performance is essential for the sustainability of organizational competition (Ding et al, 2019). Homayounfar et al, (2023) in the article "The Role of Knowledge-Based Leadership in Innovative Performance in the Public Sector" acknowledged: today, the success of organizations depends more than ever on gaining competitive advantage through innovative performance resulting from knowledge-based performance. Accordingly, the present study examined the role of knowledge-based leadership in innovative performance in government organizations in Gilan province. Based on the findings, the effect of knowledge-based leadership on knowledge documentation (r=0.58), the effect of knowledge-based leadership on knowledge application (r=0.39), and the effect of knowledge-based leadership on knowledge creation (r=0.41) is significant. However, the effect of knowledge-based leadership on knowledge transfer is not significant. Based on the results of the indirect paths of the research model, knowledge-based leadership has the greatest indirect effect on the innovative performance of companies through the variables of knowledge storage and transfer. Therefore, by emphasizing knowledge storage by the organization's management, knowledge transfer and innovation will increase the most. Pourrashidi, Zahra., (2021)) in the article "The Mediating Role of Knowledge Management and Organizational Learning in the Effect of Human Resource Development Activities on Employee Innovation (Case of Kerman Shahid Bahonar University Employees)" acknowledged; human resource development activities have a positive and significant effect on knowledge management. Human resource development activities have a positive and significant effect on the organizational learning of employees. Organizational learning of employees has a positive and significant effect on their innovation. Knowledge management has a positive and significant effect on employee innovation. Human resource development activities have a positive and significant effect on employee innovation. Finally, knowledge management and organizational learning have a mediating role in the effect of human resource development activities on employee innovation. Research Methodology A descriptive-applicable research model was used in this study, its method was survey, and the statistical population was 110 managers and experts of Sepah Bank headquarters after the merger. The required sample size was selected by simple random sampling method, consisted of 87 people through Morgan table; data was selected and collected from a researcher-made questionnaire, and Likert scale was used for measurement. Research Findings The statistical method used in this study was the structural modeling method based on the partial least squares approach and Smart PLS3 software. The defined hypotheses were tested and the mutual relationship between knowledge-based leadership, illusion of control, and rationality on innovation was examined. The research findings indicate that with a confidence interval of 95% and path coefficients greater than 0.4, the effect size for all independent constructs on dependent constructs is strong, and knowledge-based leadership can lead to rationality and knowledge in the organization, and if environmental signals are not paid attention to, knowledge-based leadership creates an illusion of control in the organization; and if the illusion of control is managed in the organization and knowledge-based leadership is strengthened in the organization, the organization is on the path to innovation. Conclusion The present study was conducted with the aim of understanding the effect of the knowledge-based leadership variable on organizational innovation in Sepah Bank after the merger. The results of this research are consistent with the results of Homayounfar et al, (2023), Qalich Lee et al, (2020), Pourrashidi, Zahra., (2021), Bruno (2019), Ding et al, (2020), and Naqshbandi et al, (2018). Peter Drucker believes that knowledge is a source of template for creating competitive advantage of organizations. On the other hand, Bruno believes; knowledge and rationality provide the ability to respond to new situations (Bruno, 2019). According to the results of the research, it is recommended: Development and/or acquisition of tools and technologies in aggregating and obtaining value from customer knowledge Development and expansion of IT in aggregating and obtaining value from customer knowledge Development and management of customer knowledge base Application of knowledge sharing technologies for innovation

Abstract Abstract The aim of this study is to present a model for optimal selecting the characteristics of policy laboratories in the country's executive management. The research method is applicable in terms of its purpose; qualitative in terms of implementation, of content analysis type; and descriptive-exploratory research in terms of nature; and its main strategy is a comparative study of various policy laboratories suitable for the executive management of the country of the Islamic Republic of Iran. The research elite community included 16 managers, policymakers, and researchers in the field of policymaking and policy with expertise related to the policy laboratory, researchers/faculty members active in the field of management and policymaking, leaders, theorists, and policy laboratory practitioners/activists in the field of public policy. They were referred to purposefully, using the snowball method; and the interviews continued until theoretical saturation was achieved. To collect data, semi-structured interviews were conducted using thematic analysis method, and MAXqda 2020 software was used to carry out the analysis process after open and axial coding. The results indicated that a total of 95 basic codes, 15 organizing themes, and 5 overarching themes were identified and extracted. In addition to identifying four basic approaches of the living laboratory, the results of the present study, consider data-based policymaking, behavioral insights and the serious game approach, the structure of the policy laboratory for executive management in a decentralized (divergent) manner and with active participation in various fields, considering the diversity of topics. Introduction In today's world, the speed of developments is increasing at a stunning rate, so the traditional policymaking mechanism of the past does not respond to today's conditions, and any mistake or delay in decision-making will cause irreparable damage to society. This has prompted policymakers in developed countries to take advantage of new possibilities. A policy refers to decisions and resolutions that determine the course of government action and include the stages of formulation, implementation, and evaluation (Kern & Rogge, 2018). These policies can have many positive and negative effects at the organizational and societal levels, the dimensions of which far exceed initial expectations and predictions, and may last for years and even generations (Jordan & Huitema, 2014). Policymaking is a complex and challenging process that deals with a variety of problems, issues, challenges, and target communities (Momen Kashani et al, 2020). The areas of expertise to be tested are also numerous and diverse, and different expert groups are needed for each. The point is that policymaking should be free from trial and error and focused on confronting issues wisely. Therefore, an experimental approach to policy-making is essential. Policy labs can be categorized according to the strategy of the lab, the organization of the lab, and the scientific discipline of the experts working in it (Haelg et al, 2019). The design logic of the lab is defined by necessity. Sometimes a large, comprehensive, and multidisciplinary lab is used, and sometimes temporary groups of experimenters can be used. On the other hand, policy labs can be divided into several types (McGann et al, 2017), labs with different capacities to address public problems and issues in different areas of society (Svensson, 2020). Today, with the rapid and extensive progress of science and technology, it is essential that all processes are re-examined and, while anticipating, before any action, or simultaneously with them, plans or resolutions are allowed to be tested. In order to implement the review, re-engineering issues and drawing them in a laboratory manner seems important in the current situation (Mankongsujarit, 2019). Given the failure of many policies that have been adopted, implemented and experienced in the past; avoiding the trial and error method emphasizes the necessity of establishing a policy laboratory in the government, which is essential to prevent inappropriate output and implementation, and conversely, its correct and effective implementation. In order to become familiar with the characteristics of the policy laboratory and benefit from the privilege of its existence, this research has attempted to achieve a balanced model for creating a suitable policy laboratory for the executive branch, while conducting a comparative study of policy laboratories in other countries. Accordingly, the present study seeks to answer this question: What is the optimal selected model of the policy laboratory coordinates suitable for the country's executive management? Theoretical Framework Policy Lab A policy is a set of purposeful actions taken by an actor or set of actors to address a problem or issue of interest (Gofen & Golan, 2020). Policy labs are established with the aim of diagnosing and improving governance to identify why, where, and how each specific policy case occurred (Pourreezzat, 2021). Policy labs employ a wide range of tools, including stakeholder and policymaker meetings, research and data collection, workshops, and other innovative methods and tools, to generate the best ideas for desirable policy. The entry of policy laboratories into the design and policy-making process is not limited to a specific stage and can be entered at any stage of the policy-making process. In the research and problem identification stage, options are tested and reviewed, such as creating and visualizing policies and public programs. Borhani et al, (2022) examined the use of a qualitative meta-synthesis approach to present a policy laboratory design model. The results showed that the policy laboratory design model was presented in the form of 8 main categories including policy problem identification, policy laboratory staff, policy laboratory stakeholders, the role of the policy laboratory in government, policy laboratory programs, policy laboratory location, policy laboratory physical space, and expected policy laboratory output. Therefore, in order to identify the problems of society, policy laboratories should be established with the presence of policy experts as well as stakeholders in different areas of the country with appropriate facilities and physical space, which can identify the problems of society with proper planning, find solutions to these problems in cooperation with different research groups, and implement the explained policies in cooperation with the government and the sovereignty. "Policy Laboratories: Concepts, Tools, and Applications" is the title of a book about the policy laboratory written by Ghazi Nuri et al, (2021). This book emphasizes small-scale experiments conducted to collect feedback and reduce the costs of failure, and compares the similarities and differences of these laboratories globally with the aim of designing methods to inform policymakers. Research Methodology The research method is applicable in terms of its purpose; qualitative in terms of implementation, of content analysis type; and descriptive-exploratory research in terms of nature; and its main strategy is a comparative study of various policy laboratories suitable for the executive management of the country of the Islamic Republic of Iran. The research elite community included 16 managers, policymakers, and researchers in the field of policymaking and policy with expertise related to the policy laboratory, researchers/faculty members active in the field of management and policymaking, leaders, theorists, and policy laboratory practitioners/activists in the field of public policy. They were referred to purposefully, using the snowball method; and the interviews continued until theoretical saturation was achieved. Semi-structured interviews were used to collect data. Research findings Thematic analysis method was used to analyze the findings and MAXqda 2020 software was used to implement the analysis process after open and axial coding. The results indicated that a total of 95 basic codes, 15 organizing themes, and 5 overarching themes were identified and extracted. In addition to identifying four basic approaches of the living laboratory, the results of the present study, consider data-based policymaking, behavioral insights and the serious game approach, the structure of the policy laboratory for executive management in a decentralized (divergent) manner and with active participation in various fields, considering the diversity of topics. Conclusion The present study was conducted with the aim of providing a model for optimal selecting the coordinates of the policy laboratory in the country's executive management. The results of this study are consistent with the results of Borhani et al, (2022), Pourezzat (2021), Etebariyan & Keshvariyan Azad (2019), Gheysari et al, (2019), and Mohammadi Fateh et al, (2017). Borhani et al, (2022) showed that the policy laboratory design model is presented in the form of 8 main categories including policy problem identification, policy laboratory staff, policy laboratory stakeholders, policy laboratory role in government, policy laboratory programs, policy laboratory location, policy laboratory physical space, and expected policy laboratory output. Therefore, in order to identify the problems of society, policy laboratories should be established with the presence of policy experts and stakeholders in different areas of the country with appropriate facilities and physical space, which can identify the problems of society with proper planning, find solutions to these problems in cooperation with different research groups, and implement the explained policies in cooperation with the government. According to the results of the research, the following suggestions were made: In the first step, the selection of policy areas depends on the prioritization of government organizations and consideration of the issues of the target community and the way of enacting laws. Therefore, various agencies should activate the policy sub-laboratory appropriate for themselves, under a central laboratory, with different scientific and practical expertise.