معاونت آموزشی دانشگاه علوم پزشکی و خدمات بهداشتی درمانی جندی شاپور اهوازمجله توسعه آموزش جندی شاپور اهواز2251-650613020221023Evaluation of validity and reliability of Pham and Taylor Academic Performance Questionnaire (1999)بررسی روایی و پایایی پرسشنامه ی عملکرد تحصیلی فام و تیلور (1999)11516095110.22118/edc.2021.305873.1891FAمحدثه صفاریهکارشناسی ارشد روان شناسی تربیتی، دانشگاه سمنان، سمنان، ایران.0000-0002-0214-8645علی محمد رضاییعضو هیات علمی، گروه روانشناسی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران.محمدعلی محمدی فرعضو هیات علمی، گروه روانشناسی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران.https://orcid.org/0000-0002-9370-3228Journal Article20210920<strong>Porpose: </strong>The aim of this study was to evaluate the validity and reliability of the Pham and Taylor (1999) Academic Performance Scale.<br /><strong>Methods:</strong> Psychometric method was used to achieve this goal. The statistical population included all high school students in Semnan with 3952 students and the research sample consisted of 400 students who were selected by cluster random sampling. In order to evaluate the validity of the scale, KMO and Bartlett sphericity tests were used, which showed that the results of both tests were desirable. Two factors with an eigenvalue greater than one were found.<br /><strong>Findings:</strong> These two factors together could explain 75.268% of the variance of all research variables. With varimax rotation, it was determined that the dimensions of self-efficacy, planning and motivation were related to the first factor and the lack of outcome control and emotional impact were related to the second factor. To determine the reliability of the instrument, internal consistency was used in Cronbach's alpha method. The Cronbach's alpha value for the questionnaire was 0.904, which is very desirable. The two-factor model fit indices also confirmed the goodness of the formulation model.<br /><strong>Conclusion: </strong>In general, it can be concluded that the Pham and Taylor (1999) Academic Performance Scale has good validity and reliability.<br /> <br /><strong>Evaluation of validity and reliability of Pham and Taylor Academic Performance Questionnaire (1999)</strong><br /><strong> </strong><strong>Introduction: </strong>Evaluation of the academic performance of students helps to increase the quality of teaching and learning. The information collected through performance assessment helps teachers to identify the problems of the students as well as the weak points of the programs and measure the degree of adaptation of the curriculum and educational approaches to the needs of students. These assessments also help students to know what mistakes they have made and how they can correct those mistakes. Questionnaire is one of the tools to collect information about students' academic performance. Questionnaire is one of the most widely used data collection tools in social science research. The main purpose of the questionnaire is to obtain relevant information in the most reliable way. Therefore, the accuracy and consistency of the questionnaire is an important aspect of the research method, which is known as validity and reliability. Validity and reliability increase transparency and reduce opportunities to introduce researcher bias into research. Reliability refers to stability. That is, if we use the same tool or test several times, we should get the same results. If the instrument is unreliable in this sense, then the data are considered irrelevant to the phenomenon or concept being measured. Validity means that a test or instrument measures exactly what the researcher intended it to measure.<br /><strong>Materials and methods: </strong>This research is a psychometric type. The statistical population of this study was made up of all the male and female students of the second secondary school in Semnan city, numbering 3952 people. The sample size was determined with the help of Cochran's formula of 400 people. Then, using cluster random sampling method, sample people were selected and completed Pham and Taylor's academic performance questionnaire (EPT). This tool contains 48 items with a five-point Likert scale and it measures five dimensions of self-efficacy, emotional effects, planning, lack of outcome control, and motivation. In this scale, a score less than 120 means poor academic performance, higher than 175 means strong academic performance, and between 121-174 average academic performance. In order to analyze the data, the statistical methods of exploratory factor analysis, confirmatory factor analysis and internal consistency (Cronbach's alpha) were used.<br /><strong>Results and discussion: </strong>Using the Kaiser-Meier-Oklin and Bartlett's sphericity tests, the adequacy of the sample and the factorial ability of the data were checked and the value of KMO statistic was equal to 0.710 and the chi-square value in Bartlett's test was 593 and in this way, the possibility of doing factor analysis on the variables was confirmed. The amount of variance extracted for all subscales was more than 0.5. Two factors with an eigenvalue greater than one were found and the Pebble diagram also confirmed the existence of two factors. The first factor could explain 51.508% and the second factor could explain 24.210% of the variance of all research variables. Self-efficacy, motivation and planning were the subgroup of the first final factor, and lack of control over the outcome and emotional effects were the subgroup of the second final factor. In justifying the first factor, it can be stated that familiarity with study skills and the use of learning strategies such as planning lead to academic success of students, and this positive experience affects self-efficacy beliefs and motivation to progress and regarding the justification of the second factor, it can be said that the training of emotion regulation skills changes the level of self-control of people. All the factor loadings after rotation (Varimax) were more than 0.7 and showed the appropriateness of the factor analysis and the extracted factors. The highest value of the factor load was related to planning (0.861) and the lowest value was related to emotional impact with a value of (0.837). The reliability of Pham and Taylor's academic performance scale was obtained through internal consistency using Cronbach's alpha of 0.904, which indicates the good reliability of this scale. Also, this result was obtained if questions 5, 7, 8, 23, 26, 33, 37 are removed, the reliability of the scale increases. Finally, Lisrel software and confirmatory factor analysis were used to check the relationships and fit of the extracted factors. The results indicated a good model fit (AGFI: 0.95, CFI: 0.96, IFI: 0.96, NFI: 0.94, GFI: 0.99). The RMSEA index was in the desired range (0.069) and the chi-square value to degrees of freedom was obtained less than 3 and 2.91.<br /><strong>Conclusion: </strong>In general, and based on the results, it can be said that the Iranian academic performance questionnaire of Pham and Taylor (1999) has good validity and reliability and can be used to achieve various goals. It is suggested to check the validity and reliability of this questionnaire for different educational levels and age groups with a larger number of samples or with other statistical methods.<strong>هدف:</strong> هدف از انجام این مطالعه، بررسی روایی و پایایی مقیاس عملکرد تحصیلی فام و تیلور بود.<br /><strong>روش کار:</strong> در این مطالعه از روش روانسنجی استفاده گردید. جامعه آماری شامل کلیه ی دانش آموزان متوسطه دوم شهرستان سمنان به تعداد 3952 نفر و نمونه پژوهش متشکل از 400 دانش آموز بود که به روش نمونه گیری تصادفی خوشه ای انتخاب گردیدند. بررسی روایی مقیاس با استفاده از آزمون های KMO و کرویت بارتلت انجام گرفت.<br /><strong>نتایج:</strong> نتایج حاکی از مطلوب بودن یافته های هر دو آزمون بود و هر دو عامل با مقدار ویژه بیشتر از یک یافت شد. این دو عامل در مجموع توانستند 268/75 درصد از واریانس تمامی متغیرهای پژوهش را تبیین کنند. با چرخش واریماکس تعیین شد که ابعاد خودکارآمدی، برنامه ریزی و انگیزش مربوط به عامل اول و فقدان کنترل پیامد و تأثیر هیجانی مربوط به عامل دوم هستند. جهت تعیین پایایی ابزار از همسانی درونی به شیوه ی آلفای کرونباخ استفاده شد. مقدار آلفای کرونباخ برای پرسشنامه 904/0 به دست آمد که بسیار مطلوب می باشد. شاخص های برازش مدل دو عامل استخراج شده نیز نیکویی مدل تدوینی را تأیید نمودند.<br /><strong>نتیجه گیری:</strong> به طور کلی می توان نتیجه گرفت که مقیاس عملکرد تحصیلی فام و تیلور از روایی و پایایی مناسبی برای اجرا در پژوهش های مربوط به دانش آموزان ایرانی برخوردار است.https://edj.ajums.ac.ir/article_160951_da049abad6ec1ed911ea68cdda32d1e3.pdfمعاونت آموزشی دانشگاه علوم پزشکی و خدمات بهداشتی درمانی جندی شاپور اهوازمجله توسعه آموزش جندی شاپور اهواز2251-650613020221023Non-governmental schools in the new policy modelارائه مدلی برای سیاست گذاری درنظام مدارس غیردولتی162816096110.22118/edc.2022.338366.2075FAعلی ارجمندنیا تبریزدانشجوی دکتری مدیریت آموزشی، دانشگاه آزاد اسلامی واحد دماوند، تهران، ایران.0000-0001-8030-8416ابوالقاسم دلخوش کسماییعضو هیئت علمی، گروه مدیریت منابع انسانی، دانشگاه آزاد اسلامی واحد دماوند، تهران، ایران.0000-0002-2618-7243معصومه اولادیانعضو هیئت علمی گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد دماوند، تهران، ایران.0000-0002-1177-3027Journal Article20220419<strong>Porpose: </strong>The main purpose of the research is to provide a model for policymaking in non -government schools.<br /><strong>Method:</strong> In this applied study, the method of navigation was used by using theme analysis that in the qualitative part of the semantic pattern and in the quantitative part, the interpretation of the interpretation of the interpretation (ISM) was used to determine relationships. The statistical population in the qualitative part includes 20 interviewees (policymakers, professors and senior executives) with semi -structured interviews and a little 1140 schools of three Khorasan provinces with simple random sampling method with validity and endurance.<br /><strong>Findings:</strong> The result of this study shows that policy -based policy is: 0.72 Investment of Government Aid 0.87 Managers 0.74 Teachers Executive Factors 0.75 Educational Equipment 0.81 Government Laws 89 /0 Banking System 88.88 Tax and 0/73 Municipalities and Municipalities and Urban Development Organizations 0/30 Society Partnerships Experts Partnerships 08.8 Coordination University Coordination Council Coordination Council 0.81 Specialist School School School Special Schools The construction of 0.33 was 0.65 than the average of 0.65, which was rejected and accepted.<br /><strong>Conclusion: </strong>Strategies are mostly derived from lower level indicators. The first level is the most effective and sixth level of factor (government laws). Also (investment, expert founders and educational equipment, government assistance and coordination council, special schools, Supervision Council and Partnership Experts) are the most important factors affecting policy making that should be taken into consideration.<br /> <br /><strong>Non-governmental schools in the new policy model</strong><br /><strong> </strong><strong>Purpose: </strong>The non -governmental school organization requires the analysis of the system of thinking and permanent repair in the way of policy making for the necessary agility. Politics for education, whether in government or non -governmental sectors, according to Article 110 of the Constitution, must be extensive and comprehensive and prevent the factors that have a negative impact on its changes. The main purpose of the research is to provide a model for policy -making in non -government schools.<br /><strong>Materials and methods: </strong>Group decision -making technique means that several individuals' opinions are obtained in the process of comparison. The ISM method can be integrated in two ways:<br />Frequent method: In this method the majority view is selected as the final opinion. 2- Fashion: If we have several experts, each of which has an SSIM matrix, we must integrate them.<br />The statistical population that was investigated included two part: in the qualitative sector included all policy experts, professors and senior executives in the ministry, with 10 of the interviews, 10, and a little bit; Includes managers, deputies and deputies and 16,000 schools; The sampling method of this community was randomly conducted and dedicated to the three provinces of North Khorasan, Razavi and South. A total of 1140 schools were questioned and questioned through the questionnaire. One of the most important parts of scientific research is the study of data and their analysis. The first section deals with analyzing the data of the qualitative section obtained by the semi -structured interview tool. In this section, the oral statements of each of the interviews will be presented first, and after the verbal propositions, the open codes of each will be determined, and then the central coding of the interviews, based on open face codes, will be based on open face codes. It will be taken and then central codes will become dimensions (selective codes) and ultimately the conceptual research model will be presented in accordance with the above three steps. In the second part; According to the central codes and dimensions identified in the previous section, the researcher -made questionnaire was arranged and after the validity and reliability of the tool and distribution in the statistical population, the data obtained by the ISM method was analyzed.<br /><strong>Results and discussion: </strong>Selected coding results are: First stage of coding factors: Capital (investment), executive staff (managers, teachers, factors), hardware (educational equipment) macro level (government -approved laws, banking system, tax system, insurance, municipal and urban organizations) environment Wisdom (Partnership Experts, Cultural University Education, Coordination Council, Supervision Council, Specialist Founders), Society (Society Culture, Society's Income, Level of Society Literacy, Special Schools (Gifted Schools, Public Schools).<br />- In the second phase, these factors were finalized using the questionnaire tool and the analysis method.<br />Investment, Government Assistance, Managers, Teachers, Executive Agents, Educational Equipment, Government Laws, Banking System, Tax and Insurance System, Partnerships Experts, Cultural University Training, Constituent Coordination Council, Specialist Founders, Schools, Supervisory Council The variable of the community and the municipal and municipal organizations has been eliminated.<br />- In the third step, the final model is provided by the ISM method.<br />The result of this study shows that policy -based policy -based policy is: 0.72 Investment of Government Aid 0.87. 74.74 Teachers Executive Agents 0.75 Educational Equipment 0.81 Government Rules Approved Government System 088/88 Taxes & Tax 73.73 Municipalities and Municipalities and Municipalization Organizations 0/330 Society Partnerships Experts Partnerships 08.8 Coordination University Coordination Council Coordination Council 0.81 Specialized School School School Special Schools 0 The community was 0.65 below the average, which is rejected and accepted.<br /><strong>Conclusion: </strong>The non -governmental school organization requires the analysis of the system of thinking and permanent repair in the way of policy making for the necessary agility. Politics for education, whether in government or non -governmental sectors, according to Article 110 of the Constitution, must be extensive and comprehensive and prevent the factors that have a negative impact on its changes. Non -governmental institutions, especially in education, if he wants to think about his survival; It is necessary to pay attention to two basic dimensions. First, one should look at the market and the resulting shots, and in the next step, look at the competition with your fellow citizens. Therefore, in a competitive environment, it is necessary to examine the current situation every day and to increase the student quantity and the quality of education and services; If this is also visible in the units. With the increase in the number of non -governmental students, the revenues of these institutions will also increase, and these institutions will be able to compete with other institutions in today's turbulent and variable world and stand up to their feet. The main purpose of the research is to provide a model for policy -making in non -government schools. Strategies are mostly derived from lower level indicators. The first level is the most effective and sixth level of factor (government laws). Also (investment, expert founders and educational equipment, government assistance and coordination council, special schools, Supervision Council and Partnership Experts) are the most important factors affecting policy making that should be taken into consideration.<strong>هدف:</strong> هدف اصلی پژوهش ارائه مدلی برای سیاست گذاری درنظام مدارس غیردولتی می باشد.<br /><strong>روش کار:</strong> پژوهش پژوهش حاضر کاربردی است و،به روش آمیخته پیمایشی انجام شده است. در بخش کیفی ازروش تحلیل تم استفاده شد. در بخش کمی، از روش مدلســازی ســاختاری تفســیری (ISM) جهت تعیین روابط استفاده گردید. جامعه آماری دربخش کیفی شامل 20 نفر مصاحبه شونده (خبرگان سیاست گذاری، اساتید و مدیران عالی) با مصاحبه های نیمه ساختار یافته ودربخش کمی 1140 مدرسه سه استان خراسان بوده که با روش نمونه گیری تصادفی ساده با اثبات روایی و پایایی می باشد.<br /><strong>نتایج:</strong> برآیند این پژوهش نشان می دهد، سیاست گذاری براساس میانگین عددی فازی عبارت است از: سرمایه گذاری 72/0، میزان کمک دولت 87/0، مدیران 74/0، معلمان73/0، عوامل اجرایی 75/0، تجهیزات آموزشی 81/0، قوانین مصوب دولتی 89/0، نظام بانکی 88/0، مالیات و بیمه 73/0، سازمانهای شهرداری و مسکن و شهرسازی 33/0، آحاد جامعه 65/0، کارشناسان مشارکتها 8/0، آموزش دانشگاه فرهنگیان 8/0، شورای هماهنگی 81/0، موسسان متخصص 78/0، مدارس خاص 78/0، شورای نظارت 88/0. چون سازمان های شهرداری و مسکن و شهرسازی 33/0 آحاد جامعه بوده و 65/0 از میانگین پایین تر بوده رد شده و بقیه مورد پذیرش قرارگرفته است.<br /><strong>نتیجه گیری:</strong> راهبردها بیشتر برگرفته از شاخص های سطوح پایین تر هستند. سطح اول، اثرپذیرترین و سطح ششم عامل (قوانین دولت) اثرگذارترین عامل میباشد. همچنین (سرمایه گذاری، موسسان متخصص و تجهیزات آموزشی، کمک دولت و شورای هماهنگی موسسان، مدارس خاص، شورای نظارت و کارشناسان مشارکت ها) مهمترین عوامل موثر بر سیاست گذاری می باشندکه باید مورد توجه بیشتری قرار بگیرند.https://edj.ajums.ac.ir/article_160961_51463fdfb8dac2a199fb0c75d7696652.pdfمعاونت آموزشی دانشگاه علوم پزشکی و خدمات بهداشتی درمانی جندی شاپور اهوازمجله توسعه آموزش جندی شاپور اهواز2251-650613020221023Modeling the effective factors on students' academic guidance based on the document of fundamental change in education of the Islamic Republic of Iranمدل یابی عوامل مؤثر بر هدایت تحصیلی دانش آموزان مبتنی بر سند تحول بنیادین آموزش و پرورش جمهوری اسلامی ایران294416098310.22118/edc.2022.352060.2127FAیحیی سالاریدانشجوی دکتری مدیریت آموزشی، دانشکده ادبیات و علوم انسانی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران0000-0002-3376-4455مریم اسلام پناهعضو هیئت علمی مدیریت آموزشی، دانشکده ادبیات و علوم انسانی، واحدکرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران0000-0002-6013-333سوسن لاییعضو هیئت علمی گروه مدیریت آموزشی، دانشکده ادبیات و علوم انسانی، واحدکرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران0000-0003-8794-830فرانک موسویعضو هیئت علمی گروه مدیریت آموزشی، دانشکده ادبیات و علوم انسانی، واحدکرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران0000-0003-3552-8991Journal Article20220717<strong>Porpose: </strong>The purpose of this research was to find a model to identify the factors affecting the educational guidance of students based on the document of the fundamental transformation of education in the Islamic Republic of Iran.<br /><strong>Method:</strong> The method of confirmatory factor analysis was used for the study. The statistical population consisted of all the students of the first year of secondary school in Kermanshah, based on Morgan's table, 380 male and female students of the ninth grade of the first year of high school in Kermanshah were selected in the academic year 2019-2019 using a multi-stage random cluster method. The research tool includes a researcher-made questionnaire of factors affecting the educational guidance of students for the future. In order to check the evidence of validity of the questionnaire, the validity of the construct was done using the factor analysis of the exploratory method. According to Cronbach's alpha method, the reliability coefficient was 0.92. Data analysis was done at two levels of descriptive statistics (frequency and percentage) and inferential statistics (confirmatory factor analysis tests and structural equation modeling).<br /><strong>Findings:</strong> The findings indicated the identification of seven factors affecting academic guidance, which are: supply of experienced workforce, dynamic economy, efficiency and productivity, stable employment, providing employment, stable family and proper distribution of students.<br /><strong>Conclusion: </strong>In the presented model, a suitable and significant correlation was observed between the items and the main components of the model, as well as between the main components with each other.<br /> <br /><strong>Modeling the effective factors on students' academic guidance based on the document of fundamental change in education of the Islamic Republic of Iran</strong><br /><strong>Purpose: </strong>Since the academic guidance of students is important, in the fundamental reform document, the implementation of the academic guidance program started from 2016-17 with the establishment of the 6-3-3 system, and in the fundamental reform of education document, the main lines of the academic guidance program were drawn. has been In this regard, the official public education system is obliged to accept individual differences, to discover and guide various innate talents and respond to the needs, interests and desires of students in line with the interests and framework of the Islamic standard system. In the meantime, the choice of the field of study has a very important role in drawing the career path and future of people and it definitely requires precise policies, because the successful passage of this stage leads to the successful passage of other stages of growth. The social psychology of the individual and finally the flourishing of the individual and his abilities, In the operational objective 21 of the fundamental change document about "revision and re-engineering of structures, procedures and methods", two solutions are related to academic guidance. Solution 21-3 states: "Designing and establishing a comprehensive academic guidance and talent search system in order to guide students to the fields and professions and skills needed in the present and future of the country according to their talents, interests and abilities". In the solution 21-4 of the transformation document, it is stated: "Establishment of educational guidance and counseling system based on Islamic principles and increasing teachers' dedication in this field and employing expert consultants to perform specialized tasks in all educational levels". Therefore, academic guidance is not specific to choosing a field at one point in time and includes all educational levels, the aim of the present research was to model the identification of factors affecting the educational guidance of students based on the document of the fundamental transformation of education in the Islamic Republic of Iran.<br /><strong>Materials and methods: </strong>The present research method was a descriptive survey type. In this way, the factors affecting the academic guidance of students for the future were examined and studied. The statistical population includes all the students of the first year of secondary school in Kermanshah, according to Morgan's table, 380 male and female students of the ninth grade of the first year of high school in Kermanshah in the academic year of 2020-21 were selected using a multi-stage random cluster method. 170 of the students were female (45%) and 210 of the students (55%) were male. 85 students (23%) were in non-profit schools and 295 students (77%) were in public schools. The research tool includes a researcher-made questionnaire of factors affecting the educational guidance of students for the future. This questionnaire includes question 1-2 under the name of the factor of supply of experienced workforce, question 3-7 under the name of dynamic economy factor, question 8-15 under the name of stable family factor, question 16-46 under the name of the factor of greater efficiency and productivity, question 56- 47 with the name of sustainable employment factor, question 57-61 with the name of the factor of providing employment, question 66-62 with the name of the factor of appropriate distribution of students in the existing fields. In order to check the validity evidence of the questionnaire, construct validity was done using factor analysis with two exploratory and confirmatory methods. According to Cronbach's alpha method, the reliability coefficient was 0.92.<br /><strong>Findings: </strong>The findings indicated the identification of seven factors affecting academic guidance, which are: supply of experienced workforce, dynamic economy, efficiency and productivity, stable employment, providing employment, stable family and proper distribution of students.<br /><strong>Conclusion: </strong>In the presented model, a suitable and significant correlation was observed between the items and the main components of the model, as well as between the main components with each other. Examining the desirability indices showed that the model has an acceptable fit. Therefore, it is suggested that in order to improve the proper distribution of students in the existing fields, in addition to paying attention to the interests of the students, school counselors should also examine the other components mentioned in the model and control their effects on the choice of the students' fields of study. Also, one of the identified factors affecting students' academic choices is parents who, in most cases, without sufficient knowledge and information, and sometimes by pressuring the student to choose a major, change the course and affect the correct process of academic counseling. Based on the results of this research, it is suggested that the academic guidance of students should be based on factors such as providing employment opportunities for students, creating a dynamic family, creating a dynamic economy, creating more efficiency and productivity, and considering creating sustainable employment for students. Accept it is also suggested that the school counselors hold meetings with the students' parents to provide the parents with the necessary information about the students' interests, as well as the information related to the changes in the labor market and its relationship with the student's chosen field. It is recommended for future researchers to investigate the effect of the role of counselors and parents and compare it with the effect of information obtained from cyberspace in the academic guidance of students, as well as the effect of the distribution of students in their fields of interest on their performance.<strong>هدف:</strong> هدف تحقیق حاضر، مدل یابی شناسایی عوامل مؤثر بر هدایت تحصیلی دانش آموزان مبتنی بر سند تحول بنیادین آموزش و پرورش جمهوری اسلامی ایران بود.<br /><strong>روش کار:</strong> برای مطالعه از شیوه تحلیل عاملی تأییدی استفاده شد. جامعه آماری مشتمل بر کلیه دانش آموزان دوره اول متوسطه شهر کرمانشاه بود که بر اساس جدول مورگان تعداد 380 نفر از دانش آموزان دختر و پسر پایه نهم دوره متوسطه اول در شهرکرمانشاه در سال تحصیلی 1400-1399 به شیوه خوشه ای چند مرحله ای تصادفی انتخاب شدند. ابزار تحقیق شامل پرسشنامه محقق ساخته عوامل مؤثر بر هدایت تحصیلی دانش آموزان برای آینده بوده است. جهت بررسی شواهد روایی پرسشنامه، روایی سازه با استفاده از تحلیل عاملی شیوه اکتشافی صورت پذیرفت . به روش آلفای کرونباخ، ضریب اعتباری برابر 92/0 بدست آمد. تحلیل داده ها در دو سطح آمار توصیفی (فراوانی و درصد) و آمار استنباطی (آزمون های تحلیل عاملی تأییدی و مدل یابی معادلات ساختاری استفاده به عمل آمد.<br /><strong>نتایج:</strong> یافته ها بیانگر شناسایی هفت عامل موثر بر هدایت تحصیلی بوده اند که عبارتند از: تامین نیروی کار آزموده، اقتصاد پویا، بازدهی و بهره وری، اشتغال پایدار، فراهم کردن زمینه اشتغال، خانواده پایدار و توزیع مناسب دانش آموزان.<br /><strong>نتیجه گیری:</strong> در مدل ارائه شده همبستگی مناسب و معناداری بین گویه ها با مولفه های اصلی مدل و نیز بین مولفه های اصلی با یکدیگر مشاهده شد.https://edj.ajums.ac.ir/article_160983_799b2c62a8a4f33c33285d7bd1d7be83.pdfمعاونت آموزشی دانشگاه علوم پزشکی و خدمات بهداشتی درمانی جندی شاپور اهوازمجله توسعه آموزش جندی شاپور اهواز2251-650613020221023Present a Model for Improving the Professional Competence of Teachers based on Psychological Empowerment and Metacognitive Beliefs Mediated by Self-Efficacyارائه مدلی جهت ارتقاء صلاحیت حرفه ای معلمان براساس توانمندسازی روان شناختی و باورهای فراشناختی با میانجیگری خودکارآمدی455916098810.22118/edc.2022.326610.2007FAگیتی برنج فروش آذردانشجوی دکتری، گروه علوم تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران.0000-0002-5842-6157فتاح ناظمعضو هیئت علمی، گروه علوم تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران.0000-0002-5991-8970صغری افکانهعضو هیئت علمی، گروه علوم تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران.0000-0002-4948-3694Journal Article20220126<strong>Porpose: </strong>The Aim of this study was to provide a model for improving the professional competence of teachers based on psychological empowerment, metacognitive beliefs mediated by self-efficacy, in a combined method.
<strong>Method:</strong> In this study, a researcher-made questionnaire was used to assess the variable of teachers' professional competence. Thus, 35 items were designed by conducting a qualitative study by document review method and by studying valid scientific documents and sources related to the subject. Which measures professional knowledge, professional skills, professional abilities and professional attitude in a five-point and four-component spectrum. How to fit the four-component structure of the Teacher Professional Competence Questionnaire was investigated and maximum likelihood estimation (ML).
<strong>Findings:</strong> Findings show that all components of psychological empowerment and self-efficacy are positively and at a significant level of 0.01 correlated with the components of professional competence of teachers. With the exception of the correlation coefficient between the components of cognitive self-awareness and professional attitude, two variables of metacognitive beliefs and professional competence, which were negative and significant at the level of 0.05, the other components of the two variables were negative and at a significance level of 0.01 with each other. They were correlated.
<strong>Conclusion: </strong>The results showed that self-efficacy mediates the relationship between metacognitive beliefs and teachers 'professional competence in a negative way and the relationship between psychological empowerment and teachers' professional competence in a positive and significant way.
<strong>Present a Model for Improving the Professional Competence of Teachers based on Psychological Empowerment and Metacognitive Beliefs Mediated by Self-Efficacy</strong>
<strong>Introduction: </strong>In a knowledge-oriented society, the main and fundamental pillar of development is the educated and wise human force, at the head of which is the teacher; A teacher who has the necessary skills and suitable for the teaching profession (Ali-Mohammadi et al. 2018). The teacher's competence is the ability of the teacher to meet the needs and demands of the teaching profession to a sufficient extent and by using a collection of knowledge, skill and attitude. So that this collection is manifested in the performance and reflection of the teacher (Nikanami and Karimi 2009). Teachers' professional qualifications are a system of knowledge, skill, ability and motivational desire that provides the effective realization of professional education activities (Bekich and others 2010). Despite the positive consequences of paying attention to the professional qualifications of teachers, this issue has received less attention in the country's education and has mostly been devoted to the discussion of in-service education. In fact, the promotion of professional competence is a continuum that starts before the service and continues with the training, supervision and support of the officials during the service. This is despite the fact that in the country, the focus of attention of the planners and those involved in education is more focused on pre-service teacher training, and the issue of improving professional competence during service has received less attention, because The approach of professional training of teachers in the country is a traditional centralized approach and is responsible for all professional training programs, education and training. According to the mentioned materials, the present research aims to provide guidelines and solutions to solve the shortcomings and inadequacies of the Iranian education system in the field of paying attention to teachers, especially in the fields of professional qualification. Psychological empowerment, improvement of attitude and metacognitive skills and self-efficacy beliefs and cognitive intelligence needed by teachers have been discussed. Therefore, according to the research gaps in relation to a model to improve the professional competence of teachers and also according to the presented materials, the importance and necessity of research in relation to a model to improve the professional competence of teachers based on psychological empowerment and metacognitive beliefs with the mediation of self-efficacy is evident. Is. Therefore, the aim of the current research was to provide a model to improve the professional competence of teachers based on psychological empowerment and metacognitive beliefs with the mediation of self-efficacy.
<strong>Materials and methods: </strong>This research was done in a mixed method. In this research, a researcher-made questionnaire was used to measure the variable of teachers' professional competence. In this way, 35 items were designed by first conducting a qualitative study using the document review method and by studying valid scientific documents and sources related to the topic. which measures professional knowledge, professional skills, professional abilities and professional attitude in a five-level spectrum and four components. How to fit the four-component structure of teachers' professional qualification questionnaire was investigated using confirmatory factor analysis and maximum likelihood (ML) estimation.
<strong>Findings and discussion: </strong>The research findings show that all the components of psychological empowerment and self-efficacy are positively correlated with the components of teachers' professional competence at a significance level of 0.01. With the exception of the correlation coefficient between the components of cognitive self-awareness and professional attitude, two variables of metacognitive beliefs and professional competence, which was negative and significant at the 0.05 level, the other components of those two variables were negative and at a significance level of 0.01 with each other. were related Also, the results showed that self-efficacy mediates the relationship between metacognitive beliefs and teachers' professional competence in a negative way and the relationship between psychological empowerment and teachers' professional competence in a positive and meaningful way.
<strong>Conclusion: </strong>In response to the main question of the research, it was concluded that the structural model of the research fits the collected data. The results of answering this question with the results of Safari research (2017); Makundi and Iftikhar Saadi (2015), Dehghani et al. (2014); Akbari (1390); Mie and Mie (2010) was similar. In explaining the current findings, it can be said that the professional competence of a person is a summary of the required performance (work done) and capacity and potential (individual talents) (Blascoa et al., 2015). Groban (2003) defines competence as the ability to use knowledge and other capabilities required for the successful and efficient performance of a specific task, goal realization, or performance of a specific role in the business process. These capabilities include knowledge, expertise, skills, personal and behavioral characteristics, beliefs, motivations, values, etc. (Abdolahi et al., 2013). According to Rokens and Croswick (2016), teachers' professional qualifications are a system of knowledge, skill, ability and motivational desire that provides the effective realization of professional education activities (Rokens and Croswick, 2016). In line with these findings, Ahmadi (2019) in his "Review of Teacher Professional Qualifications" showed that teachers who have higher professional qualifications find their job attractive and try harder to succeed in their job. have their own; And they use appropriate management methods for their classroom environment, and on the contrary, teachers with low professional qualifications show little motivation and effort in their jobs due to lack of interest in their jobs. Based on the findings of the present research, it is suggested that the authorities organize in-service courses with the content of teaching metacognitive beliefs, empowerment and self-efficacy for teachers to increase their professional competence. Among the weak points of the research, we can point out that the statistical population is limited to teachers and also related to the selection of teachers by geographical location. Considering the research gaps related to the subject as well as the comprehensiveness and applicability of the subject, it can be considered among the strengths of the current research for the subject of the research, i.e. providing a model to promote the professional intimacy of teachers, psychological empowerment and metacognitive beliefs with the mediation of self-efficacy.<strong>هدف:</strong> این پژوهش با هدف ارائه مدلی جهت ارتقاء صلاحیت حرفه ای معلمان براساس توانمندسازی روان شناختی، باورهای فراشناختی با میانجیگری خودکارآمدی انجام گرفت.
<strong>روش کار:</strong> پژوهش حاضر توصیفی است و به روش ترکیبی انجام گرفت. در این پژوهش برای سنجش متغیر صلاحیت حرفه ای معلمان از پرسشنامه محقق ساخته استفاده شد. ابتدا با انجام مطالعه کیفی به روش بررسی اسنادی و با مطالعه اسناد و منابع علمی معتبر مرتبط با موضوع، 35 گویه طراحی شد. که در یک طیف پنج درجه ای و چهار مولفه دانش حرفه ای، مهارت های حرفه ای ، توانایی های حرفه ای و نگرش حرفه ای را می سنجید. چگونگی برازش ساختار چهار مؤلفه ای پرسشنامه صلاحیت حرفه ای معلمان، با استفاده از روش تحلیل عاملی تاییدی و براورد بیشینه احتمال (ML) مورد بررسی قرار گرفت.
<strong>نتایج:</strong> یافته های پژوهش نشان می دهد که همه مؤلفه های توانمندسازی روان شناختی و خودکارآمدی به صورت مثبت و در سطح معناداری 01/0 با مؤلفه های صلاحیت حرفه ای معلمان همبسته اند. به استثنای ضریب همبستگی بین مؤلفه های خودآگاهی شناختی و نگرش حرفه ای دو متغیر باورهای فراشناختی و صلاحیت حرفه ای که منفی و در سطح 05/0 معنادار بود، دیگر مؤلفه های آن دو متغیر به صورت منفی و در سطح معناداری 01/0 با یکدیگر همبسته بودند.
<strong>نتیجه گیری:</strong> نتایج نشان داد که خودکارآمدی رابطه بین باورهای فراشناختی و صلاحیت حرفه ای معلمان را به صورت منفی و رابطه بین توانمندسازی روان شناختی و صلاحیت حرفه ای معلمان را به صورت مثبت و معنادار میانجیگری می کند. https://edj.ajums.ac.ir/article_160988_7151b7b42994368283b37f4fe635119c.pdfمعاونت آموزشی دانشگاه علوم پزشکی و خدمات بهداشتی درمانی جندی شاپور اهوازمجله توسعه آموزش جندی شاپور اهواز2251-650613020221023Study of Education Index and Two Dimensional Index of Development Based on the Principal Component Analysis Method in Iran Provincesبررسی شاخص آموزش و شاخص دو بعدی توسعه در استانهای ایران با روش تحلیل مؤلفههای اساسی607416164710.22118/edc.2022.317728.1953FAحسین ارشادی زادهدانشجوی دکترای توسعه اقتصادی، دانشکده اقتصاد و علوم اجتماعی، دانشگاه شهید چمران اهواز، اهواز، ایران.0000-0003-4514-369Xسید مرتضی افقهعضو هیئت علمی، گروه اقتصاد، دانشکده اقتصاد و علوم اجتماعی، دانشگاه شهید چمران اهواز، اهواز، ایران.سید امین منصوریعضو هیئت علمی، گروه اقتصاد، دانشکده اقتصاد و علوم اجتماعی، دانشگاه شهید چمران اهواز، اهواز، ایران.Journal Article20211130<strong>Introduction: </strong>One of the basic principles of development in any country is education sector. Nowadays access to education is an important factor in creating many of inequalities. Also, the mutual and cyclic relationship between education and economy caused the focus of this research to be on these dimensions. Therefore, the purpose of this study is to estimate the indexes of education, economy and two dimensional developments of each province by the method of principal component analysi.<br /><strong>Method:</strong> In the first step, by using 11 related indices (general, higher, technical and vocational education) of which its correlation was approved by Bartlett's test, the education index was acquired and educational inequalities of their 30 provinces of the country has been studied. In the second step by applying 11 economic indices that indicate the economic status of the country regions, the economic index was estimated and economic inequality has been analyzed. The data set of this research, which have been collected from the available data method is related to the year 2018.<br /><strong>Findings:</strong> The findings of this research indicate that the two provinces Alborz and Tehran have the highest two dimensional index of development in the country and Sistan and Baluchestan province with the lowest index suffers from the inequalities of development in the country.<br /><strong>Conclusion: </strong>Based on the correlation matrix between education and economics dimension, there is 75% correlation, so it can be generally concluded that provinces that have better educational index enjoy higher rank in economy and vice versa.<br /><strong>Study of Education Index and Two Dimensional Index of Development Based on the Principal Component Analysis Method in Iran Provinces</strong><br /><strong> </strong><strong>Introduction: </strong>The education sector is one of the fundamental pillars of national development. Today's inequalities are largely a result of how easily people can access education. A region's educational shortcomings will result in high interregional migration flows, which will lead to differences in the human capital of the regions (Faggian and McCann 2009). Among the other factors that influence population migration in Iran are economic measures like the gross domestic product and the unemployment rate. Education and the economy are therefore among the factors that can have an impact on regional inequality and population transfer because of their close relationship. As a result, one of the questions and concerns raised in the country is the degree of educational and economic inequality in Iran's provinces. Based on this, one of the aims of this research is to estimate the economic and educational indicators in the various regions of the nation. Additionally, using a novel technique, the two dimensional index of development has been extracted for the 2018 data. The use of variables that clearly depict educational and economic inequalities in the country, as well as the increase of indicators for each dimension to 11 indicators, distinguishes this study from other research (Bin 2015) in another way.<br /><strong>Materials and methods: </strong>The dataset method used in the current study is an applied research type. The most recent data from the Iranian Statistics Center, including the statistical yearbooks and information on the economic, social, and cultural standing of the provinces, as well as data from the Central Bank for 2018, were used in this study. In addition, the information gathered concerns 30 provinces of the country, with the exception of North Khorasan province (due to the unavailability of 2018 data). The principal component analysis method has been applied to determine each province's index of education, economy, and development. The PCA calculated by Chen and Woo (2010) and Bin (2015), which was used to calculate the development index in the regions of China, was the basis for the method employed in this research. This methodology begins by estimating the economy index and the education index separately before combining the two to produce the composite index of development. As a result, the current study will be conducted in two different ways. In the first case, each province's economic and educational indices are estimated separately. In the second case, two-stage PCA was used to create a two dimensional index of development.<br /><strong>Findings and discussion: </strong>Eleven indicators have been used in the education sector, including teacher-student ratio, actual coverage of elementary school, actual coverage of first secondary school, actual coverage of second secondary school, rate of promotion of the first course of secondary school, rate of promotion of the second course of secondary school, ratio of professors and associate professors to all teachers, the ratio of professors to total teachers, the ratio of professional doctoral students to total students, the ratio of specialized doctoral students to total students, and the ratio of instructors to technical and professional centers. In the second part, eleven indicators have been used to estimate the economic index of each province, including: GDP per capita, average annual income of an urban household, average annual income of a rural household, the inverse of the unemployment rate, the inverse of the urban Gini coefficient, the inverse of the rural Gini coefficient, the inverse of changes in the urban consumer price index, the inverse of the changes in the rural consumer price index, the business environment index, the penetration coefficient of production insurance and per capita bank deposits based on economic theories and studies. After calculating the index of education and economy, the two dimensional index of development has been estimated with the PCA method.<br />Based on the results obtained from this study with the PCA method, the provinces of the country can be divided into four levels based on the two dimensional index of development. The first level includes the provinces of Alborz, Tehran, Mazandaran, Yazd, Isfahan and Fars. The second level includes the provinces of Gilan, Bushehr, Semnan, Qom, East Azerbaijan, Zanjan and Qazvin. Kohgiluyeh and Boyer Ahmad, Kerman, Chaharmahal and Bakhtiari, Markazi, Ardabil, Hormozgan, Ilam, Khuzestan, and Razavi Khorasan are situated on the third level, while the provinces of Kermanshah, South Khorasan, Hamedan, Golestan, Kurdistan, West Azerbaijan, Lorestan, and Sistan and Baluchistan are situated on the fourth level and are atthe lowest level of development.This stratification can help the decision makers of the country to use a balanced development policy sensitive to the location, to help both the rich provinces and the less developed provinces and cause development, social cohesion and political stability in the country.<br /><strong>Conclusion: </strong>Many inequalities have human capital as their root cause. So, if education improves, maybe some other fields like health and culture will also see improvements. The research's results suggest that the provinces close to the nation's center have better indicators than other regions, especially the border regions, in both the education and economy sectors. As a result, it can be said that the research's findings are in line with the reality of the country. The provinces of the country's state of development in terms of education are not properly coordinated with social justice.<strong>مقدمه:</strong> آموزش یکی از ارکان اساسی توسعه یک کشور محسوب می شود. امروزه دسترسی افراد به آموزش، عامل مهمی در ایجاد بسیاری از نابرابریها است. همچنین ارتباط متقابل و چرخهای بین آموزش و اقتصاد باعث شده، تا تمرکز در این پژوهش بر روی این دو بعد قرار گیرد. هدف این پژوهش برآورد شاخصهای آموزش، اقتصاد و توسعه دو بعدی هر استان با روش تحلیل مؤلفههای اساسی است.<br /><strong>روش کار:</strong> در گام اول شاخص آموزش با استفاده از 11 شاخص مرتبط (آموزش عمومی، عالی و فنی و حرفهای) که همبستگی آنها توسط آزمون بارتلت تأیید شده، بهدست آمده و نابرابریهای آموزشی در 30 استان کشور بررسی شده است. در مرحله دوم، با بهکارگیری 11 شاخص اقتصادی که نشاندهند وضعیت اقتصادی مناطق کشور است، شاخص اقتصاد برآورد و به تجزیه و تحلیل نابرابری در بعد اقتصاد پرداخته شده است. مجموعۀ دادههای این پژوهش که از روش دادگان گردآوری شدهاند، مربوط به سال 1397 میباشد.<br /><strong>نتایج:</strong> یافتههای پژوهش نشان میدهد دو استان البرز و تهران دارای بالاترین شاخص دو بعدی توسعه در کشور بوده و استان سیستان و بلوچستان با پایینترین شاخص از بیشترین نابرابری توسعه در کشور رنج میبرد.<br /><strong>نتیجه گیری:</strong> بر اساس ماتریس همبستگی بین دو بعد آموزش و اقتصاد همبستگی 75 درصدی وجود دارد. لذا میتوان نتیجه گرفت در کل، استانهایی که شاخص آموزشی بهتری دارند در اقتصاد نیز رتبه بالاتری دارند.https://edj.ajums.ac.ir/article_161647_906bc1e736adfb8408e0603dd52ac202.pdfمعاونت آموزشی دانشگاه علوم پزشکی و خدمات بهداشتی درمانی جندی شاپور اهوازمجله توسعه آموزش جندی شاپور اهواز2251-650613020221023Presenting a structural model to promote effective in-service training of administrative staff of Islamic Azad University (Case study: Tehran province)ارائه مدل ساختاری برای ارتقاء آموزش اثربخش ضمن خدمت کارکنان اداری دانشگاه آزاد اسلامی (مورد مطالعه: استان تهران)758616164810.22118/edc.2021.309703.1904FAعلی رمضانی لیمائیعضو هیئت علمی، گروه مدیریت، واحد زرندیه، دانشگاه آزاد اسلامی، زرندیه، ایران0000-0002-6174-0737عبدالرضا سبحانیعضو هیئت علمی، گروه مدیریت، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران0000-0002-0749-1581امیرحسین محمد داودیعضو هیئت علمی، گروه مدیریت، واحدساوه، دانشگاه آزاد اسلامی، ساوه، ایران0000-0001-8336-3671علی تقی پور ظهیرعضو هیئت علمی، گروه مدیریت، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران0000-0003-4445-4744Journal Article20211009<strong>Introduction: </strong>The aim of this study was to provide a structural model for promoting effective in-service training of administrative staff of Islamic Azad University (case study of Tehran province).<br /><strong>Method:</strong> The statistical population in the qualitative part included experienced faculty members (experts) in the field of in-service training of employees and in the quantitative part included all non-faculty and contract staff of the Islamic Azad University of Tehran in the academic year 2019-20 (N=4632). The sample size in the qualitative part was theoretically saturated by interviewing 10 experienced faculty members and in the quantitative part was estimated at 354 people based on Cochran's formula. Targeted sampling was used to select the sample in the qualitative part and cluster and stratified sampling was used in the quantitative part. Data collection tools were qualitative, interview and quantitative, researcher-made questionnaire based on a 5-item scale. The validity of the questionnaire in terms of form and content was confirmed by several faculty members with experience in the field of the questionnaire, the validity was confirmed by calculating the tilt and the validity of the questionnaire was calculated by calculating the square root of the AVE. The reliability of the questionnaire was obtained through Cronbach's alpha for the whole questionnaire 0.812. To analyze the data in the qualitative part of Cohen's kappa coefficient and open and axial coding, in the quantitative part of Cronbach's alpha tests, AVE's hexadecimal matrix, tilt matrix AVE, skewness and elongation, Kolmogorov-Smirnov, Shapirovilk, analysis Exploratory, confirmatory factor analysis and t-sample were used.<br /><strong>Conclusion: </strong>The structural dimension was obtained with three components of processes (16 indicators), technical and technological equipment (3 indicators) and rules and regulations (4 indicators).<br /><strong>Presenting a structural model to promote effective in-service training of administrative staff of Islamic Azad University (Case study: Tehran province)</strong><br /><strong>Introduction: </strong>The purpose of this study was to propose a model for promoting the training of advertising services in Islamic Azad University (Tehran province).<br /><strong>Materials and methods: </strong>Research Method The present study was conducted in terms of purpose, application, data collection, field and implementation method in a mixed manner. The statistical population in the qualitative sector includes the licensing of consulting services in the field of consulting services and consulting services in the field of consulting services and consulting services in the field of consulting services and international consulting services and consulting services in the years 2017-18. (N = 4632). The number of samples in the qualitative section was theoretically saturated (10) and in the Cochrane formula brother section 354 severe brothers. To select the sample in the qualitative section from purposive sampling and in the committee section fortunately sampling and easy use of data collection tools, in the qualitative section, interviews and in the quantitative section, a researcher-made questionnaire based on scale 5 with selected budget. Validity of the Questionnaire Formally and empowered by several other experts, the method you can obtain and use through calculation can be used. The reliability of the questionnaire through the Cronbach's alpha guide for the whole questionnaire was 0.812. To access the experts and analyze the data available in the qualitative section of Kappa Cohen and the three types of return and pivotal codes and selections and in the committee section via the Cronbach's alpha official site, the offending officers, Attractive Matrix Street, Tilt and Majigi, K-S, SH-W, Exploratory Factor Analysis, Confirmatory Factor Analysis and Practical Monitoring Complex.<br /><strong>Findings and discussion: </strong>Refer to your assistant to give you 3 dimensions, 8 components and 42 people and you can set your own budget: 1- Structural dimension with three successful components (16 numbers), specialized and scientific (3 marks) & Legal (4 marks), 2- After taking care with two components of change of view and interpretation (4 marks) & Knowledge & guidance (5 marks), 3- After working with three management and Supervision (3 traits), organizational climate and reminder organization (4 traits), and relationship between positions (3 traits).<br /><strong>Conclusion: </strong>Other things they can offer can be consulting services by providing their own advertising services. 18 Executives in the Consulting Communities, a service provider provided by Islamic Azad University administrative staff, provide you with all the information you need. Model includes philosophy and model modeling, theoretical foundations, dimensions, multifaceted, various features, Feedback system, and executive mechanisms to enhance the training provided by Azad University Advertising Services and also has the ability to employ 95 of these professionals.<strong>مقدمه:</strong> این پژوهش با هدف ارائه مدل ساختاری برای ارتقاء آموزش اثربخش ضمن خدمت کارکنان اداری دانشگاه آزاد اسلامی (مورد مطالعه استان تهران) انجام شد.<br /><strong>روش کار:</strong> جامعه آماری در بخش کیفی شامل اعضای هیات علمی با تجربه(خبره) در حوزه آموزش ضمن خدمت کارکنان و در بخش کمّی شامل کلیه کارکنان رسمی و قراردادی غیرعضو هیات علمی دانشگاه آزاد اسلامی استان تهران در سال تحصیلی 99-1398(4632= N) بود. حجم نمونه در بخش کیفی با مصاحبه 10 نفر از اعضای هیات علمی با تجربه به اشباع نظری رسید و در بخش کمّی بر اساس فرمول کوکران 354 نفر برآورد شد. برای انتخاب نمونه در بخش کیفی از نمونهگیری هدفمند و در بخش کمّی از نمونهگیری خوشهای و طبقهای استفاده شد. ابزار گردآوری دادهها، در بخش کیفی، مصاحبه و در بخش کمّی، پرسشنامه محققساخته بر مبنای مقیاس 5 گزینهای بود. روایی پرسشنامه از نظر صوری و محتوایی از طریق چند نفر از اعضای هیات علمی با تجربه در زمینه پرسشنامه، روایی ﻫﻤﮕﺮا از طریق محاسبه ﻣﯿﺎﻧﮕﯿﻦ وارﯾﺎﻧﺲ اﺳﺘﺨﺮاج ﺷﺪه و روایی واﮔﺮا از طریق محاسبه جذر AVE به تایید رسید. پایایی پرسشنامه از طریق آلفای کرونباخ برای کل پرسشنامه 812/0 به دست آمد. برای تجزیه و تحلیل دادهها در بخش کیفی از ضریب کاپای کوهن و کدگذاری باز و محوری، در بخش کمّی از آزمونهای آلفای کرونباخ، ﻣﯿﺎﻧﮕﯿﻦ وارﯾﺎﻧﺲ اﺳﺘﺨﺮاج ﺷﺪه (AVE)، ماتریس جذر AVE، کجی و کشیدگی، کولموگروفاسمیرنف، شاپیروویلک، تحلیل عاملی اکتشافی، تحلیل عاملی تاییدی و t تکنمونهای استفاده شد.<br /><strong>نتیجه گیری:</strong> بعد ساختاری با سه مولفه فرآیندها (16 شاخص)، تجهیزات فنی و فناوری (3 شاخص) و قوانین و مقررات (4 شاخص) بدست آمد.https://edj.ajums.ac.ir/article_161648_b9cf54d79c94cc983163f8314a2514bf.pdfمعاونت آموزشی دانشگاه علوم پزشکی و خدمات بهداشتی درمانی جندی شاپور اهوازمجله توسعه آموزش جندی شاپور اهواز2251-650613020221023Identifying the dimensions and components of the elitism process in elementary schools of Iran countryشناسایی ابعاد و مولفههای فرآیند نخبهپروری در مدارس ابتدایی کشور ایران879916164910.22118/edc.2022.357673.2152FAمهناز کاظمیدانشجوی دکتری مدیریت آموزشی، گروه علوم تربیتی، واحد بین الملل کیش، دانشگاه آزاد اسلامی،کیش، ایران0000-0002-5091-4041مجتبی معظمیعضو هیئت علمی، گروه مدیریت آموزش عالی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران0000-0002-6937-4612یوسف محمدی مقدمعضو هیئت علمی، گروه مدیریت راهبردی، دانشگاه علوم انتظامی امین، تهران، ایران0000-0002-6333-4759Journal Article20220824<strong>Introduction: </strong>Elitism and their use play an important role in the growth and development of society. Therefore, the aim of this research was identifying the dimensions and components of the elitism process in elementary schools of Iran country.
<strong>Method:</strong> This study in terms of purpose was fundamental and in terms of implementation method was qualitative. The research population was the experts of elitism process Iran country in the spring of 2022 year that according to the principle of theoretical saturation number of 10 people of them were selected as a sample by purposeful non-random sampling method.
<strong>Findings:</strong> The findings showed that the elitism process in elementary schools of Iran country had 27 indicators, 7 components and 3 dimensions; So that the individual dimension were included two components of student participation in the management of school affairs and student decision-making, the school and education organization dimension were included two components of teacher preparation and the career history of teachers and school administrators and the group dimension were included three components of holding various competitions in a targeted manner at school, new and creative ideas and encouraging students. Finally, the pattern of the dimensions and components of the elitism process in elementary schools of Iran country was designed.
<strong>Conclusion: </strong>According to the results of the present research, it is necessary to planning to improve the elitism process in elementary schools of Iran country through the identified dimensions and components.
<strong>Identifying the dimensions and components of the elitism process in elementary schools of Iran country</strong>
<strong>Introduction: </strong>Considering the importance of elitism and its process, the National Elite Foundation, which is in charge, custodian and policy maker of this field, issued the country's strategic document on elite affairs with goals such as creating areas for the identification, growth and maximum flourishing of individual and group talents. , the realization of the comprehensive system of elite ethics, expanding the circle of elites and making maximum use of the power of the elite community, the purposeful management of the circulation of the elites and the prevention of the departure of the elites, etc., were approved by the Supreme Council of the Cultural Revolution and are currently in the implementation phase. In this document, the elite is introduced as an outstanding and efficient person who has a significant impact in the creation and expansion of science, technology, art, literature, culture and management of the country within the framework of Islamic values, and his activities are based on intelligence, creativity, motivation and inherent ability. On the one hand, and acquired expertise, expertise and abilities on the other hand, to accelerate the progress and upliftment of the country. Elite manpower is one of the most important factors in the growth and development of any country, and the development of any country is rooted in the efficiency of the elites of that country; So that it can be said with certainty that this factor is prioritized over other factors and it is obvious that countries achieved real growth and development that used elite human resources along with God-given resources, knowledge and technology. Therefore, the aim of this research was to identify the dimensions and components of the elitism process in elementary schools in Iran.
<strong>Materials and methods: </strong>This study was qualitative in terms of its fundamental purpose and implementation method. The research community was the experts of the elitism process in Iran in the spring of 1401, and according to the principle of theoretical saturation, 10 of them were selected as a sample by non-random sampling method. The process of conducting the research was that after the approval of the proposal, documents related to elitism, including articles, theses and treatises, books, etc., were identified and with the help of supervisors and consultants, a number of them were carefully examined and based on them, questions were asked for interviews with The experts of the elitism process were designed.
The process of conducting the research was that after the approval of the proposal, documents related to elitism, including articles, theses and treatises, books, etc., were identified and with the help of supervisors and consultants, a number of them were carefully examined and based on them, questions were asked for interviews with The experts of the elitism process were designed. To collect data, a semi-structured interview with experts was used, whose validity was confirmed by the opinion of experts other than community members, and their reliability was calculated by the agreement coefficient method between two coders at 0.83. Data were analyzed by open, axial and selective coding method in MAXQDA-2020 software.
<strong>Findings: </strong>The findings showed that the process of elitism in primary schools in Iran had 27 indicators, 7 components and 3 dimensions; So that the individual dimension has two components of students' participation in the management of school affairs and student decision-making, the dimension of school and education organization has two components of teacher preparation and the career history of teachers and school administrators, and the group dimension has three components of holding various competitions in a targeted manner at school. New and creative ideas and encouraging students. Finally, the model of the dimensions and components of the elitism process in the elementary schools of Iran was designed.
<strong>Conclusion: </strong>According to the results of the current research, it is necessary to plan to improve the elitism process in Iran's primary schools through the identified dimensions and components. The most important limitations of this research include the use of targeted non-random sampling method, a relatively small sample size to identify the pattern of elitism process in elementary schools in Iran, and the lack of similar researches to compare the findings of this research with the findings of previous researches. Therefore, it is recommended to carry out more research on other aspects of the elitism process and compare it with the findings of the current research and provide a comprehensive model based on the results of all the researches on the elitism process, use random sampling methods such as simple random and increase the sample size to conduct the research. As a research proposal, we can mention the creation of a tool to investigate the status of the elitism process in primary schools or even secondary schools, which can help specialists and planners of the education system in determining the status of the elitism process, and while clarifying its current status, it will provide solutions for To improve the process of elitism.
In general, the findings of this study showed that the elitism process in elementary schools in Iran had 27 indicators, 7 components and 3 dimensions. In this study, it was found that the individual dimension includes two components of students' participation in managing school affairs and student decision-making, the dimension of school and education organization includes two components of teacher preparation and the career history of teachers and school administrators, and the group dimension includes three components of holding various competitions as New and creative ideas and encouraging students were targeted in the school. The findings of this study have many practical implications for experts, officials, managers and planners of the education system and based on the results of this study (dimensions, components and indicators identified for the elitism process in elementary schools in Iran) and similar studies, they can take an effective step towards improvement. Design the process of elitism in primary schools of the country and implement them with the help of expert and experienced teachers.<strong>مقدمه:</strong> نخبهپروری و بهرهگیری از آنها نقش مهمی در رشد و توسعه جامعه دارد. بنابراین، هدف این پژوهش شناسایی ابعاد و مولفههای فرآیند نخبهپروری در مدارس ابتدایی کشور ایران بود.
<strong>روش کار:</strong> این مطالعه از نظر هدف بنیادی و از نظر شیوه اجرا کیفی بود. جامعه پژوهش خبرگان فرآیند نخبهپروری کشور ایران در فصل بهار سال 1401 بودند که طبق اصل اشباع نظری 10 نفر از آنها با روش نمونهگیری غیرتصادفی هدفمند بهعنوان نمونه انتخاب شدند. برای گردآوری دادهها از روش مصاحبه نیمهساختاریافته با خبرگان استفاده شد که روایی آنها با نظر خبرگانی غیر از اعضای جامعه تایید و پایایی آنها با روش ضریب توافق بین دو کدگذار 83/0 محاسبه شد. دادهها با روش کدگذاری باز، محوری و انتخابی در نرمافزار MAXQDA-2020 تحلیل شدند.
<strong>نتایج:</strong> یافتهها نشان داد که فرآیند نخبهپروری در مدارس ابتدایی کشور ایران 27 شاخص، 7 مولفه و 3 بعد داشت؛ بهطوری که بعد فردی دارای دو مولفه مشارکت دانشآموزان در مدیریت امور مدرسه و تصمیمگیری و تصمیمسازی دانشآموزی، بعد مدرسه و سازمان آموزشوپرورش دارای دو مولفه آمادهسازی دبیران و سابقه شغلی معلمان و مدیران مدارس و بعد گروهی دارای سه مولفه برگزاری انواع مسابقات بهصورت هدفمند در مدرسه، ایدههای نو و خلاق و تشویق دانشآموزان بود. در نهایت، الگوی ابعاد و مولفههای فرآیند نخبهپروری در مدارس ابتدایی کشور ایران طراحی شد.
<strong>نتیجه گیری:</strong> با توجه به نتایج پژوهش حاضر، برنامهریزی برای بهبود فرآیند نخبهپروری در مدارس ابتدایی کشور ایران از طریق ابعاد و مولفههای شناساییشده برای آن ضروری است.https://edj.ajums.ac.ir/article_161649_53c4bcbbc1ab88ca05589a43d90de50c.pdfمعاونت آموزشی دانشگاه علوم پزشکی و خدمات بهداشتی درمانی جندی شاپور اهوازمجله توسعه آموزش جندی شاپور اهواز2251-650613020221023Identifying and examining the dimensions and components of the descriptive qualitative evaluation process in multi-grade classes of the elementary school (a qualitative study)شناسایی و بررسی ابعاد و مؤلفه های فرایندی ارزشیابی کیفی توصیفی در کلاس های چندپایه دوره ابتدایی (یک مطالعه کیفی)10011016254410.22118/edc.2022.366348.2196FAگلاویژ وفایی فردانشجوی دکتری گروه برنامه ریزی درسی، دانشگاه آزاد اسلامی تبریز، تبریز، ایران.0000-0002-9775-6588مصطفی قادریعضو هیئت علمی، گروه مطالعات برنامه درسی، دانشگاه علامه طباطبائی، تهران، ایران0000-0002-1694-2936صادق ملکی آوارسینعضو هیئت علمی، گروه علوم تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران0000000200783179Journal Article20220918<strong>Purpose: </strong>The purpose of the research was to study the dimensions and components of descriptive qualitative evaluation in multi-grade classes of the primary period from a process point of view.
<strong>Method:</strong> The research method was based on qualitative approach and data theory method of the foundation. The participants were academic progress evaluation specialists, educational science specialists, educational psychology specialists, in all universities of the country, and also included the staff managers of the Ministry of Education in primary education (with at least three works in the field of evaluation, teaching in multi-grade classes). Considering the nature of the subject, purposeful and theoretical sampling was used for sampling. According to the new approach used in this research, open, axial (theoretical) and selective coding were used for data analysis.
<strong>Findings:</strong> The findings from a process point of view showed that descriptive qualitative evaluation should provide confidence builder, comfort and satisfaction and self-esteem of students in multi-grade classes, in such a way that by using Khalifa and the method of observation with diagnosis and correction the answers will reduce the anxiety of multi-grade students.
<strong>Conclusion: </strong>The diversity of self-assessment tools, peer assessment and parent assessment and qualitative criteria and emphasis on group learning with emphasis on problem solving method and time management and strengthening self-management were among other process components.
<strong>Identifying and examining the dimensions and components of the descriptive qualitative evaluation process in multi-grade classes of the elementary school (a qualitative study)</strong>
<strong>Introduction: </strong>Trying to universalize education, especially in deprived areas and multi-level classes, is one of the missions of the education system. UNICEF has emphasized this mission and the role of universalizing education by educational systems by holding global education conferences. In the national curriculum document (2013), comprehensiveness is emphasized as a principle in meeting the various needs of students at the local levels and in all areas of education. It has also been said that while emphasizing common features, curriculum and education programs should take into account the differences caused by the living environment (urban, rural, nomadic, cultural and geographical), gender and individual students (talents, abilities, needs and interests). Pay attention and have the necessary flexibility. The aim of the research was to study the dimensions and components of descriptive qualitative evaluation in multi-grade classes of the elementary school from a process point of view.
<strong>Materials and methods: </strong>The research method was based on qualitative approach and data theory method of the foundation. The statistical population in the theoretical part of the Iranian and English research works of the last ten years that were related to descriptive evaluation and in the interview part included experts in the evaluation of educational progress (authors and researchers in the field of educational progress evaluation with at least three significant works in the field of evaluation, teachers of multi-grade classes with bachelor's degrees and above) were specialists in educational sciences, curriculum, educational psychology, in all universities of the country, and also included the staff managers of the Ministry of Education in elementary education. The interview questions were designed in the framework of the Strauss coding paradigm (Filk, 2014, translated by Jalili) and were asked to the interviewees in order. Considering the nature of the subject, purposeful and theoretical sampling was used for sampling. According to the new approach used in this research, open, central (theoretical) and selective coding were used for data analysis.
<strong>Findings: </strong>The findings from a process point of view showed that descriptive qualitative evaluation should provide confidence builder, comfort and satisfaction and self-esteem of students in multi-grade classes, in such a way that by using Khalifa and the method of observation with diagnosis and correction The answers will reduce the anxiety of multi-grade students. The variety of self-assessment tools, peer assessment and parent assessment and qualitative criteria and emphasis on group learning with emphasis on problem solving and time management and strengthening self-management were among other process components.
<strong>Conclusion: </strong>The purpose of the current qualitative research was to study and analyze the dimensions and components of descriptive qualitative evaluation of multi-level elementary school classes from a process point of view. In this regard, the results of the analysis of digital documents and resources and interviews with experts in educational sciences, curriculum and educational evaluation indicated 13 theoretical categories in the field of process. One of the components of the descriptive qualitative evaluation process was the component of building trust, strengthening calmness, satisfaction and self-esteem of students in multi-grade classes. This component is consistent with the results of Azizi and Heydari (2013) and Elham and Ebadi (2014) regarding the effect of descriptive evaluation on strengthening self-esteem in learners during evaluation.
The tendency to dwell on weaknesses and mistakes can be very harmful to a student's academic and social life. Therefore, it is the teacher who can help the academic and social progress of students by raising their self-confidence, especially in multi-level classes that need support in terms of economic and cultural deprivation. A higher level of self-confidence can help students not to be anxious and discover and strengthen all their abilities and progress in their studies. If a student is helped to build their confidence and take small steps towards their goals, they will feel successful. This feeling of success makes him progress both in social life and in academic courses.
The second component was reducing the anxiety of multi-level students by using Khalifa and the method of observing, recognizing and correcting answers. The teachers of multi-grade classes can get help in implementing the lesson plan from the assistant teacher (Khalifa) and the parents of the students or other members of the local community and even plan for the days when he will not be in the class due to necessity and how to evaluate the academic progress in this field. Prepare The third component was qualitative criteria with qualitative terms and reporting in report card and other feedback. This component is in accordance with the origin of descriptive qualitative evaluation, which is the constructivist approach to learning (Karamalian et al. 2013).<strong>هدف:</strong> هدف پژوهش، مطالعه ابعاد و مؤلفه های ارزشیابی کیفی توصیفی در کلاس های چند پایه دوره ابتدایی از منظر فرایندی بود.
<strong>روش کار:</strong> روش پژوهش با رویکرد کیفی و روش تئوری داده بنیاد از نوع نوخاسته بود. مشارکت کنندگان، متخصصان ارزشیابی پیشرفت تحصیلی، متخصصان علوم تربیتی، روانشناسی تربیتی، در کلیه دانشگاههای کشور و همچنین شامل مدیران ستادی وزارت آموزش و پرورش در آموزش ابتدایی (با داشتن حداقل سه اثر در حوزه ارزشیابی، تدریس در کلاسهای چند پایه) بودند. با توجه به ماهیت موضوع جهت نمونه گیری از روش هدفمند و نمونه گیری نظری استفاده شد. برای تحلیل داده ها با توجه به رویکرد نوخاسته مورد استفاده در این پژوهش به ترتیب از کدگذاری باز، محوری (نظری) و انتخابی استفاده شد.
<strong>نتایج:</strong> یافته ها از منظر فرایندی نشان داد که ارزشیابی کیفی توصیفی باید اعتمادساز، تقویت کننده آرامش و رضایت مندی و عزت نفس دانش آموزان کلاسهای چند پایه را فراهم نماید، به گونه ای که با استفاده از خلیفه و روش مشاهده با تشخیص و اصلاح پاسخ ها منجر به کاهش اضطراب دانش آموزان چندپایه گردد.
<strong>نتیجه گیری:</strong> تنوع ابزارهای خود سنجی، همسال سنجی و والدین سنجی و کیفی سازی معیارها و تاکید بر یادگیری گروهی با تاکید بر روش حل مساله و مدیریت زمان و تقویت خودراهبری از جمله دیگر مولفه های فرایندی بود.https://edj.ajums.ac.ir/article_162544_08be8d45c9362a5e7a6ca677e152baff.pdfمعاونت آموزشی دانشگاه علوم پزشکی و خدمات بهداشتی درمانی جندی شاپور اهوازمجله توسعه آموزش جندی شاپور اهواز2251-650613020221023Presenting the model of using mentoring (development of communication skills, education, etc.) in personal developmentارائه مدل بکارگیری منتورینگ (توسعه مهارتهای ارتباطی، آموزشی و...) در توسعه فردی11112716315910.22118/edc.2022.376239.2226FAمونا فروغیدانشجوی دکتری، گروه مدیریت، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران0000-0003-1439-6846علیرضا چناریعضو هیئت علمی، گروه مدیریت، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران0000-0002-6654-732Xفتاح ناظمعضو هیئت علمی، گروه مدیریت، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران0000-0002-3530-4974Journal Article20221126<strong>Porpose: </strong>The present research was conducted with the purpose of presenting the model of using mentoring (development of communication skills, education, etc.) in personal development.
<strong>Method:</strong> The statistical community in the qualitative part of the research included Tehran municipality experts, 20 of whom were considered as the sample size using the saturation principle. In the quantitative part, it included all the executive managers of Tehran municipality, 225 of whom were selected as the research sample. The method of data analysis was used in the qualitative part of theoretical coding and in the quantitative, descriptive and inferential part (tests such as Pearson correlation, confirmatory factor analysis) using SPSS-v21, Smart Pls-v2 and Lisrel-v8 software.
<strong>Findings:</strong> The results of the research showed that among the 84 indicators (items) available, 15 main components can be identified. The components of development of inherent skills, development of technical skills, development of communication skills, development of environmental skills were identified as the components of using mentoring in personal development, and the components of innovative performance, sustainable competitive advantage and educational quality were identified and introduced as effective factors on the use of mentoring in personal development. Were placed.
<strong>Conclusion: </strong>managerial, technological and educational factors were identified as strategies, environmental, democratic and educational factors as facilitators and technological and educational factors as existing obstacles. Finally, a model was presented that had a good fit.
<strong>Presenting the model of using mentoring (development of communication skills, education, etc.) in personal development</strong>
<strong>Introduction: </strong>Today, managers are known as the most prominent leaders of development programs in the organization, and they can achieve this issue in a favorable way if they have the spirit of learning and have a written plan to follow the path of individual development and improvement. One of the most effective ways to accelerate the development of individual knowledge in the field of management is mentoring and accompanying a mentor. Tehran Municipality is one of the organizations in which the mentoring process is facing challenges and in order to manage and increase its efficiency and effectiveness and become a social institution, it needs capable and developed human resources that are in sync with the goals of urban management.
Mentoring is a process in which one of the managers of the organization or an expert outside the organization, both in terms of knowledge and experience, gives advice to other colleagues and specifies work models, processes and tools for them. Both coaching and mentoring are mainly focused on current and future achievements. In better words, mentoring is said to improve the job status of employees individually, which is obtained through joint cooperation and knowledge sharing with them. Mentoring provides professional support for the career path of employees and facilitates the transfer of knowledge and organizational culture. Mentoring is very important in today's organizations, because it causes personal and social development of employees.
Considering the challenges in the Tehran municipality management department and also the importance of mentoring in creating self-efficacy, eliminating mistrust and promoting succession, the present research aims to help promote the use of mentoring in the individual development of executive managers of Tehran municipality by providing a comprehensive model. In this way, the present research aims to help improve the process by identifying the indicators and components of the process of mentoring and personal development of executive managers and providing operational solutions, and to answer this basic question, what model can be provided to apply mentoring in the personal development of executive managers of Tehran Municipality?
A sea of confusion surrounds the term mentoring. In a way, the mentor is defined as the instructor, and apart from a name, there is nothing new about this activity. Socrates seems to be the first to define: I cannot teach people anything – I can only make them think. This quote is a good description of the principles of mentoring. Before the word mentoring was coined, people active in this field used titles such as mentor, advisor, guide and sometimes the word assistant to refer to themselves. Now the mentoring profession is well known and it is said that it will become the number two growing industry in the coming years after IT jobs.
Human resource development is about mature people who play a role in productive and productive systems. The goal of human resource development is to focus on the resources that people add to the set of factors involved in success (both individual success and the success of the organizational system.
In general, all personal behaviors and skills that are used to improve the current situation are called personal development. Personal development refers to activities that develop self-awareness, potential abilities, talents, the ability to realize dreams and create wealth in us. In short, personal development will improve our situation and our prospects in life.
Therefore, the current research was conducted with the aim of providing a model of using mentoring in individual development (case study: executive managers of Tehran Municipality).
<strong>Materials and methods: </strong>The statistical community in the qualitative part of the research included experts from Tehran Municipality, which was used to determine the samples using the targeted non-random sampling method and 20 people were considered as the sample size using the saturation principle. In the quantitative part of the statistical community, including all the executive managers of Tehran Municipality, Cochran's formula was used to determine the sample size, and 225 people were selected as the research sample. The method of data analysis in the qualitative part of theoretical coding was derived from the data theorizing method. In the quantitative part, according to the research questions, descriptive and inferential statistics methods (tests such as Pearson correlation, confirmatory factor analysis) were used using SPSS-v21, Smart Pls-v2 and Lisrel-v8 software.
<strong>Findings: </strong>The results of the research showed that among the 84 indicators (items) available, 15 main components can be identified. The components of development of inherent skills, development of technical skills, development of communication skills, development of environmental skills were identified as the components of using mentoring in personal development, and the components of innovative performance, sustainable competitive advantage and educational quality were identified and introduced as effective factors on the use of mentoring in personal development. were placed.
<strong>Conclusion: </strong>managerial, technological and educational factors were identified as strategies, environmental, democratic and educational factors as facilitators and technological and educational factors as existing obstacles. Finally, a model was presented that had a good fit.<strong>هدف:</strong> پژوهش حاضر با هدف ارائه مدل بکارگیری منتورینگ (توسعه مهارتهای ارتباطی، آموزشی و...) در توسعه فردی انجام شد.
<strong>روش کار:</strong> جامعۀ آماری در بخش کیفی پژوهش، شامل خبرگان شهرداری تهران بود که برای تعیین نمونهها از روش نمونهگیری غیر تصادفی هدفمند استفاده شده و20 نفر با استفاده از اصل اشباع به عنوان حجم نمونه، در نظر گرفته شد. در بخش کمی جامعۀ آماری، شامل تمام مدیران اجرایی شهرداری تهران مورد استفاده قرار گرفته که برای تعیین حجم نمونه بخش کمی از فرمول کوکران استفاده شده و تعداد 225 نفر بهعنوان نمونه پژوهش انتخاب شدند. روش تحلیل دادهها در بخش کیفی کدگذاری نظری برگرفته از روش نظریهپردازی داده بنیاد بود. در بخش کمّی با توجه به سؤالهای پژوهش از روشهای آمار توصیفی و استنباطی (آزمونهایی نظیر همبستگی پیرسون، تحلیل عاملی تأییدی) با استفاده از نرمافزارهای SPSS-v21، Smart Pls-v2 و Lisrel-v8 بهره گرفته شد.
<strong>نتایج:</strong> نتایج حاصل از پژوهش نشان داد که ازمیان 84 شاخص (گویه) موجود، 15 مؤلفه ی اصلی قابل شناسایی است. مؤلفههای توسعه مهارتهای ذاتی، توسعه مهارتهای فنی، توسعه مهارتهای ارتباطی، توسعه مهارتهای محیطی، به عنوان مؤلفههای بکارگیری منتورینگ درتوسعه فردی شناسایی شدند و مؤلفههای عملکرد نوآورانه، مزیت رقابتی پایدار و کیفیت آموزشی به عنوان عوامل مؤثر بر بکارگیری منتورینگ درتوسعه فردی مورد شناسایی و معرفی قرار گرفتند.
<strong>نتیجه گیری:</strong> عوامل مدیریتی، فناورانه و آموزشی به عنوان راهبردها، عوامل محیطی، دموکراتیزه و آموزشی، به عنوان تسهیلگرها و عوامل فناورانه و آموزشی، به عنوان موانع موجود شناسایی شدند. در نهایت مدلی ارائه شد که از برازش مطلوبی برخوردار بود.https://edj.ajums.ac.ir/article_163159_f69f625ee3a8b8992386fef648b5d301.pdfمعاونت آموزشی دانشگاه علوم پزشکی و خدمات بهداشتی درمانی جندی شاپور اهوازمجله توسعه آموزش جندی شاپور اهواز2251-650613020221023Prediction of academic vitality based on life expectancy, happiness and meaning in studentsپیش بینی سرزندگی تحصیلی بر اساس امید به زندگی، شادکامی و معنا در دانش آموزان12814116417410.22118/edc.2022.343437.2091FAحسن شادکامدانشجوی دکتری روانشناسی تربیتی، دانشگاه آزاد اسلامی اراک، اراک، ایران0000-0001-5489-4642فیروزه زنگنه مطلقعضو هیئت علمی، گروه روانشناسی، دانشگاه آزاد اسلامی اراک، اراک، ایران0000-0001-5649-5223ابوالقاسم یعقوبیعضو هیئت علمی، گروه روانشناسی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران0000-0002-9167-4865ذبیح پیرانیعضو هیئت علمی، گروه روانشناسی، دانشگاه آزاد اسلامی اراک، اراک، ایران0000-0003-0788-0744حسین محققیعضو هیئت علمی، گروه روانشناسی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران0000-0003-2660-1181Journal Article20220522<strong>Porpose: </strong>The aim of this study was to predict academic vitality based on life expectancy, happiness and meaning in female high school students.<br /><strong>Method:</strong> The research method was descriptive and correlational. The statistical population included all female high school students in Hamedan. The statistical sample of 370 people was selected by multi-stage cluster sampling. To collect data from the scales of academic vitality (Hossein Chari and Dehghani Zadeh, 2012), life expectancy (Hallajian, 2010), meaning of life (Estger et al., 2006) and Oxford happiness (Argyle et al., 1989) used. Pearson correlation and multiple regression in Spss-22 software were used to analyze the data.<br /><strong>Findings:</strong> The results showed the effect of life expectancy (β = 0.03, p <0.01), happiness (β = 0.07, p <0.01) and meaning (β = 0.01, p <0.01) on academic vitality. It was positive and meaningful. According to the research findings, life expectancy, meaning and happiness have a positive effect on vitality. Given that these variables are positive constructs of psychology and can create freshness and vitality in the educational environment, so they have the ability to affect academic vitality.<br /><strong>Conclusion: </strong>Happiness and vitality are related and close variables, people who are happy and satisfied, work with energy and motivation in various fields of work and study and are less likely to be lazy and lazy, students who have high happiness have, this happiness is largely affected by their academic satisfaction, academic satisfaction also causes more effort and interest in doing academic assignments.<br /><strong>Prediction of academic vitality based on life expectancy, happiness and meaning in students</strong><br /><strong> </strong><strong>Purpose: </strong>One of the main tasks of education in any country is to cultivate students' talents and prepare them for active participation in society. Therefore, the education and training of people is necessary in order to take up various jobs, and the issue of success or failure in education is one of the most important concerns of the education system in all societies. The success and academic progress of students shows the success of the educational system in the field of goal setting and attention to individual needs. Therefore, the educational system can be considered efficient and successful when the academic progress of its students is the highest at different levels (Sarah, Paul, Lisa 2013). On the other hand, schools and other educational environments are places where academic challenges, obstacles and pressures are the reality of academic sustainability; And the researches clearly support this. One of the important challenges in the field of improving the quality of education and the success of students in education is creating motivation in them and one of the most important indicators is the academic vitality of students. Therefore, the aim of the current research was to predict academic vitality based on life expectancy, happiness and meaning in secondary school female students.<br /><strong>Materials and methods: </strong>The research method was descriptive and correlational. The statistical population included all female students of the second secondary school in Hamedan city, and a statistical sample of 370 people was selected by multi-stage cluster sampling method. To collect data from the scales of academic vitality (Hosseinchari and Dehghanizadeh, 2011), life expectancy (Halajian, 2019), the meaning of life (Steger et al., 2006) and Oxford happiness (Argyle et al., 1989) used. For data analysis, Pearson's correlation and multiple regression were used in Spss-22 software.<br /><strong>Findings: </strong>The results showed the effect of life expectancy (β = 0.01, p < 0.33), happiness (β = 0.01, p < 0.27) and meaning (β = 0.01, p < 0.31). It was positive and meaningful on academic vitality. According to research findings, life expectancy, meaning and happiness have a positive effect on vitality. Considering that these variables are positive psychological constructs and can create freshness and vitality in the academic environment, therefore they have the ability to influence academic vitality. life expectancy with a standardized regression coefficient of 0.33 and a significance level of 0.01, meaning in life with a standardized regression coefficient of 0.31 and a significance level of 0.01, and happiness with a standardized regression coefficient of 0.27 and a significance level of 0.1 0/ had a significant role in predicting academic vitality. According to these results, it can be said that predictor variables (hope for life, meaning and happiness) can significantly predict students' academic vitality.<br /><strong>Conclusion: </strong>Happiness and vitality are related and close variables, people who are happy and satisfied, work with energy and motivation in various fields of work and study and are less likely to be lazy and lazy, students who have high happiness have, this happiness is largely affected by their academic satisfaction, academic satisfaction also causes more effort and interest in doing academic assignments. It can also be said that happiness is a personal attitude and perception about the pleasantness of life. Also, happiness has a background of positive emotions such as satisfaction, satisfaction and pleasure. The feeling of happiness, on the one hand, avoids fear, hostility, and depression, and on the other hand, it causes human relations, especially with peers, teachers, and family, and success in academic matters. Therefore, people with higher happiness have a more pleasant and pleasant feeling in life and are more successful in their academic life, which increases their academic vitality. In general, according to the findings, it can be said that hope increases the motivation and positive feeling in people, that this motivation and positive mental atmosphere is effective in creating happiness, on the other hand, happiness reduces anxiety, depression and diseases caused by Academic stress, physical health, participation in group activities (Post 2005) have a significant relationship, therefore increasing happiness can improve well-being and vitality. Based on this, happiness can play a mediating role in the relationship between life expectancy and academic vitality.<strong>هدف:</strong> هدف پژوهش حاضر پیش بینی سرزندگی تحصیلی بر اساس امید به زندگی، شادکامی و معنا در دانش آموزان دختر دوره متوسطه بود.<br /><strong>روش کار:</strong> روش تحقیق توصیفی و از نوع همبستگی بود. جامعه آماری شامل کلیه دانشآموزان دختر دوره متوسطه دوم شهر همدان بود که نمونه آماری به حجم 370 نفر با روش نمونهگیری خوشهای چندمرحلهای انتخاب شد. برای گردآوری دادهها از مقیاسهای سرزندگی تحصیلی (حسینچاری و دهقانیزاده، 1391)، امید به زندگی (حلاجیان، 1389)، معنای زندگی (استگر و همکاران، 2006) و شادکامی آکسفورد (آرگایل و همکاران، 1989) استفاده شد. برای تحلیل دادهها از همبستگی پیرسون و رگرسیون چندگانه در نرم افزار Spss-22 استفاده شد.<br /><strong>نتایج:</strong> نتایج نشان داد اثر امید به زندگی (01/0, p< 33/0β =)، شادکامی (01/0, p< 27/0β =) و معنا (01/0, p< 31/0β =) بر سرزندگی تحصیلی مثبت و معنادار بود. طبق یافتههای پژوهش امید به زندگی، معنا و شادکامی بر سرزندگی اثر مثبتی دارند. با توجه به اینکه این متغیرها از سازههای مثبت روانشناسی هستند و می توانند در محیط تحصیلی شادابی و نشاط ایجاد کنند از این رو توان اثرگذاری بر سرزندگی تحصیلی را دارند. <br /><strong>نتیجه گیری:</strong> شادکامی و سرزندگی از متغیرهای مرتبط و نزدیک به هم هستند، افرادی که شادکام و خرسند هستند، در زمینه های مختلف کاری و تحصیلی با انرژی و انگیزه تلاش میکنند و کمتر دچار سستی و تنبلی میشوند، دانش آموزانی که شادکامی بالایی دارند، این شادکامی تا حدود زیادی متاثر از رضایت تحصیلی آنان است، رضایت تحصیلی هم موجب تلاش بیشتر و علاقمندی برای انجام تکالیف تحصیلی میگردد.https://edj.ajums.ac.ir/article_164174_26cb35a2fbd8c46226689baadbc8b5bf.pdfمعاونت آموزشی دانشگاه علوم پزشکی و خدمات بهداشتی درمانی جندی شاپور اهوازمجله توسعه آموزش جندی شاپور اهواز2251-650613020221023Providing a model of effective factors on professional development of Iranian school principalsارائه الگوی عوامل موثر بر توسعه حرفهای مدیران مدارس ایران14215716426910.22118/edc.2022.331718.2032FAامیر شیرازینژاددانشجوی دکتری، گروه مدیریت آموزشی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران0000-0003-4390-0749نرگس سعیدیان خوراسگانیعضو هیئت علمی، گروه مدیریت آموزشی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران0000-0002-7389-3300بدری شاهطالبی حسینآبادیعضو هیئت علمی، گروه مدیریت آموزشی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران0000-0002-5410-9197Journal Article20220227<strong>Porpose: </strong>The aim of this study was to provide a model of factors affecting the professional development of Iranian school principals.
<strong>Method:</strong> This study was quantitative in terms of applied purpose and descriptive in terms of implementation method. The population of the present study was 91972 school principals in Iran in the academic year of 1999-99. According to Krejcie and Morgan table, the sample size was 384 people who were selected by cluster sampling method according to the population size. The research instrument was a researcher-made questionnaire of factors affecting the professional development of Iranian school principals with 104 items whose face and content validity was confirmed by experts and its reliability was calculated by Cronbach's alpha method of 0.94. Data were analyzed by exploratory factor analysis in SPSS-23 software.
<strong>Findings:</strong> Findings showed that the factors affecting the professional development of Iranian school principals had 104 indicators, 9 components and 3 dimensions; Including individual factors (with four components of personality, cognition, general characteristics and behavioral characteristics), intra-organizational factors (with three components of learning manager, scholarly culture and driving leadership) and extra-organizational factors (with two components redefining school-community relationship and dynamic decisions Upstream) was. The professional development of Iranian school principals had a significant effect on all three dimensions of individual factors, internal organizational factors and external organizational factors (P <0.001).
<strong>Conclusion: </strong>According to the results of this study, specialists and planners of the educational system to promote the professional development of school principals can provide the basis for improving its indicators, components and dimensions.
<strong>Providing a model of effective factors on professional development of Iranian school principals</strong>
<strong> </strong>
<strong>Purpose: </strong>Nowadays, it is clear that the professional development of school administrators is an inevitable necessity. Because the professional development of teachers, the improvement of teaching and learning processes and the development of students depend on the professional development of managers. Also, the professional development of school principals often emphasizes that principals and school leaders believe that they can improve student learning through professional development of teachers. Therefore, the professional development of managers is necessary and valuable because it can lead to the academic progress of students through improving the performance and professional development of teachers. Another important point about the importance and necessity of the current research is that there have been researches about the professional development of managers and the identification of factors affecting it, but on the one hand, many researches in this field are few and on the other hand, some of them are not schools or the society. Their society is limited to a certain province or city, and no research has been done on the managers of the whole country in this field. In addition, the results of this research can help specialists, officials and planners in designing appropriate and coherent programs to improve the professional development of managers in the country. Therefore, the current research was conducted with the aim of providing a model of factors affecting the professional development of Iranian school principals. Therefore, according to the research gaps related to the strategic thinking of managers and also according to the presented materials, the importance and necessity of research related to the philosophical foundations of the model of developing the strategic thinking of managers is evident.
<strong>Materials and methods: </strong>This study was applied in terms of purpose and descriptive in terms of quantitative type. The population of the present research was Iranian school principals in the academic year of 2018-2019 in the number of 91,972 people, according to the table of Karjesi and Morgan, the sample size was determined to be 384 people, who were selected by cluster sampling method according to the size of the population. In this sampling method, the entire country is first divided into five parts: North, South, East, West, and Central, and one province is selected from each part, including Gilan, Fars, Khorasan Razavi, West Azarbaijan, and Isfahan provinces, according to the population size or the ratio of managers. In each province, a number of managers to whom the researcher had access were selected as samples. Therefore, considering the size of the population, the sample size was 69, 113, 79, 44 and 79 people for each of the provinces of Gilan, Fars, Razavi Khorasan, West Azarbaijan and Isfahan, respectively. The tool of the current research was a researcher-made questionnaire on factors affecting the professional development of Iranian school principals; So that the said instrument had 104 items, each item according to the Likert scale with five options from completely disagree (with a score of 1), disagree (with a score of 2), neither disagree nor agree (with a score of 3), agree (with a score of 4) ) and I completely agree (with a score of 5). In this questionnaire, no item is graded in a reverse way and the total score of the tool is calculated through the total score of its items and the score of each dimension or component is also calculated through the total score of the items of that dimension or component, and a higher score indicates that the factors affecting professional development are favorable and more appropriate. It is school principals. The face and content validity of the researcher-made questionnaire on the factors affecting the professional development of Iranian school principals was confirmed by the opinion of 12 experts and professional development specialists working in education and training and Farhangian University, and its reliability was calculated using the Cronbach's alpha method of 0.94. Data were analyzed by exploratory factor analysis in SPSS-23 software.
<strong>Findings: </strong>The findings of the current research showed that the professional development of Iranian school principals had 104 indicators, 9 components and 3 dimensions; So that it includes individual factors (with 4 components of personality, cognitive, general characteristics and behavioral characteristics), internal organizational factors (with 3 components of learning manager, knowledge-oriented culture and driving leadership) and external factors (with 2 components of redefining the relationship between school and society and dynamic decisions) upstream) was The factor loading of all dimensions and components was higher than 0.60 and the reliability of all of them was higher than 0.70. In addition, the professional development of Iranian school principals had a significant effect on all three dimensions of individual factors, intra-organizational factors and extra-organizational factors. Although no research has been conducted on the professional development of Iranian school principals, these findings are in agreement with the findings of Timukhina (2021), Kamrei et al. Wang and Liu (2018), Javank et al. (2018), Nourad Sediq et al. (2018), Ghanbari and Mohammadi (2016), Ng and Chan (2014) and Kanukorn et al. (2014) were consistent. The effect of professional development of Iranian school principals on individual factors with a factor loading of 0.96 and significance of 0.001, the effect of professional development of Iranian school principals on intra-organizational factors with a factor loading of 0.99 and significance of 0.001, and the effect of professional development of Iranian school principals on extra-organizational factors It was confirmed with a factor load of 0.96 and a significance of 0.001. As a result, the professional development of Iranian school principals had a significant effect on all three dimensions of individual factors, intra-organizational factors, and extra-organizational factors (P<0.001).
<strong>Conclusion: </strong>The professional development of Iranian school principals has three dimensions of individual factors with personality, cognitive, general characteristics and behavioral characteristics, the dimension of intra-organizational factors with the components of learning manager, knowledge-oriented culture and driving leadership, and the dimension of extra-organizational factors with the components of redefining the relationship between school and society and upstream dynamic decisions. that they had good factor loading, validity and reliability and the professional development of Iranian school principals had a significant effect on the dimensions and dimensions on the components. The aforementioned results have practical implications for specialists and planners of the educational system, especially the education system, and with the help of the results of this research and similar researches, they can design programs for the growth and promotion of the professional development of Iranian school principals and implement them using in-service training. Another suggestion is that officials and stakeholders should examine the current situation of Iranian school principals according to the indicators, components and dimensions of professional development and seek to increase the professional development of principals with the help of educational workshops or other solutions. According to the results of this study, specialists and planners of the educational system can provide the basis for improving the indicators, components and dimensions identified for promoting the professional development of school administrators. Undoubtedly, improving and upgrading all indicators, components and dimensions of professional development of Iranian school administrators can improve the performance and effectiveness of the education organization through improving the performance of teachers and students.<strong>هدف:</strong> پژوهش حاضر با هدف ارائه الگوی عوامل موثر بر توسعه حرفهای مدیران مدارس ایران انجام شد. این مطالعه توصیفی –کاربردی است و به روش پیمایشی انجام شده است.
<strong>روش کار:</strong> جامعه پژوهش حاضر مدیران مدارس ایران در سال تحصیلی 99-1398 به تعداد 91972 نفر بودند. بر اساس جدول کرجسی و مورگان حجم نمونه 384 نفر تعیین شد. نمونه ها با روش نمونهگیری خوشهای انتخاب شدند. ابزار پژوهش پرسشنامه محققساخته عوامل موثر بر توسعه حرفهای مدیران مدارس ایران با 104 گویه بود که روایی صوری و محتوایی آن با نظر متخصصان تایید و پایایی آن با روش آلفای کرونباخ 94/0 محاسبه شد. تحلیل دادهها با روش تحلیل عاملی اکتشافی صورت گرفت.
<strong>نتایج:</strong> یافتهها نشان داد که عوامل موثر بر توسعه حرفهای مدیران مدارس ایران دارای 104 شاخص، 9 مولفه و 3 بعد بود. عوامل فردی (چهار مولفه شخصیتی، شناختی، ویژگیهای عمومی و ویژگیهای رفتاری)، عوامل درونسازمانی (سه مولفه مدیر یادگیرنده، فرهنگ دانشگرا و رهبری پیشران) و عوامل برونسازمانی (دو مولفه بازتعریف ارتباط مدرسه و جامعه و تصمیمهای پویای بالادستی) بود. توسعه حرفهای مدیران مدارس ایران بر هر سه بعد عوامل فردی، عوامل درونسازمانی و عوامل برونسازمانی رابطه معنادار داشتند (P<0.001).
<strong>نتیجه گیری:</strong> با توجه به نتایج این مطالعه، متخصصان و برنامهریزان نظام آموزشی برای ارتقای توسعه حرفهای مدیران مدارس میتوانند زمینه را برای بهبود شاخصها، مولفهها و ابعاد آن فراهم کنند.https://edj.ajums.ac.ir/article_164269_edb54a8015614037363adf7a0d19b2fd.pdfمعاونت آموزشی دانشگاه علوم پزشکی و خدمات بهداشتی درمانی جندی شاپور اهوازمجله توسعه آموزش جندی شاپور اهواز2251-650613020221023Identifying the dimensions, components and indicators of citizenship education in the management of future smart cities using the factor analysis method (F.A)شناسایی ابعاد، مولفه ها و شاخص های آموزش شهروندی در مدیریت شهرهای هوشمند آینده با استفاده از روش تحلیل عاملی15817216780310.22118/edc.2023.386749.2262FAحامد اخواندانشجوی دکتری، گروه مدیریت آموزشی، واحد دماوند، دانشگاه آزاد اسلامی، دماوند ایران0000-0002-1694-2900محمود صفریعضو هیئت علمی، گروه مدیریت آموزشی، واحد دماوند، دانشگاه آزاد اسلامی، دماوند، ایران0000-0002-8865-6340معصومه اولادیانعضو هیئت علمی، گروه مدیریت آموزشی، واحد دماوند، دانشگاه آزاد اسلامی، دماوند، ایران0000-0002-1177-3027Journal Article19700101<strong>Purpose: </strong>The purpose of this research is to identify the dimensions, components and indicators of the citizenship education system in the management of future smart cities in Tehran Municipality.
<strong>Method: </strong>The method of this research is applied and exploratory. The method of data collection is a mixed method (qualitative and quantitative) and the tools of data collection are interviews with experts using the Delphi method and questionnaires. Then, through the implementation of the questionnaire, the data analysis in the qualitative part using the theory of data and among the existing approaches of the systematic type of Estras and Corbin has been used. In the quantitative part, the collected data were analyzed in two descriptive and inferential ways through SPSS and Smart PLS software.
<strong>Findings: </strong>The results showed the components: altruism, work conscience, chivalry, socio-political behavior, behavior based on religious and national teachings, environment and sustainable development and finally smart governance with their indicators, dimensions, components and indicators of citizenship education in the management of future smart cities was accepted in Tehran Municipality.
<strong>Conclusion: </strong>From the summary of the factors, dimensions and components of the citizenship education system model in the management of future cities in Tehran municipality, 5 factors were proposed with high priority. These factors are: first priority: politeness and consideration component (factor load 0.955); Second priority: the spirit of participation component (factor load 0.951); Third priority: legalism component (factor load 0.934); the fourth priority: the civil behavior component (0.907 coefficient) and the fifth priority.
<strong>Identifying the dimensions, components and indicators of citizenship education in the management of future smart cities using the factor analysis method (F.A)</strong>
<strong>Purpose: </strong>Citizenship education is one of the basic pillars of social life in the present era and is considered one of the foundations of sustainable urban development. The most important concern that has drawn the attention of experts and urban planners to the concept of sustainable urban development is the reality of the rapid growth of urbanization in the world today and its continuation in the future, on the one hand, and the astonishing growth of megacities and its harmful consequences for the residents of these areas. (Rahmanei and Pormusovi 2015) This increasing urbanization and the occurrence of numerous economic, social and environmental problems and the inefficiency of urban development management and control methods to solve the aforementioned problems and bottlenecks are all factors that have caused the emergence of disorderly and unstable cities. The purpose of this research is to identify the dimensions, components and indicators of the citizenship education system in the management of future smart cities in Tehran Municipality.
<strong>Materials and methods: </strong>The method of this research is applied and exploratory. The method of data collection is a mixed method (qualitative and quantitative) and the tools of data collection are interviews with experts using the Delphi method and questionnaires. Then, through the implementation of the questionnaire, the data analysis in the qualitative part using the theory of data and among the existing approaches of the systematic type of Estras and Corbin has been used. In the quantitative part, the collected data were analyzed in two descriptive and inferential ways through SPSS and Smart PLS software. In this research, descriptive statistics including frequency, frequency percentage, frequency distribution table, drawing graphs, as well as describing the characteristics of the respondents to the questionnaire were used to describe the data, and the data was analyzed in the inferential analysis using the factor analysis method. The obtained results show that the alpha coefficient of the whole questionnaire is 97%, which shows that the used tool has good reliability. The validity of the questionnaire was also confirmed by the professors.
Statistical community and sample size
Qualitative part: Sampling is purposefully selected. Therefore, after semi-structured interviews with focus groups, qualitative data on the effective dimensions identified with 20 senior managers and experts were identified and extracted. The selection of a research sample in qualitative research is of non-probability and purposeful type. In the current research, after the repetition and re-identification of the components that took place in the interviews, the results were repeated to ensure the frequency of the findings, and another supplementary interview was also conducted for more assurance. In the main phase of the qualitative research, which uses the focus group method, at first, 9 experts were involved in the focus group discussion, but because sufficient concepts were not extracted based on the experts' opinions, for this purpose, the number of interviewees was gradually reduced to 12 in order to achieve theoretical saturation. People increased.
Quantitative part: Sampling has been done through the successive distribution of researcher-made questionnaires and its collection, revision and modification. Therefore, the statistical community in the quantitative part of this research was the general manager, vice president and deputies of Tehran Municipality, which totals 173 people. Based on the Cochran formula and according to the statistical population, the sample size with the error value (d) equal to 0.05, the sample size is 119 people from the managing directors, vice-presidents and deputies of Tehran municipality participated in this research.
<strong>Findings: </strong>The results showed the components: altruism, work conscience, chivalry, civil behavior, politeness and consideration, legalism, cooperative spirit, responsibility, self-confidence, socio-political behavior, behavior based on religious and national teachings, environment and development. Sustainable and finally smart governance with their indicators was accepted under the title of dimensions, components and indicators of citizenship education in the management of future smart cities in Tehran Municipality.
<strong>Conclusion</strong>: From the summary of the factors, dimensions and components of the citizenship education system model in the management of future cities in Tehran municipality, 5 factors were proposed with high priority. These factors are: first priority: politeness and consideration component (factor load 0.955); Second priority: the spirit of participation component (factor load 0.951); Third priority: legalism component (factor load 0.934); the fourth priority: the civil behavior component (0.907 coefficient) and the fifth priority: the responsibility component (0.904 coefficient). Model fit indices in factor analysis confirm the model fit. Therefore, considering the extensive global interactions and the need for a kind of global outlook, the necessity and need for planning to strengthen the skills of citizenship education in order to face the sustainable smart cities of the future as an important category can have a special place in the curriculum of citizenship education to educate global citizenship. Also, the content of the program can be adjusted according to the desired goals derived from the need. Content, as the most important element, should be given special attention; in this context, a coherent planning should be done to develop and design the content of the global citizenship education curriculum in future/sustainable cities, and the teacher should adjust some of his actions based on these factors. Also, the role of the teacher in the action and reaction with the intervening factors, and of course, according to the appropriate platforms, will lead to positive consequences in the results of the program, such as the development of knowledge, skill and attitude components.<strong>هدف: </strong>پژوهش حاضر به منظور شناسایی ابعاد، مؤلفهها و شاخصهای نظام آموزش شهروندی در مدیریت شهرهای هوشمند آینده در شهرداری تهران است.
<strong>روش: </strong>روش این تحقیق با توجه به هدف کاربردی و به روش اکتشافی است. نحوه گردآوری دادهها به روش آمیخته (کیفی و کمی) صورت گرفته است و ابزار گردآوری دادهها مصاحبه با خبرگان به روش دلفی و پرسشنامه میباشد. سپس از طریق اجرای پرسشنامه، تحلیل دادهها در بخش کیفی با استفاده از ﻧﻈﺮﯾﻪ ﺑﺮﺧواﺳﺘﻪ از داده و از ﺑﯿﻦ روﯾﮑﺮدﻫﺎی ﻣﻮﺟﻮد ﻧﻮع ﺳﯿﺴﺘﻤﺎﺗﯿﮏ اﺷﺘﺮاس و ﮐورﺑﯿﻦ ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار ﮔﺮﻓﺘﻪ اﺳﺖ. در بخش کمی تجزیه و تحلیل دادههای جمعآوریشده، به دو روش توصیفی و استنباطی از طریق نرمافزار SPSS و Smart PLS انجام شد.
<strong>یافته ها: </strong>نتایج نشان داد مؤلفههای: نوعدوستی، وجدان کاری، جوانمردی، رفتار اجتماعی - سیاسی، رفتار مبتنی بر آموزههای دینی و ملی، محیط زیست و توسعه پایدار و در نهایت حکمرانی هوشمند با شاخصهای آنها، ابعاد، مؤلفهها و شاخصهای آموزش شهروندی در مدیریت شهرهای هوشمند آینده در شهرداری تهران مورد پذیرش قرار گرفت.
<strong>نتیجه گیری: </strong>از جمعبندی در خصوص عوامل، ابعاد و مؤلفههای مدل نظام آموزش شهروندی در مدیریت شهرهای آینده در شهرداری تهران ، 5 عامل، با اولویت بالا مطرح گردید. این عوامل عبارتند از: اولویت اول: مؤلفه ادب و ملاحظه (بار عاملی 955/0)؛ اولویت دوم: مؤلفه روحیه مشارکتجویی (بار عاملی 951/0)؛ اولویت سوم: مؤلفه قانونگرایی (بار عاملی 934/0)؛ اولویت چهارم: مؤلفه رفتار مدنی (بارعاملی 907/0) و اولویت پنجم: مؤلفه مسؤلیتپذیری (بارعاملی 904/0). شاخصهای برازش الگو در تحلیل عاملی، برازش الگو را تأیید مینمایند.https://edj.ajums.ac.ir/article_167803_ca91bff8d5fce879a970cbdc8dc3594e.pdfمعاونت آموزشی دانشگاه علوم پزشکی و خدمات بهداشتی درمانی جندی شاپور اهوازمجله توسعه آموزش جندی شاپور اهواز2251-650613020221023Developing the position of hyutagogy in managers, an inevitable approachتوسعه جایگاه هیوتاگوژی در مدیران، رویکردی اجتناب ناپذیر17318917107210.22118/edc.2022.362679.2180FAکریم سعیداویدانشجوی دکترای تخصصی، گروه مدیریت آموزشی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران0000-0002-2927-8917محمد حسین پورعضو هیئت علمی، گروه مدیریت آموزشی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران0000-0002-7683-2212غلامحسین برکتعضو هیئت علمی، گروه مدیریت آموزشی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران0000-0002-8929-2753Journal Article20220918<strong>Porpose: </strong>Formulation of the development model of the position of the heutagogy approach in the principals of secondary schools in Ahvaz city based on the data theory of the foundation was the aim of the present study.<br /><strong>Method:</strong> According to the purpose of the research, it was an applied type and the research method was a case study. The statistical population was a group of experts including middle school principals and experts and experts in the field of education. The interview method was used to collect research data. In the current research, the reliability was done through "checking by participants or interviewees". In addition, in order to confirm and validate the findings of the optimal situation, an interview was conducted with seven educational experts, and the information obtained from the interview process and the quality and depth of the data were confirmed by the group of relevant experts. In this research, the data theory analysis method of the foundation was discussed for the categorization of the interviews.<br /><strong>Result and Conclusion:</strong> The results showed that self-evaluation and other-evaluation is the key to formulating a heutagogy model, and at the same time, it does not neglect the positive and constructive role of interaction with others. The superiority of this model compared to the model presented by Belifore (1996) can be seen in terms of attention to the analysis of all the dimensions affecting the organization, attention to self-knowledge and an empowering view of evaluation.<br /><strong>Developing the position of heutagogy in managers, an inevitable approach</strong><br /><strong>Introduction: </strong>The changes and transformations of societies and the growth and expansion of international competitions in educational fields and the need of learners for new knowledge and information have made the role of educational programs more important in creating preparation and grounding the success of teachers. Training and improvement of human resources is considered as one of the main strategies to achieve human capital with positive adaptation to the conditions of change as a competitive advantage for organizations, so learning is developed based on the heutagogy approach from all three aspects of knowledge, attitude and skill. In the professional development of teachers based on the heutagogy approach, the selection of learning content and the method of assessment is through negotiation, which with this method, the learning content is coordinated with the needs of the learner and is rooted in the needs of the learner. Therefore, the professional development of teachers in this approach is based on the concepts of understanding complexity and having systemic thinking. Ability to learn, intrinsic motivation and deep learning are emphasized. From the point of view of this approach, in a complex and unpredictable world, learners must have the ability to understand complex relationships and interactions between phenomena; By being ready to gain new experiences, try to develop their capabilities independently; They can plan their growth steps and take effective decisions and actions in different and new situations.<br /><strong>Materials and methods: </strong>This applied qualitative research was conducted using grounded theory. The main tool for collecting qualitative data was in-depth and unstructured interviews with research experts. Coding agreement coefficient was used. The statistical population consisted of 13 experts from education managers in the city of Ahvaz in 1400, who were selected by purposeful sampling. The sample size was considered based on the principle of theoretical saturation. The information obtained from the interview process and the quality and depth of the data were confirmed by the group of relevant experts. In this research, the data theory analysis method of the Foundation was used to categorize the interviews. Among the criteria for selecting experts, a group of experts including middle school principals with at least 10 years of experience and university experts were considered as the statistical population and were interviewed in depth. Complete mastery of the field of educational approaches, especially hyutagogy. In order to determine the validity and reliability of the current research, the elements of reliability, transferability, repeatability, and verifiability were used. Validity and transferability were evaluated and confirmed by key informants, research participants, similar samples, and experts during the research, with constant doubt while applying appropriate adjustments. Reproducibility of the data was also observed with the help of the foundation's systematic methods of data theorizing in collecting, recording, analyzing and interpreting the data. Also, the ability to verify by using the opinions and providing evidence and findings to experts, informants, participants and similar samples, using technical and field notes and strategies to improve theoretical sensitivity and avoid bias was done during the research.<br /><strong>Discussion and conclusion:</strong> The underlying theory of the model of this research is the approach of heutagogy in managers. In hyutagogy, knowing how to learn is the most important skill that anyone should learn. Hyutagogy creates opportunities for learners to take charge of their own learning process; Get resources, monitor the effectiveness and efficiency of their own programs. The findings of the research showed 12 central topics and 31 indicators in the form of 1- causal reasons including: job context (identification of learning needs, learning in professional and personal life, interaction and dialogue, transformational leadership style). 2- intervening reasons including: environmental conditions. competitive advantage, school reputation, school's position in education, awareness) - limitations (information limitations, organizational limitations, teachers' skill limitations) 3- background reasons including: supervision and control (supervision and control at the education level) - Legal requirements (laws and requirements and macro policies, transnational interactions, information needs) 4- Reasons for the central category including: organizational policies and strategies (education goals, school-based management). Teaching-learning strategies (learner-centered, learners) - self-evaluation and different evaluation (continuous self-evaluation, community feedback) 5- Strategic reasons include: homogeneity and common thinking (common conversation, recognition of perspectives, continuous self-improvement) - cooperation (constructive interaction, efficiency) 6 - Consequences included: evaluation and monitoring (evaluation by teachers, evaluation by education and training, continuous improvement), continuous feedback (increasing knowledge, empowerment) to develop the position of hyutagogy approach in managers.<br />Therefore, the results showed that self-evaluation and other evaluation are the focus of developing the hyutagogy model, and at the same time, it does not neglect the positive and constructive role of interaction with others. The superiority of this model over the model presented by Belifore (1996) can be seen in terms of attention to the analysis of all dimensions affecting the organization, attention to self-knowledge and an empowering view of evaluation.<strong>هدف:</strong> تدوین الگوی توسعه جایگاه رویکرد هیوتاگوژی در مدیران مدارس متوسطه شهر اهواز بر اساس نظریه داده بنیاد هدف پژوهش حاضر بود.<br /><strong>روش کار:</strong> پژوهش با توجه به هدف از نوع کاربردی و روش پژوهش مطالعه موردی بود. جامعه آماری گروهی از خبرگان شامل مدیران مدارس راهنمایی و متخصصان و صاحبنظران حوزه آموزش بودند. از روش مصاحبه برای گردآوری داده های پژوهش استفاده شد. در پژوهش حاضر قابلیت اعتبار از طریق «بررسی توسط شرکت کنندگان یا مصاحبه شوندگان» صورت گرفته است. ضمن آنکه برای تایید و اعتباریابی یافته های حاصل از بررسی وضعیت مطلوب، با هفت تن از متخصصان آموزشی مصاحبه ای به عمل آمد و اطلاعات به دست آمده از فرایند مصاحبه ها و کیفیت و عمق داده ها توسط گروه متخصصین مربوطه تأیید شد. در این پژوهش از شیوه تحلیل نظریه داده بنیاد برای مقوله بندی مصاحبه ها استفاده شد.<br /><strong>نتایج و نتیجه گیری:</strong> نتایج نشان داد خود ارزیابی و دگر ارزیابی محور تدوین الگوی هیوتاگوژی بوده و در عین حال از نقش مثبت و سازنده تعامل با دیگران غفلت نمیورزد. برتری این الگو نسبت به الگوی ارائه شده توسط بلیفور (١٩٩٦) را میتوان از حیث توجه به تحلیل تمامی ابعاد تأثیرگذار بر سازمان، توجه به خودشناسی و نگاه توانمندساز به ارزشیابی دانست.https://edj.ajums.ac.ir/article_171072_3d3c1b3b0cb11eef7c34e29f5008fd28.pdfمعاونت آموزشی دانشگاه علوم پزشکی و خدمات بهداشتی درمانی جندی شاپور اهوازمجله توسعه آموزش جندی شاپور اهواز2251-650613020221023Interpretive Structural Modeling of Effective Factors on Organizational Friction in Education of Golestan Provinceمدلسازی ساختاری تفسیری عوامل موثر بر اصطکاک سازمانی در آموزشوپرورش استان گلستان19020417148410.22118/edc.2021.300872.1861FAزهرا شاهرودیدانشجوی دکتری ، گروه مدیریت ، واحد علی آباد کتول، دانشگاه آزاد اسلامی، علی آباد کتول، ایران0000-0003-2348-7723روحالله سمیعیعضو هیئت علمی، گروه مدیریت، واحد علی آباد کتول، دانشگاه آزاد اسلامی، علی آباد کتول، ایران0000-0002-9431-7302محمدباقر گرجیعضو هیئت علمی، گروه مدیریت، واحد علی آباد کتول، دانشگاه آزاد اسلامی، علی آباد کتول، ایران0000-0002-1874-6834Journal Article20210822The present study was conducted with the aim of interpretive structural modeling of factors affecting organizational friction in education in Golestan province. This study was applied in terms of purpose and mixed in terms of implementation method (qualitative and quantitative). The research population in both qualitative and minor sections were experts in the fields of educational management, human resource management and organizational behavior of education in Golestan province in 2020. The sample size was estimated according to the principle of theoretical saturation of 20 people who were selected according to the inclusion criteria by targeted sampling and snowball sampling methods. The research instrument was a semi-structured interview whose validity was confirmed by experts and its reliability was estimated to be 0.79 through an agreement coefficient between two coders. Data were analyzed by Delphi methods and interpretive structural modeling in SPSS and PLS software. Findings showed that organizational friction in education has 18 components including defective organizational structure, weakness in human resource planning management, weakness in strategic management, carelessness, work delay, lack of sense of responsibility, functional stupidity, labor management heterogeneity, weakness in system evaluation, inefficiency Administrative, inattention to employee performance, financial and material inequality, anti-sports behaviors, politicization, concentration of control and power, stress in the workplace, organizational distrust and inefficiency of organizational management. Other findings showed that 18 components were at 13 levels; that work carelessness and work time were at thirteenth level with least impact and lack of sense of responsibility in the first level with the most impact.پژوهش حاضر با هدف مدلسازی ساختاری تفسیری عوامل موثر بر اصطکاکسازمانی در آموزشوپرورش استانگلستان انجام شد. این مطالعه از نظر هدف کاربردی و از نظر شیوه اجرا آمیخته (کیفی و کمی) بود. جامعه پژوهش در هر دو بخش کیفیوکمی خبرگان رشتههای مدیریت آموزشی، مدیریت منابعانسانی و رفتارسازمانی آموزشوپرورش استان گلستان در سال1399بودند. حجم نمونه طبق اصل اشباع نظری20نفر برآورد که باتوجه به ملاکهای ورود به مطالعه با روشهای نمونهگیری هدفمند و گلولهبرفی انتخاب شدند. ابزار پژوهش مصاحبه نیمهساختاریافته بود که روایی آن توسط خبرگان تایید و پایایی آن از طریق ضریب توافق بین دو کدگذار0.79برآورد شد. دادهها با روشهای دلفی و مدلسازی ساختاری تفسیری در نرمافزارهای SPSSوPLS تحلیل شدند. یافتهها نشان داد که اصطکاکسازمانی در آموزشوپرورش دارای18مولفه شامل ساختار سازمانی معیوب، ضعف در مدیریت برنامهریزی منابع انسانی، ضعف در مدیریت استراتژیک، بیخیالی کاری، وقتکشی کاری، نبود حس مسئولیت، حماقت عملکردی، ناهمگونی مدیریت نیروی کار، ضعف در ارزشیابی عملکرد، ناکارآمدی سیستم اداری، بیتوجهی به پیشرفت کاری کارکنان، نابرابری مالی و مادی، رفتارهای ضدارزشی، سیاستزدگی، تمرکز کنترل و قدرت، فشار عصبی در محیطکار، بیاعتمادی سازمانی و ناکارآمدی مدیریت سازمان بود. دیگر یافتهها نشان داد که18مولفه در13سطح قرار داشتند؛ بهطوری که بیخیالی کاری و وقتکشی کاری در سطح سیزدهم با کمترین تاثیرگذاری و نبود حسمسئولیت درسطح اول بابیشترین تاثیرگذاری قرار داشتند.https://edj.ajums.ac.ir/article_171484_5faf4d7e8c32f1669be871cb6326ba1f.pdfمعاونت آموزشی دانشگاه علوم پزشکی و خدمات بهداشتی درمانی جندی شاپور اهوازمجله توسعه آموزش جندی شاپور اهواز2251-650613020221023Designing teaching methods in the Persian literature curriculum of the foundation skills of the first secondary schoolطراحی روش های تدریس در برنامه درسی ادبیات فارسی مهارت بنیان دوره متوسطه اول20521817149810.22118/edc.2021.292459.1837FAمحمد حسن رفعتدانشجوی دکتری رشته برنامه ریزی درسی، دانشکده علوم انسانی، واحد لامرد، دانشگاه آزاد اسلامی، لامرد، ایران.0000-0003-2187-5079سید احمد هاشمیعضو هیئت علمی، گروه علوم تربیتی ، واحد لامرد، دانشگاه آزاد اسلامی ،لامرد، ایران0000-0003-4191-9673علی اصغر ماشینچیعضو هیئت علمی، گروه علوم تربیتی، دانشکده علوم انسانی، واحد لامرد، دانشگاه آزاد اسلامی، لامرد، ایران.0000-0003-2050-0216محمد بهروزیعضو هیئت علمی، گروه علوم تربیتی، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران.0000-0002-6606-0888Journal Article20210627<strong>Introduction: </strong>The purpose of this study was to design teaching methods in the Persian literature curriculum for the basic skills of the first secondary school.
<strong>Method:</strong> The research method was mixed (qualitative-quantitative) of successive-exploratory designs. The statistical population in the qualitative section included 60 curriculum specialists and Persian literature experts and in the quantitative section 830 Persian literature teachers in the academic year 1399-1398, of which 20 and 263 people, respectively, the sample size using the sample method. Cluster sampling was selected. The tools used in the qualitative part were interviews and summaries of documents. Using the content analysis method, the Meering sequential model and the inductive categorization system of 10 themes, 185 code concepts. Factor analysis method the extracted concepts were analyzed.
<strong>Findings:</strong> The results showed that the use of storytelling method, storytelling method, problem solving method, class discussion method, question and answer method, rhetoric method, lecture method, role playing method, scientific circulation method and observation and using inductive thinking method in Among the learners, one of the most important teaching methods in the Persian literature curriculum is the basic skills of the first secondary school.
<strong>Conclusion: </strong>By applying the design of teaching methods in the Persian literature curriculum of basic skills, it is possible to help improve the strengths and skills of students in the subject areas.
<strong>Designing teaching methods in the Persian literature curriculum of the foundation skills of the first secondary school</strong>
<strong> </strong><strong>Introduction:</strong> Among the important and basic reasons in the discussion of choosing the curriculum of Persian literature is undoubtedly that the course of Persian literature is a combination of Persian language and literature, educational sciences, mysticism, which should be given more attention in teacher training centers. Teaching Persian literature has its own discipline and education, and its perceptual framework is different from other sciences such as mathematics education, art of physical education, medicine. This discipline and education must be formulated to reach its evolution. The teaching of Persian literature is not a part of educational sciences or a part of language and literature, which was created from the connection of these two discrete components, but it has an independent identity from educational sciences and literature and is involved in all issues related to the teaching and learning of Persian language. Stream refers to the choice of content, curriculum, teaching method, teacher training, learning conditions, evaluation of learning and what is related to Persian language learners. Drake, the author of Curriculum Development, says that stepping into a world where knowledge has increased at an amazing rate, it is clear that we cannot expand the curriculum at the same rate as the increase in knowledge. We must practice addition by subtraction. Smith puts forward the effective learning conditions and believes that these conditions are crystallized in the curricula with the construction of integration, and other critics believe that integrated curricula, including the Persian literature curriculum, lead to the development of intellectual skills at higher levels. to be The meaning of basic skills in the curriculum of Persian literature is writing, reading, listening, speaking, verbal and non-verbal skills. On the other hand, improving reading skills, such as fluency or fluency, is one of the most important skills students learn in the early years of elementary school. Fluent reading helps students to write more fluently, but as students grow older, reading skills play an important role for them in understanding Persian literature, mathematics, social studies, etc. Despite the fact that many experts say that the ability to read is one of the most important learning needs of students in today's life and it is considered as a common foundation for success in all academic fields, but it seems that this issue is still not taken seriously in many schools. The parents of the school do not give much value to it, while reading literacy as a macro-linguistic skill allows a person to achieve many and different experiences. In discussing the current status of the Persian literature curriculum, it should be stated that the lessons related to literature today, as they are common today, are devoid of enthusiasm, do not arouse the interest of students properly, and teaching It will not be successful. Nowadays, many useful and beneficial activities in the field of reading literature are empty. Not having an essay lesson in secondary school and not being excited when reading literary texts is boring for students.
<strong>Materials and methods:</strong> The method of this research is mixed or combined (qualitative-quantitative) of the type of sequential-exploratory designs. The statistical population in the qualitative section included 60 curriculum specialists and Persian literature experts and in the quantitative section 830 Persian literature teachers in the academic year 2018-2019, of which 20 and 263 respectively, using the cluster sampling method. was selected The tools used in the qualitative part were interviews and document summaries, which were extracted using the method of content analysis, Meiring's sequential model and the inductive categorization system, and in the quantitative part, the tool used was a researcher-made questionnaire, which was developed using the factor analysis method. The extracted concepts were analyzed into 10 themes and 185 code concepts. In the context of the research implementation process, it should be stated that the required data was collected by "document review" and "interview". 3 book covers and 20 article titles were purposefully selected and studied, and semi-structured interviews were conducted with 10 women and 10 men. Each interview lasted an average of 60 minutes. Document study and interviews were conducted based on information saturation of the researcher. In the interview section, notes were taken and then, based on the similarities with the primary and centralized coding, codes were assigned to similar cases and they became categories that were the main purpose of the research. Data analysis was done in the qualitative field based on content analysis, Meiring's sequential model and inductive categorization system, and in the quantitative field, the factor analysis method was used.
<strong>Results and discussion</strong>: The results showed that the use of story-telling method to strengthen multiple skills among learners, the use of story-telling method to strengthen multiple skills among learners, the use of problem-solving method to strengthen knowledge and reasoning of multiple skills among learners, the use of discussion method A class to strengthen multiple skills among learners, using the question and answer method to strengthen knowledge and multiple skills among learners, using the innovation method to strengthen multiple skills among learners, using the lecture method to strengthen knowledge and reasoning of multiple skills in between learners, using the role-playing method to strengthen multiple skills among learners, using the scientific tour and observation method to strengthen multiple skills among learners, using the inductive thinking method to strengthen multiple skills among learners, using suitable teaching methods for It is very necessary to strengthen multiple skills among learners and use multiple effective factors in learning among learners.
<strong>Conclusion: </strong>By applying the design of teaching methods in the Persian literature curriculum of basic skills, it is possible to help improve the strengths and skills of students in the subject areas.<strong>هدف:</strong> هدف از اجرای این پژوهش طراحی روش های تدریس در برنامه درسی ادبیات فارسی مهارت بنیان دوره متوسطه اول بود.
<strong>روش کار: </strong>روش پژوهش، آمیخته (کیفی- کمی) از نوع طرح های متوالی- اکتشافی بود. جامعه آماری در بخش کیفی شامل 60 نفر از متخصصان برنامه درسی و کارشناسان ادبیات فارسی و در بخش کمی 830 نفر از دبیران ادبیات فارسی در سال تحصیلی 1399-1398 بود که به ترتیب از بین آنان 20 و 263 نفر حجم نمونه با استفاده از روش نمونه گیری خوشه ای انتخاب گردید. ابزار مورد استفاده در بخش کیفی مصاحبه ها و خلاصه اسناد و مدارک بود که با استفاده از روش تحلیل محتوا مدل ترتیبی مایرینگ و نظام مقوله بندی استقرایی 10 تم و 185 کدمفهوم و در بخش کمی، ابزار مورد استفاده یک پرسشنامه محقق ساخته بود که با استفاده از روش تحلیل عاملی مفاهیم استخراج شده مورد تحلیل و بررسی قرار گرفتند.
<strong>نتایج:</strong> نتایج نشان داد که استفاده از روش داستان گویی، روش قصه گویی، روش حل مساله، روش بحث کلاسی، روش پرسش و پاسخ، روش بدیعه پردازی، روش سخنرانی، روش ایفای نقش، روش گردش علمی و مشاهده و استفاده از روش تفکر استقرایی در بین فراگیران از مهمترین روش های تدریس در برنامه درسی ادبیات فارسی مهارت بنیان دوره متوسطه اول می باشد.
<strong>نتیجه گیری:</strong> با به کارگیری طراحی روش های تدریس در برنامه درسی ادبیات فارسی مهارت بنیان می توان به بهبود نقاط قوت و مهارت های دانش آموزان در حوزه های درسی کمک نمود.https://edj.ajums.ac.ir/article_171498_af260fc22161a84a40e2e79ccceaba49.pdfمعاونت آموزشی دانشگاه علوم پزشکی و خدمات بهداشتی درمانی جندی شاپور اهوازمجله توسعه آموزش جندی شاپور اهواز2251-650613020221023Investigating the effective factors on the development of managers' education in Iran University of Medical Sciences in order to present a modelبررسی عوامل موثر بر توسعه آموزش مدیران در دانشگاه علوم پزشکی ایران به منظور ارائه مدل21923217443610.22118/edc.2021.305462.1888FAلیلا کرمی آق قلعهدانشجوی دکتری مدیریت آموزشی، گروه علوم تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران0000-0003-4476-3096فریبا حنیفیعضو هیئت علمی، گروه علوم تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایرانhttps://orcid.org/00محمد تقی ایمانیعضو هیئت علمی، گروه علوم تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران0000-0003-4476-3096Journal Article20210918<strong>Introduction: </strong>The present article was conducted with the aim of influencing the development of managers' education in Iran University of Medical Sciences in order to present a model.
<strong>Method:</strong> The research method was purposeful, developmental, and in terms of data was part of a mixed exploratory exploratory research, and was conducted by the data-based method. In terms of method, the description was survey-type. The statistical population included a number of experts in the qualitative section and 301 people in the quantitative section including all male and female administrators of Iran University of Medical Sciences. They were selected by cluster random sampling method.
<strong>Findings:</strong> The results showed that the development model of managerial education in Iran University of Medical Sciences has dimensions and components including: 1- Strategic factor including: futurism, realism, knowledge of the environment 2- Learning culture including: Continuing education, learning enthusiasm, common goal 3- Support Includes: Managers, meeting needs, bringing facilities, improving organizational communication 4-structural-motivational factor including: personality, structural and mobility 5-factor for educational repair including: skills development, development of partnership management, monitoring and improving the organizational climate 6.
<strong>Conclusion: </strong>The developmentalist factor includes: improving moral growth, improving organizational performance, improving decision-making power and maturity, and also due to the attractiveness of the root mean square residual index (SRMR), which is equal to 0.071, 0.058, and 058, respectively. / 0, 077/0, 071/0 and 0.0677 did you really make a severe model error and the model has a good opportunity.<strong>مقدمه:</strong> مقاله حاضر با هدف عوامل موثر بر توسعه آموزش مدیران در دانشگاه علوم پزشکی ایران به منظور ارائه مدل انجام شد.
<strong>روش کار:</strong> روش تحقیق به لحاظ هدف، توسعه ای و از نظر نوع داده ها جزء تحقیقات آمیخته اکتشافی متوالی و به روش داده بنیاد انجام شد و از حیث روش، توصیفی از نوع پیمایشی بود. جامعه آماری در بخش کیفی شامل تعدادی از خبرگان و در بخش کمی شامل کلیه مدیران زن و مرد دانشگاه علوم پزشکی ایران شامل 301 نفر بود، که در بخش کیفی 12 نفر به روش گلوله برفی و در بخش کمی تعداد 169 نفر طبق جدول کرجسی و مورگان به روش تصادفی خوشه ای انتخاب شدند.
<strong>نتایج:</strong> نتایج نشان داد که مدل توسعه آموزش مدیران در دانشگاه علوم پزشکی ایران دارای ابعاد و مولفه هایی شامل عوامل راهبردی (آینده نگری، واقعیت گرایی، شناخت محیط)، -فرهنگ یادگیری (شامل: آموزش مستمر، شوق یادگیری، آرمان مشترک)، حمایت و پشتیبانی (شامل: توانایی مدیران، رفع نیازها، فراهم آوردن امکانات، بهبود ارتباطات سازمانی)،عوامل ساختاری-انگیزشی (شامل: عوامل شخصیتی، ساختاری و عوامل انگیزشی 5-عوامل بهسازی آموزشی شامل: مهارت افزایی، توسعه مدیریت مشارکتی، نظارت و ارزیابی و بهبود جو سازمانی)، عوامل توسعه گرایی (شامل: بهبود رشد اخلاقی، بهبود عملکرد سازمانی، بهبود توان تصمیم گیری و بالندگی) است.
<strong>نتیجه گیری:</strong> با توجه به جذر شاخص ریشه میانگین مجذور ماندهها (SRMR) مربوط به عوامل فوق که به ترتیب برابر با 071/0، 058/0، 058/0، 077/0، 071/0 و 067/0 است میتوان نتیجه گرفت خطای مدل زیاد نیست و مدل حاصل دارای ساختار مناسبی است.https://edj.ajums.ac.ir/article_174436_ec6c9666889bd88e5821101ffd03e3aa.pdfمعاونت آموزشی دانشگاه علوم پزشکی و خدمات بهداشتی درمانی جندی شاپور اهوازمجله توسعه آموزش جندی شاپور اهواز2251-650613020221023Curriculum validation of intercultural competencies of student teachers at Farhangian Universityاعتبارسنجی برنامه درسی صلاحیت های بین فرهنگی دانشجو معلمان در دانشگاه فرهنگیان23324617561610.22118/edc.2022.320591.1972FAشهرام شهبازیدانشجوی دکتری گروه برنامه ریزی درسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران0000-0002-3324-8374جهانبخش رحمانیعضو هیئت علمی، گروه علوم تربیتی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران0000-0003-2525-5416مصطفی قادریعضو هیئت علمی، گروه برنامه ریزی درسی، دانشگاه علامه طباطبائی، تهران، ایران0000-0002-8249-1231رضا اسماعیلیعضو هیئت علمی، گروه مدیریت برنامه ریزی فرهنگی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران0000-0002-5554-6479Journal Article20211219<strong>Introduction: </strong>The purpose of the research is to validate the curriculum of intercultural competencies of student teachers in Farhangian University.
<strong>Method:</strong> The current research is based on the application purpose, the method of descriptive-correlation data collection, and is specifically based on structural equation modeling (SEM). The current research is based on the application purpose, the method of descriptive-correlation data collection, and is specifically based on structural equation modeling (SEM).The statistical population of the study included 700 teachers in Lorestan province. According to Morgan's table, 248 people were selected as the research sample. Using a questionnaire in the form of 19 data were collected in this study. Research hypotheses were tested using smart.PLS software.
<strong>Findings:</strong> The results showed that 19 categories of intercultural psychological effects in education, creating a positive attitude towards other cultures, paying attention to intercultural education, paying attention to intercultural subcultures, recognizing cultural differences, and teachers' knowledge of the subject Intercultural, communication skills, mental communication skills, behavioral communication skills, the role of intercultural communication and interaction, the role of upstream intercultural documents, the role of intercultural in class tensions, the role of governance in between Cultural, the role of religion in intercultural, the role of school as a link between cultures, the role of teacher in intercultural, the role of intercultural education system, view of intercultural society, coordination in mental and behavioral skills, in the model of relationships Are meaningful.
<strong>Conclusion: </strong>By applying the curriculum of intercultural competencies of student teachers in Farhangian University, it is possible to help improve the strengths and skills of student teachers in the subject areas.<strong>هدف:</strong> هدف تحقیق اعتبار سنجی برنامه درسی صلاحیت های بین فرهنگی دانشجو معلمان در دانشگاه فرهنگیان است.
<strong>روش کار: </strong>تحقیق حاضر از نظر هدف کاربردی، از نظر نحوه گردآوری داده ها توصیفی – همبستگی و به طور مشخص مبتنی بر مدلسازی معادلات ساختاری (SEM ) است. جامعه آماری تحقیق شامل 700 نفر از معلمان استان لرستان بوده اند. بر اساس جدول مورگان، تعداد 248 نفر به عنوان نمونه ی پژوهش انتخاب شده اند. با استفاده پرسشنامه ای در در قالب 19 داده ها در این تحقیق جمع آوری شده است. فرضیه های تحقیق با استفاده از نرم افزار smart.PLS مورد آزمون قرار گرفت.
<strong>نتایج:</strong> نتایج تحقیق نشان داد 19 مقوله اثر روانی بین فرهنگی در تعلیم و تربیت، ایجاد نگرش مثبت به فرهنگ ها دیگر، توجه آموزش و پرورش به بین فرهنگی، توجه به خرده فرهنگ ها در بین فرهنگی، شناخت تفاوت فرهنگ ها، شناخت معلمان نسبت به موضوع بین فرهنگی، مهارت در ایجاد ارتباط، مهارت های ذهنی در ایجاد ارتباط، مهارت های رفتاری در ایجاد ارتباط، نقش ارتباط و تعامل در بین فرهنگی، نقش اسناد بالادستی در بین فرهنگی، نقش بین فرهنگی در تنش های کلاسی، نقش حاکمیت در خصوص بین فرهنگی، نقش دین در بین فرهنگی، نقش مدرسه به عنوان رابط فرهنگ های، نقش معلم در بین فرهنگی، نقش نظام تعلیم و تربیت در بین فرهنگی، نگاه به جامعه به بین فرهنگی، هماهنگی در مهارت های ذهنی و رفتاری، در مدل دارای روابط معناداری هستند.
<strong>نتیجه گیری:</strong> با به کارگیری برنامه درسی صلاحیت های بین فرهنگی دانشجو معلمان در دانشگاه فرهنگیان می توان به بهبود نقاط قوت و مهارت های دانشجو معلمان در حوزه های درسی کمک نمود.https://edj.ajums.ac.ir/article_175616_3ade51776d7469e375cf89eaaa39bf49.pdfمعاونت آموزشی دانشگاه علوم پزشکی و خدمات بهداشتی درمانی جندی شاپور اهوازمجله توسعه آموزش جندی شاپور اهواز2251-650613020221023The effect of creativity-oriented curriculum with postmodernist approach in the development of virtual education in order to provide a model in education in Mazandaran provinceتاثیر برنامه درسی خلاقیت محور با رویکرد پسانوین گرایانه در توسعه آموزش مجازی به منظور ارائه مدل در آموزش و پرورش استان مازندران16733610.22118/edc.2021.303122.1878FAفریبا کریمی راددانشجوی دکترای مدیریت آموزشی، گروه مدیریت، واحد بابل، دانشگاه آزاد اسلامی، بابل ،ایران0000-0002-8594-3790بابک حسین زادهعضو هیئت علمی گروه مدیریت، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایرانhttps://orcid.org/00سیده زهرا حسینی درونکلاعضو هیئت علمی، گروه مدیریت آموزشی واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران.0000-0002-3376-5005Journal Article20210904The overall purpose of this study was to investigate the effect of creativity-based curriculum with a postmodernist approach on the development of virtual education in order to provide a model in education in Mazandaran province. This research was applied in terms of purpose and descriptive in terms of method. The statistical population consisted of 2653 principals, deputies and heads of departments of education departments and principals and deputies of schools in Mazandaran province, which according to Cochran's formula, 338 persons using cluster random sampling method. - Categories were selected as a sample. To collect data, a researcher-made questionnaire of creativity-based curriculum with a post-narrative approach with 61 questions and a questionnaire for the development of virtual education Karimian and Farrokhi (1397) with 27 questions were used. The validity and reliability of the instruments were confirmed. Structural equation test was used to analyze the data. The results showed that; the effect of creativity-oriented curriculum with postmodernist approach on the development of virtual education is positive and significant and the proposed model has a good fit.هدف کلی پژوهش حاضر، بررسی تاثیر برنامه درسی خلاقیت محور با رویکرد پسانوین گرایانه در توسعه آموزش مجازی به منظور ارائه مدل در آموزش و پرورش استان مازندران بود. این پژوهش از نظر هدف، کاربردی و از نظر روش، توصیفی از نوع پیمایشی بود. جامعه آماری آن را مدیران، معاونین و روسای گروههای ادارات آموزش و پرورش و مدیران و معاونین مدارس استان مازندران به تعداد 2653 نفر تشکیل میدادند که بر اساس فرمول کوکران تعداد 338 نفر با استفاده از روش نمونه-گیری تصادفی خوشهای- طبقهای به عنوان نمونه انتخاب شدند. جهت جمعآوری دادهها از پرسشنامه محقق ساخته برنامه درسی خلاقیت محور با رویکرد پسانوینگرایانه با 61 سوال و پرسشنامه توسعه آموزش مجازی کریمیان و فرخی (1397) با 27 سوال استفاده شد. روایی و پایایی ابزارها مورد تأیید قرار گرفت. جهت تجزیه و تحلیل دادهها از آزمون معادلات ساختاری استفاده شد. نتایج نشان داد که؛ تاثیر برنامه درسی خلاقیت محور با رویکرد پسانوینگرایانه بر توسعه آموزش مجازی مثبت و معنادار میباشد و مدل ارائه شده دارای برازش مناسب میباشد.