نشریه رهیافتی نو در مدیریت آموزشی
پیش شماره 2 (زمستان 1387)

This study aimed to investigate the relationship between organizational learning and information and communication technology in Garmsar Azad University. The sampling frame of this study included all faculty members of Garmsar Islamic Azad University out which a sample of 100 instructors were selected through simple random sampling strategy. Two closed-ended questionnaires served as the research instruments to collect data. In order to analyze the data gathered both descriptive and inferential statistics such as Chi-square (χ2) and Spearman correlation coefficient were used. The results showed that there was a positively meaningful relationship with a probability of 95 percent between organizational learning and the use of information and communication technology in Garmsar Islamic Azad University.

The aim of this study was to study the relationship among emotional intelligence, job satisfaction and organizational commitment of a private company personnel. This descriptive-correlational study was concerned with five hypotheses. The research sample included 200 subjects selected using stratified sampling strategy. The data of this study was collected through three instruments; Avestin’s Emotional Intelligence Questionnaire, Job satisfaction Questionnaire (JDI) and Organizational Commitment Questionnaire (OCQ). In order to analyze the data obtained both descriptive statistics (mean & standard deviation) and an inferential statistical procedure (multi regression) were used. The results of the study showed that the relationships between emotional intelligence and job satisfaction, emotional intelligence and organizational commitment, and job satisfaction and organizational commitment are all meaningful. Further, it was found that there was a multiple relationship between emotional intelligence and job satisfaction, and emotional intelligence and organizational commitment such that the emotional intelligence predicts 16 percent of job satisfaction variance and 14 percent of organizational commitment.

The goal of this study was to investigate the relationship between coping strategies, and occupational stress and job satisfaction of school counselors in Shiraz. This correlational and ex pos facto study involves a sample of counselors (men and Women) from the four districts of Education Organization of Shiraz in the school year 85-86. The sample consisted of 104 counselors (52 men and 52 women) selected using stage sampling strategy. A use was made of a number of research instruments in this study including Coping Strategies Questionnaire (comprising 60 questions), Occupational Stress Questionnaire (comprising 57 questions) and Job Satisfaction Questionnaire (comprising 71 questions). Data was analyzed utilizing correlation, multiple regression and t-test. The results with a probability of 95 to 99 percent indicated that: 1) There was a meaningful relationship between coping strategies and job satisfaction. 2) In comparison to counselors who used cognitive coping strategies, counselors who used emotional coping strategies had lower occupational stress. 3) There was meaningful relationship between cognitive coping strategy and occupational stress 4) There was a positively meaningful relationship between cognitive coping strategy and job satisfaction. 5) There was a negatively meaningful relationship between job satisfaction and occupational stress. 6) Male counselors, as compared to female ones, used emotional approach to a larger extent.

The aim of this study was to investigate the status of sending university students abroad in order to present a suitable conceptual framework for Iran's higher education. To this end, in the first place, regarding the research background and theoretical bases, the primary components were identified. Then, the obtained components were systematically ordered. The research methodology was descriptive (documental and survey) and all the pertinent documents of sending students overseas were used as a main source of extracting research data. The research population (comprising 13649 university instructors) consisted of all faculty members with a rank of assistant professor or above, who had teaching experience of five years or more both at government and non-government universities. The research sample was selected using stage sampling strategy. The obtained sample consisted of 386 members of faculty. A use was made of two research instruments; two researcher-made questionnaires validated using feedback of experts and the project reader and supervisor. The reliability of the instruments was estimated using Cronbach's Alpha (.75 and 92 respectively) through administering them to a sample of 30 subjects in a pilot study. While the study was descriptive in nature, the data obtained from the two questionnaires was analyzed using tests of analysis of variance, Kruskal–Wallis test and single-group t-test. The results indicated that the expenditure of studying abroad was higher than that of studying at Iranian universities in the period of three Development Programs. The findings also suggested that the cost of studying at non-government universities (i.e., Islamic Azad University) was lower than that of studying at both Iranian government and foreign universities. Regarding the research-academic and administrative-academic qualifications of the faculty members, the study showed that faculty members who studied abroad were more qualified than their colleagues who studied at government or non-government universities of Iran. However, it was found that there was no difference among the three groups of faculty members in terms of their academic-educational qualifications. Finally, based on the findings a conceptual framework was suggested for sending the students abroad. The validity of the six components was calculated which indicated that there was an agreement among the investigated samples concerning the suitability of the framework.

This study was concerned with the relationship between readiness to perform total quality management, organizational culture and Marvdasht high school principal's effectiveness. The sampling frame of the study included all high school teachers of Marvdasht out of which 299 teachers (108 women and 191 men) were selected as the sample using stratified sampling strategy. The instrument for data collection comprised three questionnaires of total quality management, organizational culture and organizational effectiveness. In order to analyze the data, independent t-test and multiple regression were used. The findings of the study revealed that: 1) The variables of total quality management and organizational culture can predict the principal's effectiveness. 2) High school teachers of Marvdasht showed more than average readiness to perform total quality management. 3) Client orientation, evaluation, constant improvement, decision making, among dimensions of total management, impacted teacher's organizational culture. 4) Client orientation, evaluation, among dimensions of total management, had an impact on the principal's readiness.

This study aimed at determining the relationship between self-monitoring and conflict solution strategies. The research methodology was descriptive (correlational). The sampling frame of the study included all employees of Khurasgan Islamic Azad University except instructors and those with a degree below diploma. Out of a total of 303 subjects 164 ones were selected using simple random sampling strategy. This study involved Schneider's Self-monitoring Questionnaire and Afzal Rahim's Conflict Solution Strategies Questionnaire as the data collection instruments whose reliability indexes were estimated to be. 84 and. 82 respectively using Cronbach's alpha. Independent t-test, analysis of variance, Pearson Product Moment correlation, Fisher's z, and Scheffe test were used to analyze the data using SPSS. The findings of the study revealed that self-monitoring had a meaningful relationship with the conflict solution strategies. Further, obligating and compromising strategies had a direct positive relationship with self-monitoring which was inversely related to integrating, dominating, and avoiding strategies. Dominant style of conflict solution for subjects with high self-monitoring was obligating style, and their helping style was compromising. However, for low self-monitoring subjects the dominant style of conflict solution was obligating and their helping styles were dominating and avoiding.

The present study evaluated the effectiveness of life skills training as a prevention strategy on adolescent social psychopaths. 40 parents of adolescents who attempted suicide at least twice or were addicted to drugs for 6 month or ran away at least twice participated in this study. The research instruments were Beck's Suicide Ideation Questionnaire, Beck's Self-Concept Test and Runaway and Addiction Thinking Questionnaire. The subjects were randomly assigned to two groups, control group (n = 20) and experimental group (n = 20). Experimental group received coping skills, problem solving and decision making skills, communication skills and self-awareness training in 16 sessions. At the end of the training, all subjects completed the three questionnaires. The results of the study showed that life skills training decreased suicide tendency and negative self-concept, however, it was found to have no significant effect on the reduction of runaway thinking.

This study sought to investigate the relationship between principal's job motive and job satisfaction and organizational commitment of Marvdasht high school teachers. The sampling frame of this applied and descriptive-correlational research study included all high school principals and teachers of Marvdasht. Referring to Morgan table and using stage sampling strategy 50 principals and 250 teachers were selected. Three questionnaires of principal's job motive and teacher's job satisfaction and their organization commitment were used to collect data. The data collected, then, was analyzed using Pearson Product Moment correlation, t-test and multiple regression. The results of the study showed that there was no significant relationship among the three variables of interest, principal's job motive and teacher's job satisfaction and organizational commitment.