نشریه رهیافتی نو در مدیریت آموزشی
سال ششم شماره 4 (پیاپی 24، زمستان 1394)

Technology leadership is an emergent field in school leadership literature and suggests that school principals play a proactive role in implementing technology in their schools. Current Iranian knowledge about this role is very scarce. The aim of current exploratory mixed research (qualitative-quantitative) was to investigate principals’ role in integrating technology at schools. Initially in qualitative phase of the study, educational technology experts were interviewed. The participants were selected using purposive and snow-ball sampling. The results of content analysis and coding of interviews revealed 58 indicators and 9 dimensions including: principals'''' belief to employ technology, illustrating technology objectives and expectations, technology planning, establishing and reinforcing the culture of utilizing technology, teachers'''' empowerment for utilizing technology; encouraging and stimulating teachers to employ technology; appraisal of teachers'''' technology performance, strengthening the sharing of technology knowledge, and technology support. Using the identified indicators and dimensions, a Technology Leadership (TL) questionnaire was designed and developed by the researcher to gather quantitative data. 335 teachers were, then, selected from smart schools of Tehran and were requested to complete the questionnaires. The collected data were analyzed using Confirmatory Factor Analysis (CFA). The result of CFA revealed that the measurement model of TL has fit suitably to the observed data. This study highlights the role of principals in technology integration by teachers and recommends TL variable and questionnaire to researchers. The results are discussed in the final section of the paper.

This research aimed to update training and development managers’ duty, responsibilities, create a pathway to recognize their top competencies and plan training and developing courses. and to achieve the goals of this qualitative study, the researcher conducted a 3 days Dacum workshop containing a group of 14 Iranian training and development experts and managers with about 10 year experiences. After the Dacum workshop, a group of top attendees (including 2 managers and 2 experts) were selected to classify the identified competencies during workshop in a meeting. The following competencies were identified: General competencies: Personality and Moral competency, Perceptual competency, Seeking excellence, Interpersonal competency.
Special competencies: Technical competency, Organizational competency, Business competency, Leadership, Performance management, Strategic thinking, Decision making.

From the perspective of higher education theories, university like other organizations can be flexible if it is capable of multiple responses to its environment. In the literature, this flexible behavior is conceptualized as organizational flexibility. A Flexible organization considers organizational justice. The purpose of this study was to assess the relationship between organizational flexibility and organizational justice from the employee’s point of view at Shiraz University. Population was all employees of Shiraz University in 2013-2014. By simple random sampling, 181 employees of various Colleges were selected. The instruments of this study were two questionnaires included organizational justice and “organizational flexibility “(Made), the reliability of both organizational flexibility scale and organizational justice scale was 0/94.
Data was analyzed by correlation matrices and MANOVA tests. The results indicated: 1) there is a significant relationship between organizational flexibility and dimension of organizational justice. 2) There is no interactive relationship between gender and employees perceptions of organizational flexibility with their perception of organizational justice. 3) There is no interactive relationship between employment record and employees perceptions of organizational flexibility with their perception of organizational justice. 4) There is no interactive relationship between college degree and employees perceptions of organizational flexibility with their perception of organizational justice.

The purpose of this study was to examine the relationship between self-efficiency and organizational support with organizational citizenship behavior. A descriptive and correlational research method was adopted. The study population consisted of 190 employees from which a sample of 90 members was selected through simple random sampling. The research instruments included three questionnaires: organizational citizenship behavior scale (podsakoff, 1990) self-efficiency scale (Sherrer et al, 1982) and organizational support questionnaire (Eisenberger, 1986). The data was analyzed using multivariate regression analysis and Pearson correlation coefficient. The findings revealed that there was a positive and significant relationship among self-efficiency and organizational support with organizational citizenship behavior.

This research tends to recognize the effective factors on implementation and Assessment of smart schools in Guilan province. The statistical sample consists of teachers, and experts in Guilan province schools. Statistical sample was selected by simple random sampling method the 129 school. For gathering information two questionnaires were used. One of them is for recognition of effective factors on smart schools implementation and the other one is for evaluation of smart schools. Reliability of questionnaires was computed by means of Cronbach's Alpha and it was 0.7.The results of the first questionnaire showed that Planning & goal setting, school equipment, education of human force, providing content, holding educational-classes based on multi-media contents, and cultural aspects was the main factors of this Investigation. School equipment and culture were reported as the most and the least effective factors respectively. The results of the second questionnaire that assessed smart schools in terms of educational spaces and equipment, the ability of student, the ability of team, and the ability of office team showed that Smart schools are in desirable conditions only in terms of ability of office team, but they are weak based on other standards.

The purpose of this study was to examine the relationship of personality characteristics and identity styles with life satisfaction in Shiraz secondary students. To do so, a sample consisting of 223 females and177 males was selected through multi stage cluster sampling method. The participants were requested to complete Costa and McCrae five-factor personality NEO-FFI, Berzonsky identity styles and Diner life satisfaction test. The results showed that there was a significant relationship between identity styles and life satisfaction. There was also a significant relationship between personality characteristics and life satisfaction. Personality characteristics were significant predictor of life satisfaction for students. Identity styles were identified to be a significant predictor of life satisfaction for students. There wasn’t any significant difference between male and female students’ life satisfaction in various educational groups.

The aim of this study was to clarify the relationship between the quality of life and organizational citizenship behaviors with entrepreneurship among the employees of the Islamic Azad University Marvdasht Branch. The research method was descriptive Correlational. The target population was all 170 employees from which115 was selected using random stratified sampling method based on Morgan Table. In order to collect the data three questionnaires were utilized: a) Fort Walton’s (1970) quality of life, b) Podsakoff’s (1999) organizational citizenship and c) the Parsons’ (1998) entrepreneurship questionnaire. The reliability of the questionnaires were .85, .90, and .86 respectively. The data was analyzed using inferential statistics such as correlation coefficient and multivariate stepwise regression. The results showed that the quality of life of have meaningful relationships with entrepreneurship. The results also indicated that the organizational citizenship behaviors have relationship with entrepreneurial employees.

The aim of this research was to compare dimensions of employees’ performance in Physical Education departments with management stability and instability in Iran. The group of managers consisted of 90 people. To sample from the employees in the Departments of Physical Education, out of 2779 people in departments having management stability, (Relating to 16 provinces) 338, and out of 2475 employees in departments having management instability, (Relating to 14 provinces), 331were randomly selected. The research instrument was standard questionnaire of performance. To analyze the gathered data, inferential statistics such as Kolmogorov Smirnov test, Leuven test, independent t test (t) and Friedman were used. The results of the research showed that there is a meaningful difference between the mean scores of the dimensions and subscales of the employees performance (staff abilities, clarity of roles, organizational support, employee motivation, evaluation, validation and environment staff abilities, clarity of roles, organizational support, employee motivation, evaluation, validation and environment) at Physical Education Departments of offices with management stability and those with management instability

The purpose of this study was to investigate the Effectiveness of emotional intelligence on job burnout among primary school teachers in Babol (Mazandaran, Iran)as mediated by their self-efficacy. This is a descriptive correlational study clearly based on structural equation modeling (SEM). The participants of this study were 225 primary school teachers at public schools in Babol in the academic year 1391-92 that were selected via cluster random sampling method. Participants were requested to personally complete Maslach and Jackson's Job Burnout Inventory (MBI) (1996), teacher self-efficacy questionnaire (Tschannen-Moran, Woolfolk, 2001) and emotional intelligence questionnaire (Schutte, 1998). The reliability of the questionnaires calculated through Cronbach Alpha were 0/86, 0/92 and 0/91 respectively. The results of Pearson correlation showed that all emotional intelligence, job burnout and self-efficacy components are mutually correlated with each other (p

The purpose of this research is to study the relationship of teachers’ organizational intelligence and emotional intelligence with their `organizational citizenship behavior in elementary schools in Sardashat Town. The research method was correlational. Out of all teachers in elementary school in Sardasht Town in 91-92 school year, , 217 were selected by random cluster sampling according to Morgan table. The research instruments for gathering the datawere Emotional Travis Bradbry and Jane Graves` Intelligence Questionnaire (2004), Albrecht`s Organizational Intelligence Scale questionnaire (2003) and Hvy and Palv`s organizational citizenship behavior questionnaire (OCB) (2004). The alpha values for theses questionnaires were .89, .95 and .89 respectively. To test the research hypotheses, multiple regression and Pearson correlation were used. The statistical results showed that there is a positive and significant relationship between emotional intelligence and organizational citizenship behavior, and also between organizational intelligence and elementary school teachers` organizational citizenship behavior. Among the components of organizational intelligence, only the spirit`s component can predict teachers’ organizational citizenship behavior and among the components of emotional intelligence,the components of relationship management, self-management and self-consciousness predict organizational citizenship behavior stronger. Thus, according to the obtained data,Emotional Intelligence compared to organizational intelligence is a better predictor than teachers` organizational citizenship behavior.