نشریه مدیریت بر آموزش سازمان ها
سال ششم شماره 1 (بهار و تابستان 1396)

Up to now, there is not presented a specific model for functional managers, accordingly, in this paper we try to provide such a model. Resources related to managers, especially functional managers, comprise the population of this paper. After scrutinizing resources extracted from databases, finally 95 resources remained as sample. Reliability of the findings has been estimated 0/921 by the Holsti formula. In this article with the help of thematic analysis, competency themes and thematic Network are derived. This process is done both manually and with Nvivo software. Findings of this research illustrate that functional manager competencies can be classified into three categories: strategic leadership, capability builder, and success persistent and consistent. "Strategic leadership" consists of three organizing themes and seven basic themes: Collective progression (team orientation, developing others, and context facilitator), Strategic thinking (strategy practitioner and insightful), and Charismatic (self-management and credibility). "Capability builder" consists of two organizing themes and four basic themes: Productivity (result orientation and resources optimization) and Knowledgeable (functional knowledge and ex-funxtional knowledge). "Success persistent and consistent" consists of three organizing themes and nine basic themes: Enterpreneurial orientation (opportunist, innovation orientation, and networkig), Excellence seeker (organization designer, knowledge management, and performance management), and Responsiveness (change management, flexibility, and project management).

The aim of this study was to investigate the impact of improving professional competencies on teachers’ development at high schools (second period) in Tehran/Iran. To this end, all high school teachers include 24346 teachers were participated in present study, among them 378 teachers were selected by Kerjeci and Morgan table and based on ratio multilevel cluster sampling. Data were collected by two standard questionnaires including teachers’ professional competencies by Molaee Nejad (2012) and teachers development by Ghanizadeh Garaeeli (2015). Data analysis was done using structural equation modeling by software Smart PLS 2 in two parts, the measurement model and structural section. In the first part, technical characteristics of the questionnaires including reliability, validity, convergent and divergent validity were evaluated. In the second part, software significant coefficients were used to evaluate the hypothesis. The findings of the study indicated the impact of professional competencies and its’ dimensions, including cognitive/ proficiency competencies, managerial and attitudinal/ behavioral competencies on teachers’ development.

The purpose of this research is to identify the effect of virtuous leadership on teachers’ self-development and with the mediation of organizational learning. The research method was descriptive - correlation and was based on structural equations model. Statistical population included all elementary schools teachers at the Hamadan province of the number 8567 people and sample size of 368 subjects was determined based on the Cochran formula. For collecting data was used from the three questionnaires with items: virtuous leadership, self-development and organizational learning. For appointment of the questionnaires validity used of the Confirmatory Factor Analysis, and to assess the reliability used by Cronbach's Alpha coefficient, was estimated 0/93, 0/87, and 0/85 respectively. After collecting the data analyzed by SPSS and LISREL. Results representative that: Direct effect virtuous leadership on teachers’ self-development and organizational learning is positive and significant. In addition, the indirect effect virtuous leadership on teachers’ self-development with intermediary of organizational learning is positive and significant. Accordingly, for enhancing teachers’ self-development, schools leaders and administrators can focus on components of virtuous leadership and for facilitate this process utilize of the organizational learning.

This research study investigated structural model of relationship of professional learning community and organizational reliability with mediating role of organizational mindfulness: A mixed research in higher education. This study was an explanatory sequential design and ​​an applied research. In qualitative unit, population were the experts of schools of management of public universities of Tehran, sample were 14 experts of management and sampling was snowball and semi-structured interviews were implemented. In quantitative unit, population were the management faculty members of schools of management of public universities of Tehran (351 members), sample were 226 faculty members of schools of management of public universities of Tehran and two-stage cluster sampling and available sampling were implemented. Professional learning community, organizational reliability, and organizational mindfulness questionnaires were executed in 2014-2015. In qualitative unit for collection of mindfulness indicators content analysis and open coding were used. The quantitative statistical methods were exploratory and confirmatory factor analysis and structural equation modeling. The structural equation modeling contained one independent latent construct: professional learning community; two dependent latent constructs: organizational mindfulness and organizational reliability. The study demonstrated professional learning community had significant and direct effects on organizational mindfulness (γ­=0/75), organizational reliability (γ=0/25), direct and significant effect of organizational mindfulness on organizational reliability (β=0/68). Results showed professional learning community: collective responsibility for student's learning, collaboration focused on professional learning had direct effect on organizational mindfulness: rapidity and agility, flexibility, accountability, conditional learning, trust and openness; and on organizational reliability: sensitivity to operations, preoccupation with failure, resilience, deference to expertise, reluctance to simplify interpretation, also direct effect of organizational mindfulness on creation of organizational reliability.

This study aimed to assess the role of leadership style and personality traits on the capability of future studies of managers in Birjand University and Birjand University of Medical Sciences. The research method was descriptive - correlation. The study was performed on 230 cases of managers of Birjand University and Birjand University of Medical Sciences that 200 of them were selected by simple random sampling. Research tools were three standard questionnaires including: Parsa, Keshavarz & Deghgan future studies questionnaire, five-factor personality traits Assessment Questionnaire (NEO) short form and a Clark questionnaire leadership style. Multivariate regression and path analysis were used for data analysis. Results showed that, on the basis of multivariate regression, personality traits and leadership style can explain around 19% and 40% of future studies capabilities in managers respectively. Furthermore, results of path analysis proved that, in addition to direct forecast, personality traits can indirectly predict managers’ future studies capabilities through leadership style, which has to be considered in replacement of managers.

The aim of this study was to Presenting the Educational and Research Activities Outsourcing Model in Organizations Governmental in Tehran/Iran. To this end, all employees and managers include 468 staffs were participated in present study, among them 211 were selected by Cochran formula and based on ratio multilevel cluster sampling. Data were collected by self-questionnaires that the questions of getting a standard questionnaire. Data analysis was done using structural equation modeling by software Smart PLS 2 in two parts, the measurement model and structural section. In the first part, technical characteristics of the questionnaires including reliability, validity, convergent and divergent validity were evaluated. In the second part, software significant coefficients were used to evaluate the hypothesis. The findings of the study indicated that factors such as organizational, managerial, technical and structural factors and actors associated with the contractor in the process of outsourcing success-training activities and research organizations are involved and influential.

Teachers’ teaching and students’ learning have become highly professional, in this age. Teaching methods need to be responsive to today’s education and learning complexities. The goal of this research was to study the nurturing and instructional effects of self-directed management education model in teaching religious science on students’ self-directed behavior and academic achievement. The amount of students’ self-directed behaviors concerning their ability in learning planning, be independent, accountability, interest, evaluating and critical thinking, creativity, self-arrangement and interaction were studied through semi-experimental research method using pre-test and post-test design with control group. Two ninth grade classes randomly selected as experimental and control group with the size of 29 and 24 in Imam Reza School in Nirugah District in Qom. Fourteen 75 minute sessions were conducted in the classes during eight weeks. The tools for collecting data were a valid questionnaire confirmed through a panel of experts, its construct validity through factor analysis, and its reliability by Cronbach's alpha coefficients. The tool for measuring academic achievement in three areas of knowledge, skill and attitude respectively were teacher paper and pencil test and checklist. The data were analyzed through descriptive statistics (mean and standard deviation) and inferential statistics (Independent T and Covariance). The results indicated the use of self-directed management education model in religious sciences has positive nurturing effect on students’ self-directed skill and their academic achievement. Therefore, the use of self-directed management education model as a new approach in religious education for nurturing students’ self-directed skills and their academic achievement was recommended.