نشریه تدریس پژوهی
سال یازدهم شماره 3 (پاییز 1402)

The purpose of this research was to investigate the effectiveness of lesson study training on the professional competencies of primary school teachers.

The present study was semi-experimental with a pre-test, post-test follow-up design with a control group. With the available sampling method, 30 people were selected and randomly divided into two equal groups of 30 people. They were replaced by the experimental group of lesson study training for primary school teachers and the subjects of the control group did not receive any intervention until the end of the follow-up phase.  Data collection was done with the help of standard questionnaire of teachers' professional competencies. The data analysis of the research was done using Covariance Analysis of Intergroup Effects.

After comparing the data obtained in the pre-test and post-test between the experimental and control groups and performing the analysis of covariance between the groups, the results showed that there was significant difference between the total scores of the teachers' professional competencies in the experimental and control groups after the implementation. There was a significant difference in the lesson study training course compared to the group that did not receive lesson study training, so lesson study training has increased the professional competence of the trained teachers at a significant level. Also, the professional competencies score of teachers who have received lesson study training has improved more.

The effectiveness of lesson research training on the professional qualifications of primary school teachers has been influenced by dimensions and components such as content knowledge, educational knowledge, experience, reflective and critical thinking, mass collaboration, student learning, problem solving and innovation, empowerment and ownership, which work together to promote Teacher development, student learning, and overall amelioration of school education are applied.The indicators of professional competence of primary school teachers include: teaching skills, expert knowledge, classroom management, interpersonal communication, motivating and motivating students, and the ability to assess and evaluate. These indicators play an important role in determining the quality of teaching and the academic progress of students.In pedagogy, teachers can ameliorate their skills in teaching subjects by using their professional competence indicators. By analyzing the pros and cons of the courses and providing proper solutions, they can increase the quality of their teaching and strengthen the students' learning, and by examining the main topics and educational methods in providing the content, they can make the necessary changes and improvements in their teaching programs.According to the above explanations, it can be concluded that there is a direct relationship between the indicators of professional competence of primary school teachers and pedagogy. The indicators of teachers' professional competence affect the quality of students` teaching and learning, and the research enables teachers to improve the quality of students` teaching and learning by applying these indicators. Eventually, in order to improve the quality of teaching and learning in elementary schools, it is essential for teachers to pay attention to their professional competence indicators and to study, analyze and improve their teaching programs by applying case studies.Since lesson study training has an effect on the professional qualification competencies of teachers, it is recommended to pay attention to lesson study training to grow and strengthen the professional competencies of teachers. Therefore, in order to improve the quality of teaching and learning in elementary schools, it is necessary for teachers to pay attention to their professional competence indicators and to study, analyze and improve their teaching programs using lesson research.Regarding the results and considering the positive and constructive effect of the pedagogy on an important category such as the teachers` professional competence, it is recommended that this curriculum is widely taught to teachers in all schools and educational levels; additionally, the teachers apply them in their teaching method.The findings indicate that under the pre-test statistical control conditions, with 95% reliability, the ratio between the total scores of the teachers' professional qualifications of the experimental group and the control group after carrying out the training course via applying pedagogy for primary school teachers, a significant difference was observed in the group which had not been exposed by training. Thus, the pedagogy has an impact on the professional qualifications of elementary teachers.

Learning depends on the process and many factors. One of these factors is the text and selections of the texts based on which the teacher tries to develop a comprehensive intellectual and educational education. Compared to other texts, literary texts have a greater role in the education of children and teenagers because they provide them with the possibility of using imagination and they have a great influence in the cultivation of art and culture in general. This research is a descriptive and analytical method based on pathology and criticism of Persian prose and verse texts of the first secondary school. The necessity of conducting this research is to make the selection of texts more rational in order to achieve better learning in general. The results of the research indicate that: the compilers of the texts did not pay attention to the distribution and dispersion of the arrays in the courses and also the lessons of each course and this, in turn, creates boredom and a sense of fear in the general. On the other hand, the compilers of the texts had a single mission for all the arrays regardless of their nature and role in learning and they did not pay attention to the remoteness of some arrays in comparison with other arrays. The use of irony in the texts of this period is almost more logical. Learning depends on the process and many factors. One of these factors is the text and selections of the texts based on which the teacher tries to develop a comprehensive intellectual and educational education. Compared to other texts, literary texts have a greater role in the education of children and teenagers because they provide them with the possibility of using imagination and they have a great influence in the cultivation of art and culture in general. This research is a descriptive and analytical method based on pathology and criticism of Persian prose and verse texts of the first secondary school. The necessity of conducting this research is to make the selection of texts more rational in order to achieve better learning in general. The results of the research indicate that: the compilers of the texts did not pay attention to the distribution and dispersion of the arrays in the courses and also the lessons of each course and this, in turn, creates boredom and a sense of fear in the general. On the other hand, the compilers of the texts had a single mission for all the arrays regardless of their nature and role in learning and they did not pay attention to the remoteness of some arrays in comparison with other arrays. The use of irony in the texts of this period is almost more logical.Learning depends on the process and many factors. One of these factors is the text and selections of the texts based on which the teacher tries to develop a comprehensive intellectual and educational education. Compared to other texts, literary texts have a greater role in the education of children and teenagers because they provide them with the possibility of using imagination and they have a great influence in the cultivation of art and culture in general. This research is a descriptive and analytical method based on pathology and criticism of Persian prose and verse texts of the first secondary school. The necessity of conducting this research is to make the selection of texts more rational in order to achieve better learning in general. The results of the research indicate that: the compilers of the texts did not pay attention to the distribution and dispersion of the arrays in the courses and also the lessons of each course and this, in turn, creates boredom and a sense of fear in the general. On the other hand, the compilers of the texts had a single mission for all the arrays regardless of their nature and role in learning and they did not pay attention to the remoteness of some arrays in comparison with other arrays. The use of irony in the texts of this period is almost more logical.Learning depends on the process and many factors. One of these factors is the text and selections of the texts based on which the teacher tries to develop a comprehensive intellectual and educational education. Compared to other texts, literary texts have a greater role in the education of children and teenagers because they provide them with the possibility of using imagination and they have a great influence in the cultivation of art and culture in general. This research is a descriptive and analytical method based on pathology and criticism of Persian prose and verse texts of the first secondary school. The necessity of conducting this research is to make the selection of texts more rational in order to achieve better learning in general. The results of the research indicate that: the compilers of the texts did not pay attention to the distribution and dispersion of the arrays in the courses and also the lessons of each course and this, in turn, creates boredom and a sense of fear in the general. On the other hand, the compilers of the texts had a single mission for all the arrays regardless of their nature and role in learning and they did not pay attention to the remoteness of some arrays in comparison with other arrays. The use of irony in the texts of this period is almost more logical.Learning depends on the process and many factors. One of these factors is the text and selections of the texts based on which the teacher tries to develop a comprehensive intellectual and educational education. Compared to other texts, literary texts have a greater role in the education of children and teenagers because they provide them with the possibility of using imagination and they have a great influence in the cultivation of art and culture in general. This research is a descriptive and analytical method based on pathology and criticism of Persian prose and verse texts of the first secondary school. The necessity of conducting this research is to make the selection of texts more rational in order to achieve better learning in general. The results of the research indicate that: the compilers of the texts did not pay attention to the distribution and dispersion of the arrays in the courses and also the lessons of each course and this, in turn, creates boredom and a sense of fear in the general.

Every year, many candidates participate in the experimental group of the national exam (as the most important entrance exam to higher education) to enter the fields of medicine, pharmacy and dentistry, and success in the exam is of great importance and priority for them. The nature of the exam, the preparation process of the candidates and its importance and priority have popularized the phenomenon called teaching for the exam in the secondary education system. Based on this, the aim of the current research is to analyze the phenomenon of teaching for the exam in the biology course.

The current research method is a qualitative method of interpretive phenomenology. The participants were selected from among the teachers of the six districts and school teachers of the biology course in Isfahan city with the purposeful snowball sampling method and a total of 15 people. The measurement tool is a semi-structured interview that is designed and built using theoretical knowledge related to the topic. In order to analyze the teachers' interview, it was converted into text and using Dickelman, Allen and Tanner method, first the basic concepts were extracted, then within the sub-themes and finally within the main themes.

The results of this study showed that teaching for the test is a common phenomenon in the secondary education system, in such a way that all educational activities of the school are focused on the test and the efforts of teachers and students are placed on the success of the test. This phenomenon, while disrupting the teaching and learning process, leads to the prevalence of superficial teaching of concepts and subjects and focusing on testing techniques.

Due to its high sensitivity and impact on the candidates' future, the national exam affects the teaching-learning methods of teachers and the learning style of students, and this influence has led to the spread of the phenomenon of teaching for tests in secondary courses, especially biology courses. 

 The world of teachers and students experienced serious uncertainties and transformations with the unfortunate and unpleasant arrival of Covid-19, and electronic learning replaced traditional education as the basic solutions for continuing educational activities. In this challenging era, the concept of e-learning and the use of modern educational tools such as learning management systems (Shad) became a vital and prominent discourse, and an important issue in facing this innovation was teachers' concern about the Shad program. For this reason, in this research, we investigated teacher readiness to accept e-learning (using SHAD) in the era of Corona by using a model based on the concern of accepting change.

 This is a quantitative study and with the aim of collecting and analyzing quantitative data to help explain and create the desired results, Hall, George and Rutherford's Stages of Worry Questionnaire (SoCQ) was used and conducted in Iran and the data of this study was collected in first 6 months of 2023  were collected. Before the pandemic, teaching/learning was conducted in lectures, tutorials and labs as well as completely face-to-face assessment methods in Iranian schools. When the pandemic hit, schools planned to transition online quickly, and part of the teaching, learning, and assessment was done online during the pandemic. For this reason, the current research is generally in the field of psychology of learning and especially in the field of e-learning.The statistical population of the research to compile the questionnaire for quantitative analysis included all the teachers in the whole country. Due to the fact that the teachers under study lived in different provinces and cities of the country and considering that a list of these teachers was not available, the questionnaire was conducted electronically using voluntary sampling method to collect the required data. The questionnaire was prepared electronically and its link was placed in the SHAD system and teachers were asked to participate in this survey. This questionnaire contains 35 items that ask respondents to describe their attitudes, feelings and concerns about the intervention on a 7-point Likert scale. The scale takes approximately 10 to 15 minutes to complete and can be scored by hand or computer.The questions were designed based on the scales for the seven variables in the CABM model (including awareness, information, personal, management, consequence, collaboration, and refocusing). The questionnaire questions of this research include three parts:A) Cover letter: In addition to stating the title of the research, the purpose of collecting information is explained in this letter, and at the end, the respondent is thanked and appreciated. b) General questions: In general questions, the aim is to obtain general and demographic information of the respondents. They answer questions related to gender, age, level of education, work experience, type of school and teaching level. c) Specialized questions: In the design of this section, an effort was made to make the text of the questionnaire questions as simple as possible and understandable to the general public. The questions in the questionnaire are closed type and from the range of five Likert options. This questionnaire included a total of 35 questions. After compiling the questionnaire, measures were taken to evaluate the validity and reliability of the questionnaire. For the validity of the content of this questionnaire, it was examined by three experts in the field of e-learning, three members of the academic faculty of the university, and three experienced teachers. To verify the validity of the content in this research, the verification form of the questionnaire questions was used to measure the concepts of the CBAM model from the experts' point of view. In this research, Cronbach's alpha method was used to determine the reliability of the test. For this purpose, an initial sample including 30 questionnaires was distributed, and then using the data obtained from this questionnaire and SPSS22 software, the confidence coefficient was calculated using Cronbach's alpha method.The collected data were analyzed using SPSS version 22 software. To analyze the collected data, descriptive and inferential statistics were used. At first, by using descriptive statistics, a knowledge of the situation and demographic characteristics of the respondents was obtained. In the inferential statistics section and in order to answer the research questions, the average test of a population was used, and the one-sample t-test was used to test the assumption about the average of a population.

 20,605 teachers with an average age of 40±9 were included in the study. In seven cases of concern levels, in terms of awareness, the teachers participating in the survey were aware of the Shad program and were worried about using it, but the level of teachers' awareness of the Shad program was not very high. At the level of information/knowledge, teachers who used the Shad platform during the Corona period were interested in getting more information about this program. At the level of personal demands, the teachers who used the Shad application during the Corona period were worried about their personal demands and obligations and the consequences of using this program, and this concern was at a moderate level. At the management level, teachers who used the Shad platform during the Corona era expressed concern about managing their programs and scheduling them. However, the level of teachers' concern was lower than average. At the outcome level, teachers who used the Shad application during the Corona period were concerned about the change in students’ academic achievement. The level of teachers' concerns about the consequences of using the Shad program was moderate. At the coordination level, the teachers who used the Shad application during the Corona period were concerned about cooperation and coordination with their colleagues, and finally, at the level of refocusing, teachers who used the Shad program during the Covid19 pandemic, focused on further exploring the benefits of the Shad and the possibility of changing or replacing it with an alternative program. The significance level for all these variables was less than 0.05.

 In this study, most of teachers' concerns and their severity were at the medium level. For this reason, in order to effectively use the Shad program, teachers must be given sufficient training. Moreover, several factors contributed to the teachers’ willingness to accept educational innovations. So, by using the Concerns-Based Adoption Model (CBAM) and considering and addressing teachers' concerns, the way can be paved for the successful adoption of technological innovations in order to strengthen education.

Every year, many candidates participate in the experimental group of the national exam (as the most important entrance exam to higher education) to enter the fields of medicine, pharmacy and dentistry, and success in the exam is of great importance and priority for them. The nature of the exam, the preparation process of the candidates and its importance and priority have popularized the phenomenon called teaching for the exam in the secondary education system. Based on this, the aim of the current research is to analyze the phenomenon of teaching for the exam in the biology course.

The current research method is a qualitative method of interpretive phenomenology. The participants were selected from among the teachers of the six districts and school teachers of the biology course in Isfahan city with the purposeful snowball sampling method and a total of 15 people. The measurement tool is a semi-structured interview that is designed and built using theoretical knowledge related to the topic. In order to analyze the teachers' interview, it was converted into text and using Dickelman, Allen and Tanner method, first the basic concepts were extracted, then within the sub-themes and finally within the main themes.

The results of this study showed that teaching for the test is a common phenomenon in the secondary education system, in such a way that all educational activities of the school are focused on the test and the efforts of teachers and students are placed on the success of the test. This phenomenon, while disrupting the teaching and learning process, leads to the prevalence of superficial teaching of concepts and subjects and focusing on testing techniques.

Due to its high sensitivity and impact on the candidates' future, the national exam affects the teaching-learning methods of teachers and the learning style of students, and this influence has led to the spread of the phenomenon of teaching for tests in secondary courses, especially biology courses.

Today, in the era of information and communication technology, strengthening and improving the ability of students to solve problems is of double importance. One of the educational methods in this field is the strategy of teaching design thinking. The present study was conducted with the aim of investigating the effectiveness of the design thinking teaching strategy on the problem solving ability of elementary school students in the academic year of 1402-1401. This research was conducted using a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all the sixth grade male students of the elementary school in Rasht city, who were selected by the available sampling method, 20 people and randomly replaced in two experimental groups (10 people) and the control group (10 people). and they were evaluated by Long and Cassidy (1996) questionnaire. In order to analyze the data, descriptive statistics and inferential statistics were used, and covariance analysis was used to test the hypotheses. The findings of the research showed that the strategy of teaching design thinking to students had a significant effect on increasing the grades of the students of the experimental group compared to the control group and was effective in the problem solving ability of the students. According to the findings of the research, it is suggested that the strategy of teaching design thinking should be included in the curriculum of the elementary school, and in this context, training courses with the aim of empowering teachers and applying this strategy should be placed on the agenda of education. Today, in the era of information and communication technology, strengthening and improving the ability of students to solve problems is of double importance. One of the educational methods in this field is the strategy of teaching design thinking. The present study was conducted with the aim of investigating the effectiveness of the design thinking teaching strategy on the problem solving ability of elementary school students in the academic year of 1402-1401. This research was conducted using a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all the sixth grade male students of the elementary school in Rasht city, who were selected by the available sampling method, 20 people and randomly replaced in two experimental groups (10 people) and the control group (10 people). and they were evaluated by Long and Cassidy (1996) questionnaire. In order to analyze the data, descriptive statistics and inferential statistics were used, and covariance analysis was used to test the hypotheses. The findings of the research showed that the strategy of teaching design thinking to students had a significant effect on increasing the grades of the students of the experimental group compared to the control group and was effective in the problem solving ability of the students. According to the findings of the research, it is suggested that the strategy of teaching design thinking should be included in the curriculum of the elementary school, and in this context, training courses with the aim of empowering teachers and applying this strategy should be placed on the agenda of education. Today, in the era of information and communication technology, strengthening and improving the ability of students to solve problems is of double importance. One of the educational methods in this field is the strategy of teaching design thinking. The present study was conducted with the aim of investigating the effectiveness of the design thinking teaching strategy on the problem solving ability of elementary school students in the academic year of 1402-1401. This research was conducted using a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all the sixth grade male students of the elementary school in Rasht city, who were selected by the available sampling method, 20 people and randomly replaced in two experimental groups (10 people) and the control group (10 people). and they were evaluated by Long and Cassidy (1996) questionnaire. In order to analyze the data, descriptive statistics and inferential statistics were used, and covariance analysis was used to test the hypotheses. The findings of the research showed that the strategy of teaching design thinking to students had a significant effect on increasing the grades of the students of the experimental group compared to the control group and was effective in the problem solving ability of the students. According to the findings of the research, it is suggested that the strategy of teaching design thinking should be included in the curriculum of the elementary school, and in this context, training courses with the aim of empowering teachers and applying this strategy should be placed on the agenda of education. Today, in the era of information and communication technology, strengthening and improving the ability of students to solve problems is of double importance. One of the educational methods in this field is the strategy of teaching design thinking. The present study was conducted with the aim of investigating the effectiveness of the design thinking teaching strategy on the problem solving ability of elementary school students in the academic year of 1402-1401. This research was conducted using a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all the sixth grade male students of the elementary school in Rasht city, who were selected by the available sampling method, 20 people and randomly replaced in two experimental groups (10 people) and the control group (10 people). and they were evaluated by Long and Cassidy (1996) questionnaire. In order to analyze the data, descriptive statistics and inferential statistics were used, and covariance analysis was used to test the hypotheses. The findings of the research showed that the strategy of teaching design thinking to students had a significant effect on increasing the grades of the students of the experimental group compared to the control group and was effective in the problem solving ability of the students. According to the findings of the research, it is suggested that the strategy of teaching design thinking should be included in the curriculum of the elementary school, and in this context, training courses with the aim of empowering teachers and applying this strategy should be placed on the agenda of education.

 Paying attention to the temporal nature of learning and the spatial nature of the classroom shapes the geographical rhythm of education, which explains the rhythm of learning feedback. The study of this important rhythm in the geographical location will determine the pattern of teaching and learning, and according to that, the timing and location system, the arrangement and facilities of the classes will be modified to improve the level of learning. Due to its spatial nature, geography course units always require appropriate time and place allocation so that the learner can experience location-based learning at the desired time and place.The subject of the effect of space and time in the field of teaching and learning effectiveness is a subject whose time dimensions have been given more attention in the fields of educational management. Time, place of education, the effect of learning are three concepts that have a meaningful and mutual relationship with each other. The amount of time devoted to the material, the time required to present the material, the comprehensive learning capacity of time are the things that Edwards has taken into consideration. Considering that learning time is more important than teaching time, comprehensive mental division for different times of learning during the day determines the point of his mental focus of educational materials. Perhaps the learner has planned his mental time to learn theoretical lessons and other time to learn practical lessons. In fact, the point of mental focus of learning different subjects at different times produces different educational effects. Educational planning according to the comprehensive mental focus point for different lesson units determines the learning effect. It is possible that at the point of time the lesson material is reduced or not focused by the teacher, but it does not have an effective learning effect due to being out of the time point of concentration. The spatial factor moves along with the time factor and in line with it. Teaching time in its proper place increases the learning effect. The present study deals with the purpose of spatial analysis of geography courses with the application of temporal and spatial usefulness of theoretical and practical geography courses in curriculum planning. The lack of attention to the temporal and spatial model of education in lesson and class planning led this research to examine the subject in a consistent manner and introduce it to the scientific community as an innovative research. The main question of the current study is, what is the pattern of rhythmicity of location-based geography courses according to the type of course (theory and practical) and what is its feedback in the students' attitude? What is the difference between the temporal and spatial rhythm of the practical and theory courses of geography and to what extent does it affect each other?This research, with an explanatory method and an applied nature in accordance with the comparative approach, has investigated the temporal and spatial rhythm and its effect in the theoretical and practical courses of geography. The statistical population of the research includes 90 final year geography students. The method of data collection was field-library, in which the data was obtained in the field method by using the questionnaire tool and using the variables of time, place, spatial arrangement, access and facilities. Data analysis was done by spss27.1 software using change radar model, gap analysis (t-pair) and effect size.The results of the findings show that there is a significant difference between the temporal and spatial timing of practical and theoretical courses at the confidence level of 95% with a significance level of less than 0.05, and the paired effect of moderate spatial variables is favorable (strong) and temporal variables in The level is medium. The radar of changes shows a time tendency to two and three o'clock in the morning and on Sundays and Mondays and a spatial tendency to a technological, workshop, smart site with a round table and couple spatial arrangement around the radar (desirability).The weekly time variable radar (class days) is practical lessons on Sundays and Mondays based on interest and theory lessons on Sundays and Tuesdays with a slight difference from other days (except Wednesday).Daily time-varying radar changes (class hours) for practical courses in the time frame of 9/30 to 12/30 (second and third hours) and for theory courses in the time frame of 8 to 15 (first, third, second and fourth hours) It is around the radar. Radar changes, the location of the classes for practical lessons in the technology device workshop and for theory lessons in the smart classroom and technology site has been around the radar. The radar changes of the place where the class is held for practical and theoretical lessons in a virtual and normal row with a large difference compared to other places, tends towards the center of the radar. Radar changes, the layout of the classroom for the practical lessons of the round table method and pairs and for the practical lessons of the horseshoe and round table method is oriented around the radar. Radar changes of access and proximity for practical courses to the workshop and library and for theory courses, the library, site and surroundings have priority. The gap analysis of variables for practical and theory courses shows that the temporal and spatial rhythm of the variables has a significant difference according to the type of courses and they act relatively differently from each other. The effect size of spatial variables is large (strong) at the average level and medium for temporal variables. The effect sizes of the variables for theory and practical courses do not differ much from each other and are relatively similar.This research suggests that other dimensions of rhythmic studies (such as the diversity of disciplines, different educational levels, diversity of topics, diversity of resources, diversity and limitations of facilities, psychological and behavioral elements, etc.) that are not included in this research should be studied by other researchers. . 

In programing to increase the quality of education, paying attention to teaching styles has been identified as an important variable. One of the most important reasons is that students' learning is a reflection of the experiences they face in the classroom. So, teaching styles serve as an important function in the classroom. The five dimensions of the Grasha-Reichmann Teaching Styles are: (a) Expert Teaching Style: possess knowledge and expertise that students need. Strives to maintain status an expert among students by displaying detailed knowledge and by challenging students to enhance their competence. (b) Formal Authority Teaching Style: Possess status among students because of knowledge and role as a faculty member. Concerned with providing positive and negative feedback, establishing learning goals, exceptions, and rules of conduct for students. (c) Personal Model Teaching Style: Believes in “teaching by personal example” and establishes a prototype for how to think and behave. (d) Facilitator Teaching Style: emphasizes the personal nature of teacher-student interactions. Guides students by asking questions, exploring options, suggesting alternatives, and encouraging them to develop criteria to make informed choices. And (e) Delegator Teaching Style: concerned with developing students’ capacity to function autonomously. Students work independently on projects or as part of autonomous teams.According to the importance of teaching styles, this research was conducted with the aim of investigating the relationship between professors' teaching styles and students' academic enthusiasm and academic performance. The present research method was descriptive-correlation. The statistical population was the students of Tehran universities, 238 students were selected by random sampling method. The information was collected by using a questionnaire. The main tool for data collection was the Grasha-Reichmann (1996) teaching style questionnaire and the Fredericks, Blumanfield and Paris (2004) academic enthusiasm questionnaire. The Grasha-Reichmann teaching style questionnaire is a self-reporting tool containing the five different teaching styles including: expert teaching style (8 items), formal authority teaching style (8 items), personal model teaching style (8 items), facilitator teaching style (8 items), and delegator teaching style (8 items). In other words, each item on a 5-point Likert scale. Fredericks, Blumanfield and Paris (2004) scale measures behavioral, emotional and cognitive subscales among students, using 5-point Likert scale. Fredericks et al. reported the reliability coefficient of this scale as 0.86. Also, to measure the students' academic performance, their GPA was used. Cronbach's alpha method was conducted to determine the validity of the tools. The obtained data were analyzed using descriptive statistics and inferential statistics, by using SPSS software version 24.The finding revealed that the mean for cognitive academic enthusiasm was 17.15 (out of 25). Also, the mean for emotional and behavioral academic enthusiasm were 22.89 (out of 30) and 14.97 (out of 20), respectively. In addition, students GPA was 16.98 (of 20). As stated above, students’ views on teaching styles were assesses on five dimensions, including: Expert Teaching Style, Formal Authority Teaching Style, Personal Model Teaching Style, Facilitator Teaching Style, and Delegator Teaching Style. The mean of view on expert style was 32.69 (out of 40). Also, the mean of view on formal authority style, personal model style, facilitator style, and delegator style were 29.06, 31.66, 25.87, and 25.21, respectively. Analysis of the findings showed that there was a direct and meaningful correlation between the teaching styles of professors and the academic enthusiasm of students. Also, there was a direct (positive) and meaningful correlation between professors' teaching styles and students' academic performance. Path analysis showed that of different teaching styles, facilitator teaching style had the most effect of academic performance of students. About the effect of teaching styles on academic enthusiasm, Personal Model Teaching Style had the most effect on behavioral academic enthusiasm. Also, Facilitator Teaching Style had the most effect on emotional and cognitive academic enthusiasm. Finally, about the effect of academic enthusiasm on academic performance, according to the coefficients, emotional academic enthusiasm had the most effect on academic performance of students. After that, there were behavioral and cognitive academic enthusiasm, respectively.According to the findings, it is suggested that faculty members use challenging and up-to-date activities similar to the real environment to increase students' academic enthusiasm. Also, it is suggested that faculty members, by focusing on new teaching styles that affect students' enthusiasm and academic performance, move away from focusing on the traditional style of lectures. So, they can increase the effective learning level by participating students in classroom teaching.

Considering the experiences of agents and university and ministerial managers as well as experts in the field of higher education, the present research is an attempt to study and examine the challenges, opportunities and consequences of Corona on the main functions of higher education. The approach of qualitative research and its method was interpretive phenomenology. The participants of the research, who were purposefully selected, included 38 agents and university and ministerial managers, as well as experts in the field of higher education in universities and the central headquarters of the Ministry of Science and Research. The data collection process continued until theoretical saturation was reached and the data was collected through a semi-structured interview. The data was collected through semi-structured interviews and validated using the alignment method. Data analysis was done using thematic analysis method in the MAXQDA software environment. The results of the research included three themes of the challenges of higher education in the Corona era (in the fields of education, research and management of human and financial resources), the opportunities of the Corona crisis for the higher education system (educational justice, fundamental transformation, critical rethinking of the functions of higher education, a new opportunity to face with the reality of virtual education, a new opportunity to address the fundamental questions and challenges related to them) and the consequences of Corona on the main functions of Iran's higher education system (consequences of policy making in the administrative-education sector, consequences of the research field, and human-social consequences).
Corona is one of the examples of the tragic but real crisis that the world and mankind faced in almost three years. This phenomenon was so widespread that made the pillars of the educational systems face a doubt and forced the educational systems to multiple and sometimes contradictory reactions. In the meantime, strategies such as temporary closure of school and university centers, fifty percent attendance, emphasis on the development of virtual and electronic education, etc., were adopted. What was very important in the meantime was the effort to observe educational justice and equality so that the weakness of the infrastructure and facilities does not prevent maximum access to education. This has had short, medium and long-term effects on higher education structures, the lives of students, families, researchers and university administrators. In the policy-making dimension, it has induced the necessity of reviewing the structures, types of policies, decision-making, research, financial resources, and interactions outside the university. Considering the structure of the higher education and the dynamism and uncertainty of this large scientific community, the policies and programs considered for it must have a special dynamism and innovation, and a university manager should regard Chaos theory and be ready for unforeseen crises like the Corona virus era.
Policymakers play a very important role in the education system; because each component in the system is implemented based on their decisions. The constructive role of the policy maker includes monitoring the size and organizational scope of higher education, designing policies for the development of universities, planning for recruiting, maintaining and improving human resources, improving teaching methods, organizing and compiling curriculum content based on the needs of the learners, and attention to the development of original researches based on the development of science. This role of the policymakers in higher education, which is experiencing its peak of uncertainty during the Corona epidemic, has become doubly important, while higher education was forced to change its policy, from face-to-face to online education. Therefore, according to the changes, the policymakers should plan and make decisions in such a way that the quality of education is improved, educational justice is established, and the learner and the teacher feel safe and effective in the new learning environment.
The policies of Iran's higher education during the Corona epidemic to prevent its damage were mostly temporary and based on case-by-case problem solving, and its only purpose was to prevent the closure of education. The policies used for higher education suffered from the lack of strategic planning for the crisis period and the lack of future research by innovative managers, and its effect on the quality of education was noticeable. In this situation, universities need appropriate models and tools in order to fulfill their important and dynamic tasks. In other words, the country's higher education system should strive to increase the efficiency and optimal use of the funds available in the country with detailed planning in education, research and human resources.
Many believe that the only condition for the successful implementation of virtual education programs is to be based on the results of educational, and psychological research. Universities face the challenges of online courses such as the low digital capabilities of professors and students, inappropriate Internet infrastructure and network problems, the lack of learning platforms and user-friendly educational content, the challenge of motivation and retention. In order to pass electronic courses, students need to compile and accept the regulations and pedagogy of electronic education and face challenges in the field of accepting electronic education charters and electronic evaluation. Today, education is faced with new communication tools and environments and new technology which is a constructive and transformative challenge for professors, for which there is no textbook. The management of higher education during the Corona indicated that although the focus was on immediate issues, the university needs a way of considering critical situations as an opportunity to rethink and re-evaluate elements of the student experience, admission, graduation needs, and exams. Artificial borders in education can be removed so that all people in all regions have access to the same educational resources and information. Educational and social justice can be established and expanded by using all human capacities. The necessity of making university and academic education smart and the use of new educational technologies such as augmented reality, virtual reality, and virtual education in smart environments, along with face-to-face education, was fully felt, and learning communities and new forms of learning emerged. The university realized that in order to succeed in regaining its power and position, it must revise its communication policies and the output of its activities must be something that will ultimately leave an impact on the society.

Since exploring the factors related to the optimal academic performance of students in order to adopt a suitable approach in planning and educational measures has long been the focus of systematic education systems. The aim of this study is to provide a structural model of the relationships between psychological hardiness and academic enthusiasm with mediated role of the sense of cohesion in students of the first secondary level. The current research method is a structural equation correlation. the statistical population of the research is all the students of the first secondary level of Baghmalek city in the academic year of 1400-1401 in the number of 1300 people, 330 of them based on Karjesi- Morgan table as a statistical sample, with stratified and multi-stage cluster random sampling method (based on schools and classes), the academic enthusiasm questionnaires of Wang, Violet and Scales (2011), the psychological hardiness of Kiamarsi, Najjarian and Mehrabizadeh Honarmand (1377) and Antonovsky's sense of cohesion (1987) were completed. The data was analysed using structural equation modelling. The results of the research showed that the proposed model of the relationship between psychological hardiness and academic enthusiasm with the mediating role of sense of cohesion has a "proper" fitness. Also, the linear and direct relationship between the research variables and their indirect relationship with the mediation of sense of cohesion is positive and significant. based on the above findings, it can be stated that by strengthening the psychological hardiness and sense of cohesion in the students, their academic enthusiasm is improved and the ground for their future success in the field of academic-educational performance is provided. 
Analysis of previous studies shows that psychological hardiness, academic enthusiasm and sense of cohesion are the meeting point of many theories related to students' academic performance (success and failure). The concept of academic enthusiasm was proposed for the first time in the 20th century to understand and explain academic progress and was considered as the basis for reformist efforts in the field of education. This concept of an immediate state includes emotional-cognitive aspects, and in relation to school activities, it includes three aspects of energy (psychological force to start), perseverance (necessary force to continue and finish) and attraction (attractiveness of assignments for the learner). Students with higher academic enthusiasm with greater scope of concentration, work hard on learning subjects and perform better in academic tests.
On the other hand, the review of the research literature shows that the academic performance of the students is largely influenced by the factors and personality traits of the learners. One of these traits is psychological hardiness, which consists of three components: commitment, control, and struggle, and was invented by Kobasa et al. According to them, this attribute as a "combination of beliefs about oneself and the world" enables people who have it to efficiently solve interpersonal challenges and use it as a protective mechanism when faced with stressful life events.
The mutual relationship between psychological hardiness and academic enthusiasm is influenced by other variables, one of which is the sense of coherence. According to Antonovsky (1993), the feeling of coherence indicates the general orientation of the person and his feeling of confidence and continuous dynamism in life. This feeling makes people understand internal and external movements in a more organized way and life is more understandable (cognitive component), more controllable (instrumental component) and more meaningful (motivational component) for these people. . Students who feel more cohesive, have more motivation to learn and actively participate in class activities, use self-regulation strategies, and therefore, their academic success is more likely.
With regard to the above, the present study aims to present a structural model of the relationship between psychological toughness and academic enthusiasm with the role of the sense of coherence as a mediator and seeks to answer the following questions: 1) Can the sense of coherence play a mediator role? play in the direct and indirect relationships between psychological toughness and academic enthusiasm of students? 2) Are the direct relationships between the variables of psychological toughness, academic enthusiasm and the sense of cohesion of high school students significant? 3) Is the direct effect of psychological toughness on academic enthusiasm significant? 4) Is the indirect effect of psychological toughness on students' academic enthusiasm through the mediating variable of sense of coherence significant?