فصلنامه رهبری و مدیریت آموزشی
سال چهارم شماره 2 (تابستان 1389)

The main propose of the present descriptive research was to investigate the relationship between students’ perception of university organizational culture in IAU (Khorasgan branch) and academic achievement. Among all 11000 students of 2009-2010 academic year, using cluster random sampling, 365 students from three colleges (Education, Agriculture and Sciences) were selected. The instrument for collecting the required data was a researcher designed questionnaire with 64 close-ended items, enlisted Likert’s ranking scale. Using Chronbach’s alpha coefficient formula, the reliability proved to be 0/94. For analyzing the data both descriptive and inferential statistical techniques were utilized. (pearson correlation, regression, independent t-test, one-way analysis of variance, MANOWA and Tukey tests). The findings indicated that there was a positive significance relation at p<0/05 between all dimensions of organizational culture (attitude to school, educational process, school facilities, human relation, and clear commutation and school policy) and academic achievement. However, clear policy and communication was the best indicator of academic achievement. There was no significant differences between demographic data and student’s perceptions of university organizational culture and academic achievement.Keyword:

The present research assesses the relationship between perceived organizational justice and job conscience among executive staff of Khorasgan Islamic Azad University. The research method was correlational-descriptive conducted in a field design. The research population included 310 tenures and no tenures track staff. 162 were sampled Using Kucran formula, a sample population of 162 were selected through cluster analysis. The instrument to collect data was based on The organizational justice questionnaire of Nihoff and Moorman (1993) with 5 items to assess distributive justice, Moorman (1991) with 7 items to assess Procedural justice, and to assess Moorman (1991) with 6 items to assess Interactional justice. To assess job conscience, a researcher-made questionnaire with 33 items was used. The reliability coefficients was. 87 for perceived organizational justice and. 86 for conscience questionnaire on the basis of Chronbach alpha. The research results showed that there was a significant difference between perceived organizational justice and job conscience at P≤0.05 level (r=.501) and also there was a significant relationship between dimensions of organizational justice including distributive justice, Procedural justice, and Interactional justice with job conscience at P≤0.05 level (r=.318, r=.491, r=.439 respectively). Among ethnography variables (gender, work experience, education level, type of employment and job responsibilities), only education level affected the relation between perceived organizational justice and job conscience. There was no significant difference between justice variables (distributive justice, Procedural justice, and Interactional justice) and gender, work experience, education level, type of employment and job responsibilities.

The present study was conducted to investigate factors influencing creativity at the university level. A sample population of 504 instructors and students (from all courses) Islamic Azad University Garmsar was randomly selected through classified sampling. Research instrument consists of a questionnaires (measuring factors affecting creativity) and were confirmed by indicators of psychometrics. For data analysis chi square and Friedman test was used. Results showed that from the viewpoint of university instructors and students, social factors - educational, motivational and managerial- had the most significant effect of the situation of creativity at the university level. Also, university instructors and students know themselves to be more creative. Yet university instructors had a more positive attitudes towards creativity compare to that of students.

The main purpose of this descriptive survey was to investigate the relationship between implementing balanced score card and the firm performance improvement. The population of this study concluded experts, sales and after sales managers, top managers, accounting and finance managers at the Sairan firm. Sample population for the study was selected using random sampling method. Questionnaire was used to collect data about three dimensions of BSC including customer, internal processes and learning and growth. The validiy and reliability of questionnaire were tested and confirmed. to analyze finance dimension, finance report of the firm such as balance sheet, income statement and indicators of performance measurement and BSC at the firm in the period of 1378 to 1389, have been applied. Results showed that implementing balanced score card led to improving performance of the firm.

The present study aims to investigate and determine the components of citizenship culture in the areas of national and global identity for elementary school junior students. The statistical population for the study consisted of 283 faculty members, employed by district 4 Islamic Azad University, and State Universities of Yazd, Isfahan, Tehran, Mashhad and Shiraz, from the departments of Humanities, Sociology and Psychology. A sample population of 103 were chosen using random sampling method. A questionnaire with a 5-degree Likert scale was used to collect data. Face and content validity were used to determine the validity of the instrument and 0.92 significance of the measurement tools were calculated through Cronbach's alpha coefficient which indicates a high significance of the tools. The Data analysis procedure included two levels of descriptive statistics (mean, standard deviation, and variance) and inferential statistics, including factor analysis, T, KR21 and LSD tests. The results of the study showed that the national identity dimension has 21 sub-components from which the “cultural heritage rating "(with a significance of 0.81) and the component of “using Farsi idioms and proverbs" (with a significance of 0.34) had the highest and the lowest coefficients respectively. Also, The" awareness of the individual role as a member of the global community" as a component of the global identity dimension "(with a significance of 0.71) and the “critics word problems and assessment ability" "(with a significance of 0.21) turned out to have the highest and the lowest coefficients as well. Differences were found in answers and comments of the test takers in relation to national and global identity dimensions. The mean of the professors in sociology and humanities test takers was more than that of the psychology. As for the global identity dimension, the mean of the sociology and humanities test takers was more than that of the sociology but there were no significant differences found in answers to other demographical dimensions.

The purpose of this study was to identify communication barriers between industry and universities. Therefore, following factors are identified and categorized in five main groups:1- Laws and regulations, 2 - culture, 3 - Training, 4 - university majors, and 5 - University Projects (Projects - Researches and Thesis). In order to ensure the correct choice of these factors, assumptions were set to review and test, a questionnaire including 28 questions were designed. The research range was higher education institutions and industries located in Semnan city. The questionnaire was completed by 313 university professors and industry executives in Semnan city, selected randomly. To analyze the data binomial test and SPSS software were used. After finalizing the factors mentioned above and to prioritizing them, another questionnaire was designed and completed by 25 experts and eventually the barriers associated with industry and universities were prioritized by AHP techniques and the use of the Expert Choice software. And they are: 1 - legal barriers, 2 - cultural barriers, 3 - not demand-based academic projects, 4-inefficiency of training courses, 5 - disproportion of academic major with Industry needs.:

The current survey investigates the relationship between school organizational structure and job stress among Esfahan high school teachers in the academic year of 2009-2010. The research method was a descriptive-correlative survey and the statistical population consisted of 3856 teachers of which 356 teachers were selected as the sample population, using multistage random sampling method. The research instruments were two questionnaires. The first one was the organizational structure questionnaire that evaluated the three dimensions of complexity, formality and centralization and the second one was the modified standard job stress questionnaire by Kyriacou and Sutcliff (1978). The Content validity of the questionnaires were approved by experts. The reliability of the questionnaires proved to be 0.94 and 0.90 respectively. The obtained data was analyzed both through descriptive and inferential statistics (Pearson correlation test, step-by-step regression analysis,). The findings revealed that there was a relationship between teacher's job stress and school organizational structure. Additionally, there was a relationship between teacher's job stress and the first two dimensions, formality and complexity in school organizational structure. However, no significant relationship was observed between the third dimension, centralization in school organizational structure, and teacher's job stress. Findings obtained by the multiple regression analysis indicated that formality, centralization and complexity were respectively the best predictors of job stress.

The present research was conducted to compare components of learning organization in non-profit and Public junior female high schools of Tabriz for the academic year of 2009-2010. Methodology of present applied research was descriptive-survey. Statistical population in this research included all 101 school principals and 1860 teachers of state, model and non- profit female junior high schools in Tabriz. Using Morgan table, the sample population of 85 principals and 320 teachers were selected. To collect data, researcher-made questionnaire was used. Validity of questionnaire, confirmed by the reviews of supervisor and advisor professor. Using Alpha Cronbach, The questionnaire's reliability was calculated 0.95 in a pilot test among 30 persons.One-way variance analysis (ANOVA) was used to respond study's hypotheses. The results indicated that the situation of components of learning organization in the studied schools was higher than average. Results of (ANOVA) also indicated that there was difference in factors like personal competence, conceptual models, common aspiration, group learning, and systemic thiking of gil's model, non- profint, and state junior school.