ابوالفضل قاسم زاده

The aim of the current research was the interactive role of human resource development activities and job self-efficacy on the learning capacity of the organization and the job performance of primary education teachers in Miandoab city. This research was applied in terms of purpose, descriptive-correlation in nature, and field-type in terms of data collection. The statistical population of the research includes all primary education teachers of Miandoab city, numbering 2010 people in the academic year of 2019-2020. The sample size was 320 people selected using simple random sampling method and Morgan's table. The sample size was 320 people selected using simple random sampling method and Morgan's table. To collect data, the standard questionnaires of human resource development activities, teacher performance, organizational learning capacity and occupational self-efficacy) were used. The validity of the tools was checked and confirmed using face and content validity and the reliability of the tools with Cronbach's alpha method. In order to analyze the research data, Pearson's correlation method and multiple regression were used by SPSS 22 software. The results showed that there is a relationship between human resources development activities and the organization's learning capacity, human resources development activities and job performance, human resource development activities and job self-efficacy, job self-efficacy and the organization's learning capacity, and job performance and the organization's learning capacity. There is a positive and meaningful. Also, the findings showed that human resource development activities and job self-efficacy do not play an interactive role in predicting the organization's learning capacity, but human resource development activities and job self-efficacy play a role in predicting job performance. Therefore, it can be concluded that the development of personal and professional skills of teachers improves their performance in fulfilling their responsibilities.

The aim of this study was to design and validate a conceptual model of barriers to international interactions of faculty members of Tabriz University and to examine its current status.  

The approach of this research is quantitative descriptive correlation and applied in terms of purpose. The statistical population of this research was 788 people, including all faculty members of Tabriz University in 1398. Using Cochran's formula and random sampling method, 259 people The sample title was selected and, a questionnaire was used. For data analysis, the first and second stage confirmatory factor analysis, one-sample t-test and Friedman test were used.

The findings of this study showed that all four dimensions of the barrier model. Individual, organizational, national and transnational  were confirmed and Friedman test and comparison of rank average showed that the most important obstacles , according to faculty members, are transnational barriers with average rank (3.38), barriers. An organization with an average rank(2.63), national obstacles with an average rank (2.44) and individual obstacles with an average rank (1.55).

Given that the international interactions of faculty members are one of the dimensions of the globalization of higher education and they lead to developing their scientific development and moving on the edge of knowledge, this survey can be concerned by the relevant policy makers regarding the development of international interactions of faculty members and the internationalization of higher education.

The aim of this study was to analyze the lived experiences of professors of the challenges of virtual education at the University of Tabriz during the Corona era.

The present study has been carried out in terms of applied purpose and in the framework of a qualitative approach and using descriptive phenomenology method with faculty members of Tabriz University by purposeful sampling method to reach the theoretical saturation level of the findings. The research tool was in-depth semi-structured interviews that after eighteen interviews no new experience was added to the collected data. The main themes were categorized

Research findings in the analysis of e-learning challenges include: weakness in management and academic and national infrastructure, lack of controlled environment for realistic evaluation and reduction of educational justice, inexperience in content production and reduced quality of e-learning, reduce interaction and increase stress, impose additional costs on the university and students

The Corona Age, along with all the concerns, provides an opportunity to identify the challenges of e-learning to address these barriers. Findings of this study for universities that seek to address the challenges of education They are virtual, useful and functional.

This research aimed to investigate the relationship between media literacy and information literacy with students' acceptance of e-learning using structural equation modeling.

The current research is applied in nature, employing a descriptive survey basedon structural equation modeling. The statistical population of the study comprised all students of Tabriz Islamic Art University (2743), from which 371 were selected through stratified random sampling. The reliability of the questionnaires on media literacy, information literacy, and e-learning acceptance was assessed using Cronbach's alpha coefficient, yielding values of 0.83, 0.93, and 0.95, respectively. Data analysis was conducted using Pearson's correlation coefficient test and structural equation modeling.

The findings of the research show that the students' e-learning acceptance status has an average of 3.13, slightly higher than the average. The average media literacy and information literacy of Tabriz Islamic Art University students are 3.37 and 3.23, respectively. There is a positive and significant relationship between media literacy and information literacy with students' acceptance of e-learning. The findings indicate that the conceptual model presented regarding the relationship between media literacy and information literacy fits well with students' acceptance of e-learning. By providing training courses to enhance media literacy and information literacy skills among students, their acceptance of electronic learning can be increased.

Information literacy and media literacy play predictive roles in students' acceptance of e-learning. Strengthening students' media literacy and information literacy skills is expected to enhance their acceptance of e-learning.

The present study was conducted with the aim of structural analysis of the relationship between managers' knowledge-based leadership and knowledge transfer motivation, relying on the mediating role of organizational learning culture and knowledge transfer climate. This research is practical in terms of purpose and nature, and in terms of data collection, it is descriptive of the correlation type based on structural equation modeling. The statistical population of the research was made up of all the teachers and employees of the Department of Education of the 1st and 2nd districts of Urmia city, numbering 500 people, and using the simple random sampling method, 245 people were selected as a sample based on Cochran's formula.To measure the variables of the research, the standard questionnaires of knowledge-based leadership, organizational learning culture, knowledge transfer climate, and knowledge transfer motivation were used. The face, content, and construct validity of the questionnaires were confirmed, and the reliability was estimated by Cronbach's alpha method as 0.79, 0.87, 0.83, and 0.73, respectively. The method of data analysis was carried out on two descriptive and inferential levels, which was implemented through SPSS version 25 and Lisrel software. The results show that between knowledge-based leadership and organizational learning culture (β=0.31), knowledge-based leadership and knowledge transfer climate (β=0.43), organizational learning culture and knowledge transfer motivation (β=0.25), transfer climate Knowledge and knowledge transfer motivation (β=0.86), knowledge-based leadership and knowledge transfer motivation have a positive causal relationship (β=0.39). In addition, the mediating role test also showed that organizational learning culture (β=0.08) and knowledge transfer climate (β=0.37). They play a positive mediating role in the causal relationship between knowledge-based leadership and knowledge transfer motivation.

To explore elementary school teachers’ views on the components of educational supervision and guidance (ES&G) and its relationship to diligence, a cluster sample of 269 such teachers from among 873 of them in Tabriz was selected randomly and given two questionnaires on components of ES&G and on diligence. Another questionnaire was used in interviewing a number of the said teachers on the components of ES&G, to the point of data saturation. The instruments used were considered to be adequately valid and reliable. Data analyses revealed 9 factors as components of ES&G which were ordered in importance by the teachers as follow: educational guidance, appreciation of efforts, clarification, equipment, and emphasis on motivation, paying attention to individual differences, emphasis on mechanical processes, emphasis on cooperation, and emphasis on friendly communications. Some of these factors directly and some indirectly were predictive of diligence through motivation and cooperation components.

The first step in organizing research in society is to gain a proper understanding of the available facilities and to identify the strengths, weaknesses and obstacles facing research. The present study was conducted to identify barriers to research in the field of educational management. In this study, a qualitative research method based on data foundation theory based on the Strauss-Corbin model was used and semi-structured interviews with 18 professors and experts in the field of educational management were continued by purposeful sampling method until theoretical saturation was achieved. In order to ensure the validity of the tool, the opinions of educational management experts were used and to ensure the reliability of the data, the non-participating elite review method was used. After three stages of open, axial and selective coding, the results of data analysis around the paradigm model, eight general categories were extracted that look at the most important obstacles to research in the field of educational management. These barriers are economic barriers, barriers related to the specialized field of educational management with the category of discipline specialization, individual barriers related to weak research capability, barriers related to access to research information, structural and administrative barriers, motivational and attitude barriers of the researcher, physical barriers And hardware and cultural and social barriers. According to the results regarding research barriers, it can be said that the existence of these barriers has reduced the quality of research in the field of educational management. Facilitating access to facilities, providing financial resources and allocating appropriate budgets, reforming the rules and regulations of research processes, motivating and changing the attitude of society towards research can be an effective step towards the quantitative and qualitative development of research in the field of educational management.

The aim of the current research is to provide a model of talent identification of students with potential for teaching jobs in secondary schools using a qualitative Grounded theory. The sample of the research was selected by the purposeful sampling method of the judgment type, and the data reached theoretical saturation by interviewing the 19th person. The data was analyzed using thematic analysis method and using MexQuda qualitative data analysis software during three stages of primary, secondary and conceptual coding. Based on the findings of the research, the causal conditions of the aptitude model consisted of 21 secondary codes with three concepts including personality dimensions, skills and corresponding tendencies. For the contextual category, 12 secondary codes corresponding to the concepts of legal, managerial, executive and political inadequacies were extracted. The central category of students' talent search was identified with the secondary codes of knowledge management, effectiveness, job satisfaction and productivity. Intervening components were explained with the concepts of national values, politicization, improper talent management, national culture, Iran's economic embargo, domestic political conditions, culture and family conditions.The strategies were categorized into two long-term (reform management style, talent management, strategic management, cultural transformation and structural reforms) and short-term (reform recruitment and hiring system, incentive policies and performance evaluation). Finally, the consequences of talent identification model were presented through 8 secondary codes in the four dimensions of social development, individual development, balance between education and education and promotion of teacher status. Theoretical reasoning, along with the multi-level analysis of the consequences of talent search in the context of education, helps in making optimal decisions at all levels and achieving organizational goals.

The purpose of this research is to investigate the role of managers' self-efficacy in professional learning and teachers' learning communities in Chenaran city: the contribution of educational leadership. The statistical population of this research is all the teachers of Chenaran city, and the random sampling method was simple, according to Morgan's table, 200 people were selected as a sample. The data collection tool is the standard self-efficacy questionnaire (Sherer & Adamz 1982), the professional learning questionnaire of Qasimzadeh et al. (2017), the social learning questionnaire of Qasimzadeh et al. (2017) and the educational leadership questionnaire (Oliver, Hip & Leak, 2010). The results of this research showed that managers' self-efficacy has no relationship with professional learning and professional learning communities, but educational leadership has a positive and significant relationship with professional learning and learning communities. Also, the results of this research showed that between professional learning and professional learning communities, there is a positive and meaningful relationship, and educational leadership mediates the relationship between managers' self-efficacy and learning communities, as well as the relationship between self-efficacy and professional learning.

The present study aimed to measure the talent identification model of students with potential for teaching jobs in senior high schools of Iran. It was a quantitative study with a survey approach. The research populatio n included 2,600 people from the executive and teaching staff of schools and professors of Farhan giān University. From among them 335 people was selected randomly as the research sample according to Morgan's table. The research tool was a researcher-made questionnaire. The questio ns and items of the questionnaire were compiled using literature review and the results of a qualitative study. In order to confirm the validity and reliabi lity of the questionnaire and also to confirm the validity of the model, the PLS algorithm has been followed. PLS modeling takes place in two stages. In the first step, the measurement model (external model) is examined through validity and reliability analyzes (Cronbach's alpha coef ficient and composite reliability), and confirmatory factor analysis. In the second step, the structural model of the research (internal model) was examined. The data were analyzed by Smart PLS software. The results indicated that the causal conditions, cont extual conditions, intervening fac tors and consequences were signifi cant in the talent iden tification model of students who have potential for teaching jobs.

The purpose of this study was to investigate the effect of job self-efficacy and learning motivation on informal learning of employees by considering the mediating role of formal learning.

This research is applied in terms of purpose and based on a descriptive correlational research method based on structural equation modeling. The statistical population of this study included all all employees of the Khorasan Razavi Regional Water Company with 400 people. Morgan table was used to determine the sample size and 196 people were selected as the sample who were selected using the relative class method. 205 questionnaires were distributed in the statistical population to ensure the return of the questionnaires. In order to collect research data, four standard questionnaires of job self-efficacy, learning motivation, informal learning and formal learning were used. respectively, whose Cronbach's alpha coefficient is 0.76, 0.76, 0.65 and 0.86 was obtained and their content validity was confirmed by experts. Data analysis was performed by structural equation modeling using SPSS and LISREL software.

The results showed that there is no direct and significant relationship between job self-efficacy and informal learning variables and also between learning motivation and informal learning variables. There is a positive and significant relationship between formal learning and informal learning and also between each of the variables of job self-efficacy and learning motivation directly with formal learning. The variables of job self-efficacy and learning motivation had an indirect and significant relationship with informal learning due to the mediating role of formal learning.

Therefore, based on the research findings, the mediating role of formal learning and the direct relationship between formal learning variable and informal learning variable were also confirmed. However, the direct path of job self-efficacy and learning motivation with non-formal learning was not confirmed, but the relationship between this path and formal learning mediation was confirmed.

Teachers play a key role in the application of technology in the educational system and have significant effects on academic progress, value system and technology, students' intellectual developments and beliefs related to technology. The use of technology in the educational system enables teachers to prepare, introduce, explain and transfer knowledge in order to strengthen, encourage and promote students to show better performance (Anderson and Streis, 2005). Research has shown that teachers have a central role in the integration of technology in the classroom, and their understanding and attitude towards technology is effective in forming students' attitudes and using it effectively for teaching and learning (Teo, 2009). The use of computers in education is not new, but technology can be a challenge for teachers. Considering the rapid rate of technology development, teachers constantly need to adapt to new technology and improve their skills in order to integrate technology, especially computer-based technology, in the classroom. Studies have shown that if teachers do not believe that the computer meets their and their students' needs, they will resist any attempt to introduce technology in teaching and learning (Behrouzi, 2013).Information technology and digital technology can increase the transition in education through dynamic content, two-way action and catchy. Digital and communication technology has the capacity and ability to accelerate the empowerment and consolidation of skills. Digital technology and communication technology is now the most prominent tool of information creation and dissemination and can help to display information widely and make learners gain more confidence in the learning process effectively in all its levels communicate (An-Vusu et al., 2018). Digital and communication technologies play a vital role in countless areas; one of the areas where digital and communication technology is used is education and research (Aftekhar et al., 2019). By introducing computers in education as one of the most prominent technologies of the 21st century, this technology has valuable uses in new schools (Bess, 2017). So that the use of digital technology and communication in acquiring knowledge and skills has become a necessary element of education. Information and communication technology has many potential benefits, and by increasing the process of information exchange and reducing costs, it is a means to increase productivity, efficiency, competitiveness and growth in all areas of human activity (Mansourzadeh et al., 2017). .The successful use of digital and communication technology systems, ranging from simple programs such as word processing and spreadsheets to more difficult programs such as electronic learning systems, requires user acceptance. By studying user acceptance and using this knowledge, user response can be predicted and systems can be modified to improve acceptance. Despite the previous research on this subject, the acceptance of information technology users is still difficult, ambiguous and at the same time very valuable (Pontija and Virili, 2010). Every year, organizations invest large sums of money in new technologies; If the users are not willing to accept these technologies and do not use the technology, the efficiency of this investment will decrease (Mohammadian, 2018). Therefore, technology acceptance is one of the most obvious issues in organizations, including the education, and by teachers.Researches conducted in the field of information technology acceptance in Iran's educational system have mostly emphasized on quantitative methods with the aim of hypothesis testing; Such as the researches of (Amani Saribeglu et al., 2013; Ajei et al., 2014) which investigated the factors affecting the acceptance of information technology among teachers using the structural equation modeling method. In the meantime, the use of qualitative method for designing and validating the model of acceptance and use of technology by teachers has been neglected; Because according to Hossein and Brooks (2008), the status of information technology acceptance in educational systems is completely ambiguous and researchers do not have enough information about the variables involved in the acceptance of technology in these systems. They believe that many variables affect teachers' use of computers in the classroom, which cannot be investigated through quantitative research, and they suggest the use of qualitative research methods to solve this problem. In the current research, the design of technology acceptance model by teachers has been investigated with a qualitative method.Considering that educational technology plays a major role in creating potential ability to improve the teaching-learning process. It is necessary to pay attention to the effects of technology, which include individualizing education, dealing with collective educational problems, creating equal educational opportunities (Kanad, Eveline and Asgemidt, 2014), providing continuous education, strengthening the role of the teacher, emphasizing the human aspects of education ( Schierer et al., 2020); Increasing the quality of learning or mastering it, reducing the time used by learners, increasing the efficiency of teachers according to the number of learners should be considered. Therefore, the attraction and decision to use technology also depends on various factors and indicators. In examining technology acceptance, it is necessary to examine various factors outside the education organization and the principles that overshadow the extent and manner of technology acceptance. Therefore, according to the contents that have been stated, the main issue of the current research is whether model designed for the acceptance of technology is valid?The statistical population of this research included all valid scientific articles, doctoral dissertations, and master's theses in the field of acceptance and use of digital technology by teachers, according to a regular search in PubMed, ScienceDirect, Eric, Springer, CINAHL, Scopus, and Google Scholar search engines. , SID and Irandak were collected. Based on the entry criteria, 86 articles and theses were selected for the final analysis, and based on the exit criteria, 59 articles and theses were selected for the final analysis. After a semi-structured interview, experts in the field of curriculum planning and educational technology were used to collect data for data validity. In order to analyze the interviews, qualitative content analysis was used, and Gaff's (2013) six steps were used to analyze the texts. To determine the validity of the designed environment, the content validity ratio (CVR) and the value determined in the table based on the number of test participants were used. In this research, 4 themes of personal, environmental, technological and organizational contexts were obtained. Based on the values ​​of the Lavshe table and according to the number of participants (12 people), the questions whose content validity ratio was more than 0.56 are acceptable. All the questions raised scored more than the value mentioned in the table of Lavshe. The average Laushe coefficient (CVR) for all the questions of the proposed model was estimated at 0.83, Therefore, the validity of the model of acceptance and use of digital technology by teachers was recognized as valid.According to the validation of the model of acceptance and use of digital technologies, it has improved the processes of information processing, the optimal use of strategies over time, the expansion of cognitive processes, facilitating the transfer of cognitive skills, facilitating the processes of problem solving, self-motivation, self-sufficiency and The acquisition of cognitive processes and generalization and increase of attention and accuracy, or in other words self-regulation of learners in the learning process, and this effect created during training is almost constant over time and resistant to forgetting, and increases learning and Therefore, according to the approval of this model, the acceptance and use of technology according to the components and sub-components is of particular importance.

To recognize the challenges and obstacles of academic culture in institutionalizing the quality culture in higher education, the Grounded Theory research method helped us to provide a conceptual model in higher education. This model would provide a correct understanding of the challenges and obstacles of academic culture for the beneficiaries.

The present qualitative study was conducted using Strauss and Corbin's Grounded Theory approach and carried out on 20 clinical and basic science faculty members of Iran's medical sciences universities, in 2022. The process of selecting participants was based on the objective method.

  The results showed that academic culture was recognized as a central category; infrastructures, educational and research challenges, academic independence, and scientific freedom as causal conditions; individual, cultural, and social factors, communication, and global knowledge as intervening conditions; management challenges, monitoring, evaluation, strategy, and leadership as the context of the formation of the most important challenges and obstacles of academic culture in institutionalizing the quality culture in higher education. The strategies to solve the challenges were divided into three levels, namely micro, mid, and macro, each of which with different subclasses.

The results of the present study showed a deeper understanding of the direct and indirect challenges and obstacles of academic culture in institutionalizing the quality culture in higher education, which should be taken into consideration by the beneficiaries.

The aim of this study aims to influence organizational identity, organizational commitment and turnover intention of ethical climate. This research was applied in terms of nature and descriptive-analytical in terms of purpose and descriptive-survey in terms of implementation method, in terms of field-library data collection, in terms of how the research was conducted. The statistical population of the study was the staff of the General Directorate of Sports and Youth of East Azerbaijan Province. The statistical sample-based on Morgan table was 178 people who were selected by simple random sampling. The measurement Instrument in this study was the Allen & Meyer's organizational commitment questionnaire (1990), the A tendency to leave the organization Flint (2013), Victor and Cullen ethical climate (2013), and the organizational identity of Ashforth and Mael (1992). Its face and content validity were confirmed by 10 sports management specialists; The reliability of the organizational identity questionnaires, ethical climate, turnover intention and organizational commitment were obtained using Cronbach's alpha coefficient of 0.89, 0.87 0.92 and 0,88 respectively. For data analysis in the descriptive statistics section of the average and standard deviation by SPSS software 24, and in the inferential statistics section, structural equations were used to evaluate the causal relationships between variables using Lisrel Version 3 software. Findings showed that ethical climate has an effect on organizational commitment and organizational identity and there is a positive and significant relationship but its effect on the turnover intention of the service was not confirmed. Therefore, managers of the General Directorate of Sports and Youth should identify the factors affecting the moral climate in order to increase organizational identity and organizational commitment and reduce the turnover intention of the service.

The aim of this study was to investigate the role of motivating faculty members in their tendency to interdisciplinary studies.

This study was applied in terms of purpose and nature and descriptive-correlational in terms of data collection. The statistical population of the study included all faculty members of Urmia University and Urmia University of Technology in the academic year of 2014-2015, numbering 585 people,using Morgan table and proportional stratified random sampling method, 212 people were selected as  the sample. The standard questionnaire of internal and external motivation and the researcher-made questionnaire of interdisciplinary studies were used to collect data. In this study, to determine the validity of the internal and external motivation questionnaire, content validity and confirmatory factor analysis were used; to determine the validity of the interdisciplinary studies questionnaire, content validity and exploratory factor analysis were used; and  to determine their reliability  Cronbach's alpha coefficient was used, which  ​​were calculated in the mentioned questionnaires  as 0.80 and 0.77, respectively. Descriptive and inferential statistics (Pearson correlation, multiple regression and one-way analysis of variance) were used to analyze the data.

Findings showed that there is a significant relationship between intrinsic motivation and tendency to interdisciplinary studies, but the relationship between extrinsic motivation and tendency to interdisciplinary studies is not significant. The relationship between the specified rules and the tendency to intermediate studies is significant, but the relationship between lack of motivation and the tendency to interdisciplinary studies is not statistically significant. Based on the results of multiple regression analysis, only intrinsic motivation could predict the tendency of faculty members to interdisciplinary studies.

Based on the Research findings, it is suggested to use incentives to encourage faculty members to participate in interdisciplinary activities.

The present research was to design and conduct with the aim of structural relationships between mental health, organizational health, participation motivation, and sports commitment in employees. The method of the present study was correlational. The statistical population of the study includes the staff of technical and professional centers of Iran. Based on Cochran's sample size formula, in a situation where the population size is uncertain, 384 people were identified as the research sample. The sampling method in the present study was stratified random. After distributing and collecting research questionnaires, 351 questionnaires were collected and analyzed. The data collection tool in the present study was a questionnaire. The statistical method used in the present study included the structural equation method. SPSS and PLS software were used to analyze the data of the present study. The present study results showed that organizational health and mental health affect the level of sports commitment and motivation of employees. In other words, efforts to improve organizational health and mental health affect the commitment of sports and the motivation of employees

The purpose of this study is to survey and discover the mediating effect of Affective Commitment on the relationship between Enabling school structure and Collective Responsibility andAcademic Optimism Present research is applied in terms of objective and data collection method is descriptive- correlations. statistical population of the research includes all 500teachers of Razan city that 217 of them were selected through simple random sampling method based on Morgan table. Data were gathered through Enabling school structure, Collective responsibility, Academic Optimism, and Affective Commitment questionnaires. The structural Equation modeling was used to investigate relationship between the variables in the conceptual model. The results showed that relationship between Enabling structure and Academic Optimism is mediated through Affective Commitment. also, the mediating role of affective commitment was in the relationship between Collective responsibility and Academic Optimism. The findings also showed that   the most significant correlation was achieved in the relationship between Collective responsibility and Academic Optimism. In the considered model, all regression weights were statically significant except the relationship between Enabling structure and Academic Optimism. As the result of this research indicate, the empowerment and increasing of collective responsibility in schools in mediation of Affective Commitment can have observable effect on positive results such as academic optimism of teachers, as one of the most important and effective factors in achieving education goals

The aim of this study was to investigate the role of social capital in organizational and social entrepreneurship of Shiraz University staff with emphasis on the mediating role of knowledge management in the second semester of 2019-2020. The present study is applied in terms of purpose and nature and in terms of data collection is a descriptive correlation based on structural equation modeling. The statistical population of the study included all employees of Shiraz University 558 people. The sample size was 200 according to the statistical population and using simple random sampling method and Morgan table. Standard questionnaires of social capital, organizational entrepreneurship, social entrepreneurship and knowledge management were used to collect data. The face and content validity of the questionnaires were confirmed by researchers and experts. The reliability of the questionnaires was calculated by calculating Cronbach's alpha coefficient of 0.94 and / 71, respectively, Were estimated to be 0.94 and 0.87. The obtained data were analyzed using correlation method and structural equation modeling. The results showed that social capital has a direct, positive and significant effect on organizational entrepreneurship and social entrepreneurship, social capital on knowledge management, knowledge management on organizational entrepreneurship and social entrepreneurship, Shiraz University staff. Social capital with the mediating role of knowledge management has an impact on organizational entrepreneurship and social entrepreneurship of Shiraz University staff. Thereforein order to achieve organizational and social entrepreneurship it seems necessary pay attention to social capital and knowledge management.

Teachers are the most important and influential factor in schools that have been accountable, affecting both job stress and job performance. Meanwhile, the amount of support perceived by the organization can affect the impact of accountability on stress and job performance. Therefore, the present study aimed to investigate the role of accountability on teachers' performance and job stress with respect to the moderating role of perceived organizational support. The research method of this research is applied in terms of purpose and descriptive in terms of data collection and correlational in nature. The statistical population of this study includes all teachers of boys' schools in district one of Mashhad with a volume of 400 people. Using a simple random sampling method and based on Morgan table, 200 people were selected as a sample. Four standard questionnaires of responsiveness were used by Hatchwar et al. (2005), Rizzo & Hauss (1972), Patterson (1990) and Practical Organizational Support of Eisenberger et al. (1986). Correlation test and multiple mode regression were used to analyze the data. Findings showed that there is a positive and significant relationship between accountability and perceived organizational support, job performance and job stress. At the same time, in the present study, there was no significant relationship between perceived support and teachers' job performance. The results of multiple modulatory regression showed that responsiveness and perceived support have an interactive role in predicting job stress.

Professional ethics and communication skills of staff are effective in service quality. The purpose of this study is to investigate the mediating role of professional ethics in relation to communication skills dimensions and service quality.

This study is applied and descriptive. Also, this research is correlational using structural equation modeling. The population of the study consisted of staff and clients of public libraries of East Azarbaijan province. 200 employees and 1,000 clients (5 clients for each employee) were selected using the Krejcie & Morgan sampling table and simple random sampling. Then, questionnaires were distributed among them. In this research, researcher-made questionnaires of professional ethics with 8 items, communication skills with 26 items and 5 components and quality of service with 10 items were used. These tools were based on Cadozer's professional ethics (2002), Queendom communication skills (2004), and LibQual service quality (2003) Questionnaires, and their reliability coefficients were 0.79, 0.82 and 0.87, respectively. Data were also analyzed using structural equation modeling test and AMOS software.

The mean score of communication skills, professional ethics and quality of services of the staff of public libraries in East Azarbaijan were 3.59, 3.22 and 3.54, respectively. Also, there is a significant relationship between the variables of professional ethics and skills of insight into the process (β=0.22, t=3/99), relationship with certainty (β=0.13, t=2/23), ability to receive and send messages (β=0.15, t=3/76) and listening (β=0.21, t=3/84). In addition, there was no significant relationship between the variables of librarian's professional ethics and the quality of their service (β=0.47, t=7/42). Also, the results of structural equation modeling test showed that the proposed model regarding the relationship between communication skills, professional ethics and quality of service employees of public libraries has a goodness of fit (RMSEA=0.052، CFI=978، GFI=0.972).

The present study is the first to investigate the relationship between three variables of professional ethics, communication skills and service quality using structural equation modeling. Overall, it can be said that communication skills and professional ethics are the essential skills of employees that can affect the quality of service provided. Accordingly, in the process of hiring in various office positions having communication skills and ethics must be considered as factors affecting organizational processes and service quality by managers and planners. Conducting training, interpersonal communication and professional ethics keep up to date public librarians and will be effective.

Today, teachers' responsibility has been considered by scientific-educational organizations. Therefore, it is necessary to analyze the relationship between teachers' responsibility and other organizational concepts. Therefore, the purpose of this study is to investigate the effect of organizational socialization and social capital on responsibility with the mediating role of teachers' organizational commitment.

This research is descriptive-correlational research based on structural equation modeling. The statistical population included all the junior high school teachers in the fourth district of Tabriz with 550 people. The sample size was 218 people using stratified random sampling method and Morgan table. Standard questionnaires of Taormina' organizational socialization (1994), Nahapit and Gushal' social capital (1998), Carol' responsibility (1991) and Allen and Mir' organizational commitment (1996) were used to collect data.

The results showed that there is a positive and significant relationship between organizational socialization and social capital with responsibility (ß= .18, ß= .80) and a positive and significant relationship between organizational socialization and social capital with organizational commitment (ß= .13, ß= .85). Also, the mediation role of organizational commitment among the variables of research was confirmed.

According to the findings, the variables of organizational socialization, social capital and organizational commitment for organizational teachers' responsibility should be considered. Because in the shadow of responsibility, employees in all aspects of life will see the facilitation of the process and the achievement of organizational goals.

The present study aims to investigate the role of learning motivation and professional learning on professional learning community of primary school teachers. The research method is correlational and is specifically based on structural equation modeling. The statistical population of the study included all primary school teachers in Bonab city with 528 people, of whom 214 people were selected by stratified sampling method. The required information was obtained using questionnaires: Tarnochr(chr('39')39chr('39'))s learning motivation, Baron and Kennychr(chr('39')39chr('39'))s professional learning and Oliver, Hip & lickchr(chr('39')39chr('39'))s professional learning community. Findings show that there is no direct and significant relationship between learning motivation and professional learning community variables, but there is a direct and significant relationship between learning motivation and professional learning variables. Also, a positive and significant relationship was seen between the variables of professional learning and professional learning community, so the variable of learning motivation has an indirect and significant relationship with the professional learning community due to the mediating role of professional learning.  Therefore, it can be argued that teachers who are motivated enough to learn and improve their knowledge and awareness can help create professional learning communities between themselves and other colleagues through the acquisition of content knowledge, learning styles, teaching strategies, and a new set of individual values ​​and differences gained via cooperation and collaboration with other colleagues, which ultimately improve student learning and increase educational efficiency.

Mental health has been seriously considered by researchers as a public concern (1). Improving mental health indicators has been considered as one of the key indicators in the evaluations of countries (3). Improving the level of mental health causes societies to have proper development in the areas of behavior and attitude (6). In order to improve mental health, it is necessary to examine the factors affecting it. Although various studies have examined mental health and the factors affecting it, but this issue has not been studied in all organizations and environments. In other words, in order to improve mental health, this issue should be studied scientifically in all environments. The Technical and Vocational University, as an important and key university in developing skills and improving the practical capacities of the country, has a serious task in society. Improving mental health in a technical and vocational university can provide suitable conditions for the university to achieve its goals. Lack of knowledge of the factors affecting mental health in the technical and vocational university has caused that today, practical and executive processes regarding its improvement are not formed in this university. On the other hand, the lack of comprehensive research on the factors affecting the promotion of mental health in technical and vocational university centers has caused that today the necessary concerns for promoting mental health in technical and vocational university centers are not available. Therefore, the researcher seeks to answer the question, what are the factors affecting the promotion of mental health in technical and vocational university centers?

The present study was a mixed research and survey that was conducted in the field. To conduct this research, among scientific and executive experts in the field of educational management, higher education and higher education management by non-probabilistic sampling method, by purposeful selection and with maximum diversity or heterogeneity, 15 people were selected as sample. The interview was semi-structured and based on the results of the interview, a researcher-made questionnaire with 26 questions and 4 factors including managerial factors, job factors, social factors and individual factors were distributed and collected among them. Finally, descriptive statistics and structural equations were used to analyze the data.

The results showed that managerial, occupational, social and personal factors are the most important factors affecting the promotion of mental health in technical and vocational university centers. Also, the results of elongation and skewness showed that the data have an abnormal distribution. On the other hand, according to the level of t-relationships, it was found that all factors had a significant presence in the research model, among which individual factors are more effective than other factors in promoting mental health in technical and vocational university centers (Table 1). Another finding showed that considering that the optimal value of GOF index is higher than 0.36, it can be said that the value of this index is in a favorable condition in the existing factors (Table 2). Finally, it was found that the overall research model has a good fit (Table 3).

The results of the present study showed that in order to promote mental health in technical and vocational university centers, attention should be paid to managerial, occupational, personal and social factors. It seems that the functions of different fields in the formation of mental health and the impact of individual and non-individual aspects have caused in the present study to promote mental health in technical and vocational university centers, various factors including managerial, occupational, individual factors And be socially effective. This shows that focusing on individual aspects alone does not improve mental health. With this in mind, in order to improve mental health, serious attention should be paid to all managerial, occupational, personal and social aspects. The results showed that among the identified factors, individual factors had the most impact. It seems that individual issues such as proper nutrition, proper sleep, quality of work life, active lifestyle of individuals and the economic status of employees by influencing the mental states of employees can form the basis for mental health in them. In other words, individual factors provide the basis for the formation of positive mental states in people, which can play an important role in promoting mental health in technical and vocational university centers.

The purpose of this study was to test and present structural modeling of the consequences of learning organization culture at Arak University. The research method was a descriptive correlational. The statistical population of this study was all 247 employees of Arak University. Using Morgan's table and a simple random sampling method, 176 people were taken as the sample size. Standardized questionnaires were used to collect the data. The obtained data were analyzed using correlation, confirmatory factor analysis method, and structural equation model by using SPSS and LISREL software. The results showed that there is a direct and significant relationship between the variables of learning organization culture and motivation to learning transfer with the coefficient of (ß = 0.32) and also between learning organization culture and informal learning with the coefficient of (ß = 0.25). Learning organization culture negatively and significantly affected the staff’s turnover intention with the coefficient of (ß = -0.54). In other words, an increase in the learning organization culture leads to an increase in the motivation of employees to transfer learning and informal learning, as well as reduces their intention to turnover.

Professional ethics has been considered by many Iranian organizations in the last decade. Because the roots of many behaviors and activities of managers and professors should be sought in ethics and moral values. Accordingly, the purpose of this study was to investigate the relationship between professional ethics and individual accountability of professors with the mediating role of organizational identity.

The present study is descriptive-correlation based on structural equation model. The statistical population of the study was all faculty members of Shahid Madani University of Azerbaijan and Bonab with a total of 273 people, of which 151 people were randomly selected as a statistical sample. Standard questionnaires were used to collect information. In order to evaluate the relationships between latent and measured variables in the conceptual model, structural equation modeling was used.

The results showed that the highest intensity of the causal relationship is related to the relationship between organizational identity and accountability and then the causal relationship between professional ethics and organizational identity. In the present study, the causal relationship between professional ethics and organizational identity was confirmed. At the same time, there was no significant causal relationship between ethics and accountability (P> 0.01). Also, according to the findings of the present study, the mediating role of organizational identity in the relationship between professional ethics and accountability in the model was confirmed. By confirming the mediating role of organizational identity, professional ethics has an indirect, positive and significant effect on accountability with a coefficient of 0.36.

According to the results of the present study, organizational identity directly and professional ethics indirectly provide the basis for strengthening and improving the individual accountability of faculty members in the educational environment.