راضیه آقابابایی

Knowledge hiding is a relatively common phenomenon in educational organizations with destructive effects. Teachers may not share their job-related knowledge with colleagues for various reasons and sometimes hide their understanding. Therefore, it is necessary to examine the effective constructs for reducing knowledge hiding; thus, the study aimed to investigate the mediating role of the learning community and organizational voice in the relationship between synergistic leadership behaviors and teachers' knowledge-hiding behaviors.

The study type was descriptive-correlational, and the statistical population included 3244 teachers in Kashan, with a sample size of 358 people using the Cochran formula. The research tools were four questionnaires: synergistic leadership, knowledge concealment, organizational voice, and learning community. The reliability of the questionnaires was estimated through Cronbach's alpha as 0.75 for synergistic leadership, 0.81 for knowledge concealment, 0.89 for organizational voice, and 0.72 for learning community.

The mean of the knowledge-hiding variable was lower than the criterion score, and the mean of the synergistic leadership, organizational voice, and professional learning community variables was higher than the criterion score. Synergistic leadership behaviors, teachers' organizational voice, and teachers' professional learning community have a negative and significant effect on knowledge-hiding behaviors, and synergistic leadership behaviors have a positive and significant impact on teachers' organizational voice and professional learning community. The results of this hypothesis can be explained as follows: When a school principal who adheres to the application of the components of the synergistic approach in leadership for his organization places cooperation and the resulting synergy at the top of his priorities, he uses various mechanisms to motivate teachers and awaken their desire to cooperate. By establishing two-way communication with teachers, encouraging them, and providing rewards and privileges for teachers in carrying out organizational tasks and activities, synergistic leaders can utilize their potential capacities and abilities to achieve organizational goals, thereby facilitating the application of knowledge and its sharing among members.

Research limitations: 

This study's limitations included using self-report questionnaires to assess variables, limiting the research sample to teachers in Kashan, and conducting a cross-sectional study and collecting data.

Originality/value: 

It is essential that education managers, through organizational training programs, instill in school administrators that they should not remain in a mere management role; instead, they should move towards leadership roles such as synergistic leadership and, by increasing learning communities and listening to teachers' organizational voices, enhance the level of teacher cooperation and provide the basis for knowledge sharing.

The coaching style is considered a kind of supportive and encouraging relationship in organizations and is formed in the context of interactions and close relationships and can influence organizational citizenship behaviors. Also, organizational citizenship behaviors increase performance, commitment, and job satisfaction through influencing the internal factors of the organization and reducing destructive organizational behaviors and attitudes. Based on this, the aim of the present study was to investigate the mediating role of organizational citizenship behavior in the relatonship of perceived coaching style and workplace deviant behaviors.

Type of research was descriptive-correlation and the statistical population consisted of 3237 teachers of Kashan city by using Cochran's formula and stratified random sampling method. 315 teachers were selected as research sample. The instrument consisted of three questionnaires of coaching by Mc Lean et al (2005), deviant behavior by Bennett & Robinson (2000) and organizational citizenship behavior by Organ & Kanovsky (1989). In order to confirm the questionnaire's validity, face validity and construct validity were used. Data analysis of the research was done using AMOS and SPSS software.

The results showed that the mean variable of coaching style and organizational citizenship behavior is higher than average and the deviant behaviors of teachers is lower than average. Also, the total effect of coaching on deviant behavior was negative and meaningful, the effect of citizenship behavior on deviant behavior was negative and significant and the effect of coaching on citizenship behavior was positive and significant. The mediating role of citizenship behavior in effect of coaching on deviant behavior was significant and confirmed.

Based on the results, it can be said that with the appropriate leadership style, mutual trust and commitment are formed between the individual and organization. The organization also seeks personal and professional growth and development of individuals, and individuals mutually seek to achieve organizational goals, even with behaviors are voluntary, less deviant behaviors will be seen in the organization.

According to the new findings of organizational behavior in the area of job redesign, job crafting positions should be provided to the members of the organization; Because job crafting brings many benefits to the organization at the individual and organizational level, and according to research, several factors such as job independence, leadership style, and leadership behaviors can help to realize job crafting. In this regard, Liu et al (2023) investigated how self-leadership promotes job crafting, and the results showed that self-leadership, directly and indirectly, promotes job crafting. Kula (2022) investigated the relationship between mental peace, self-leadership, job autonomy, and person-job fit, and the results indicated a positive relationship between self-leadership and job autonomy. Taboli et al. (2023) designed a model to predict job crafting and the results showed that factors such as job independence and leadership styles can be considered as precursors of job crafting. Based on this, the present study aimed to investigate the effect of self-leadership strategies on the formation of job crafting with the mediating role of a leader's empowering behaviors and job independence.

Design/Methodology/Approach: 

The type of research is descriptive-correlation and the statistical population included 445 employees of Kashan University that through Morgan's table, 220 people were selected as a sample. The research tool was four questionnaires of self-leadership strategies, job crafting, leader's empowering behaviors & job independence. The validity of the questionnaires was checked in the form of content, construction, convergent, and divergent. The reliability of the questionnaires was estimated through Cronbach's alpha for self-leadership strategies at 0.82, job crafting at 0.77, empowering leader behaviors at 0.88, and job independence at 0.78. Data analysis was done at the descriptive and inferential level using SPSS version 26 and Smart PLS statistical software.

Findings showed the mean variable of self-leadership (3.94), job crafting (3.27), job independence (3.53), and empowering leadership behavior (3.36). The path coefficients showed that the effects of self-leadership on job independence, job crafting, and empowering behavior of the leader were positive and significant. Also, the effects of job independence and empowering leader behavior on job crafting were positive and significant, and the mediating role of leader empowerment behaviors and job independence in the effect of self-leadership strategies on job crafting was confirmed.

The results showed job crafting positions should be available to the members of the organization, and the path that can facilitate this process is to create a context for their self-leadership; Because organizational leaders in the process of self-leadership of people, empower them with their empowering behaviors and grant them independence so that they can play a role in designing their jobs. Considering the effect that self-leadership has on job crafting, the behavior of organizational managers should be directed towards the direction of paying attention to the development of people and investing self-leadership skills in them. In this regard, organizational training should be provided to people to know themselves better, to know and believe in their capacities, to set goals for themselves, and to control and evaluate themselves to achieve them. Considering the role of empowerment and job independence in the relationship between self-leadership and career crafting, the organization and its managers should provide behaviors to empower the workforce, trust them, and provide them with the opportunity to grow and progress. When the workforce understands the empowering behavior of the leader and the organizational support provided, more internal motivation will be formed in them and they will be psychologically empowered. This context helps them to distance themselves from the many work pressures that can exist in the organization's environment and focus their attention on their duties and shaping them more effectively.

The lack of career advancement of women in organizations can lead to several negative consequences such as organizational obstruction, organizational silence, and so on. This lack of career advancement of women in organizations is known as the glass cliff phenomenon. The purpose of this research was to investigate the effect of the glass cliff phenomenon on the formation of organizational obstruction and organizational silence with the moderating role of perceived organizational support. The type of research was descriptive, correlational, and the statistical population consisted of 412 female employees in University of Tehran that 204 one were selected as a sample. In order to collect data, four questionnaires of glass cliff, organizational silence, organizational obstruction and perceived organizational support were used. The validity of questionnaires was checked in form face, construction, convergent and divergent. Through Cronbach's alpha coefficient, the reliability of the glass cliff questionnaire was estimated 0.89, organizational silence 0.85, organizational obstruction 0.72, and perceived organizational support 0.77. The results showed that the mean of glass cliff, organizational obstruction and organizational silence was higher than average and the mean of perceived organizational support was lower than average. According to the results, the glass cliff has a positive and significant effect on organizational obstruction and organizational silence. Also, perceived organizational support has a negative & significant effect on organizational silence and organizational obstruction. In addition, the moderating role of perceived organizational support in the effect of the glass cliff on organizational obstruction and organizational silence was confirmed.

The aim of the current research was to predict the professional development of teachers based on the perceived knowledge-oriented leadership style with the mediating role of knowledge sharing and teamwork.

The type of research was descriptive correlational, and the statistical population consisted of 3237 teachers in Kashan, and the sample size was 342 using Cochran's formula. Data collection tools were four questionnaires of knowledge-oriented leadership, professional development, knowledge sharing and teamwork. The reliability of the questionnaires was obtained through Cronbach's alpha for professional development 0.93, teamwork 0.79, knowledge sharing 0.73 and knowledge-based leadership 0.93.

The findings showed that the mean of the variable of knowledge-oriented leadership (23.34) is higher than the average (18), the mean of the variable of professional development (46.7) is higher than the average (36), knowledge sharing (36.82) is higher than the average 30 and the mean of teamwork (19.33) is lower than the average 30. The overall effects of knowledge-oriented leadership on professional development, knowledge sharing and teamwork were positive & significant, and the overall effects of teamwork and knowledge sharing on professional development were positive & significant. Also, the mediating role of knowledge sharing and teamwork in the impact of knowledge-oriented leadership on professional development was confirmed.

if teachers have a positive perception of knowledge-based leadership, they will have more knowledge sharing and teamwork. In fact, the establishment of schools in which administrators pays attention to the creation, acquisition, application, sharing and distribution of new knowledge and information can cause teachers' professional development, organizational efficiency and effectiveness

Understanding the importance of innovative and creative behavior of teachers in school is a vital and challenging issue for education officials and researchers, because schools, as professional learning communities, have the duty to support innovative behaviors. In fact, since schools and teachers are expected to train students who will be a creative and innovative workforce in the future, the importance of innovative behavior of teachers as agents of change and role models for students in this way is obvious. Therefore, the aim of the present study was to investigate the effect of the innovative climate on the innovative behaviors of teachers with the mediating role of knowledge sharing. The current research was applied in terms of purpose and descriptive-correlation in terms of execution. The statistical population included 3252 teachers of Kashan citythat by using Cochran's formula and stratified random sampling method 351 people were selected as a sample. In order to collect data’s, three questionnaires of innovative organizational climate (Cigel and Kaumer, 1987), knowledge sharing (Van den Hooff & De Ridder, 2004) and innovative behavior (Kanter, 1988) were used. The validity of the questionnaires was done in face and structure (confirmatory factor analysis). Through Cronbach's alpha coefficient, the reliability of the innovative climate questionnaire 0.88, innovative behavior 0.90, and knowledge sharing 0.77 estimated. Data’s analysis of the research was done using SPSS and Smart statistical software at two descriptive and inferential levels. The results showed that the mean of the innovative atmosphere (2.96) was slightly lower than the average (3), the mean of innovative behavior (3.95) was higher than the average (3) and the mean of knowledge sharing (4.11) was higher than the average (2/5). Path coefficients showed that innovative climate with (Beta=0.425, P=0.001) on innovative behavior, knowledge sharing with (Beta=0.15, P=0.002) on innovative behavior and innovative climate with (Beta=0.40, P=0.001) has a positive and significant effect on teachers' knowledge sharing, and the mediating role of knowledge sharing was confirmed in the effect of innovative climate on teachers' innovative behavior. In fact, when teachers perceive the climate of the organization as supportive of innovation, they will be more willing to share knowledge and transform tacit knowledge into explicit knowledge, and in fact, a suitable platform is provided for knowledge distribution among teachers, the exchange of information takes, and this issue is the basis and potential for the occurrence of innovative behavior.

The purpose of the present study was to investigate the mediating role of psychological security in the effect of perceived ethical leadership style on teachers' voice behavior. The current research was descriptive-correlative, and the statistical population included primary school teachers of Ray city in the academic year of 2022-2023 as many as 849 people, and the sample size was obtained 383 people by using Cochran's formula and stratified random sampling method., Three questionnaires were used in order to collect data: ethical leadership questionnaire by Brown et al. (2005), Hames' voice behavior questionnaire (2012), and Edmonson's psychological security questionnaire (1999). The reliability of the questionnaires was obtained through Cronbach's alpha coefficient: 0.88 for ethical leadership, 0.85 for voice behavior, and 0.90 for psychological security. Research data analysis was done by Smart Pls and Spss statistical software at descriptive and inferential levels. The results showed that the mean of ethical leadership (3.06) is slightly higher than the average (3), and the mean of voice behavior (3.23) and the psychological security of teachers (3.71) were higher than the average (3). The effect coefficients showed that ethical leadership with (Beta=0.74, P=0.001); psychological security with (Beta=0.134, P=0.001); and ethical leadership with (Beta= 0.53, P=0.001) have positive and significant effects respectively on the voice behavior; the voice behavior of teachers; and psychological security.

Background & Purpose:

The severe psychological shocks and traumas that the employees of an organization experience as a result of different factors can have many unpleasant outcomes for employees and the organization. This study analyzed the effect of organizational trauma on moral behavior and work conscience of employees through the mediating role of organizational culture.

This is an applied descriptive-correlational study, in which the statistical population includes 386 employees working at the University of Kashan. Cochran’s formula of sample size was used along with the stratified random sampling method to selected 186 employees as the statistical sample. The data collection tool was a questionnaire, and data analysis was performed through the path analysis method and the one-sample t-test in SPSS and AMOS.

The means of organizational trauma, moral behavior, work conscience, and organizational culture were above average in the University of Kashan. Moreover, organizational trauma had negative, significant effects on moral behavior and work conscience of employees, whereas organizational culture had positive, significant effects on their moral behavior and work conscience.

Organizational trauma can have devastating effects on moral behavior and work conscience of employees; however, a rich and positive organizational culture can moderate and mitigate these devastating effects.

Authenic leaders, through their particular efforts in higher education, can excite the inner motivation of the workforce to develop creative behaviors. Thus this research was effect of authenic leadership on human resource creativity with mediating role of internal motivation. Research type was descriptive correlative and statistical population consisted all of staffs' in University of Kashan (N=547) that by using Cochran Formula and strafied randomized sampling 230 ones were chosen as sample. To gathering datas used from authenic leadership, creativity and internal motivation standard questionnaires. Questionnaires constuction validity through confirmed factor analysis confrimed. Through Cronbach alpha coefficient, questionnaires reliability were obtained equal to 0.88 for authenic leadership, 0.85 for creativity and 0.94 for internal motivation. Data analyses done in two level descriptive & inferential statistics through Spss & Amos softwares. Finding showed mean of variables and components of authenic leadership, creativity and internal motivation were upper than average. Correlation coefficient showed authenic leadership 0.49 and internal motivation 0.34 on creativity have positive & significant effect.

The effective execution of growth programs for faculty members can improve their productivity and academic excellence. Therefore, this study analyzed the relationship between psychological empowerment and faculty members’ interest in growth programs with the mediating role or intrinsic motivation.

This is an applied descriptive-correlational study, in which the statistical population included 303 faculty members of Kashan University. The stratified random sampling method was employed to select 187 members as the statistical sample. Data collection was performed through a questionnaire, the validity of which was evaluated through construct and content validity tests. Data analysis was then done in SPSS and AMOS at descriptive and inferential levels.

The mean of the studied variables was above the average. Moreover, the mediating role of intrinsic motivation was positive and significant in the relationship between empowerment with growth of faculty members.

University managers can improve the psychological empowerment prerequisites of faculty members to enhance their motivation for participation in growth programs and lay the foundations for their growth and academic dynamism.

The purpose of this research was the effect of servant leadership on psychological ownership in staff at University of Kashan: mediating role perceived organizational support. Research type was descriptive correlative. The statistical population consisted all of staffs' in University of Kashan (N=547) that by Cochran Formula and simple randomized sampling 252 ones were chosen as sample. To gathering datas used from questionnaires servant leadership with 28 items, psychological ownership with 54 items and organizational support with 8 items on base 5 likert scales. Questionnaires content & construction validity confirmed. Through Cronbach alpha coefficient, reliability coefficients were obtained equal to 0.75 for servant leadership, 0.82 for psychological ownership and 0.71 for organizational support. Data analyses done in two level descriptive & inferential statistics through Spss & Amos softwares. Finding showed mean of servant leadership, psychological ownership and percepted organizational support were upper than average. There are positive & significant effect servant leadership on psychological ownership (r=0.33) and organizational support on psychological ownership (r=0.34). Also the role of mediator of organizational support on psychological ownership was confirmed.

universities are responsible for producing and sharing of knowledge and they should take away from the traditional structure and move toward a knowledge based structures. Therefore, the main purpose of this research was studying structural aspects of knowledge-based organizations in kashan University of Medical Sciences.
This was a descriptive-survey research. The statistical population consisted of 182 faculty members of Kashan University of Medical Sciences that 114 were chosen as sample by using Cochran Formula. The data gathering tool was researcher- made questionnaire of structural dimensions with 24 items based on 5-likert scale. Content validity of questionnaire confirms by experts and through Cronbach alpha coefficient, reliability coefficients were obtained equal to 0.93. Data analyses were through descriptive and inferential statistics by using SPSS.
One sample t-test indicate that structural dimensions mean include complexity (3.38±0/47), formalization (3.02±0/64), concentration (3.07±0/54), relationships based on trust (4±0/28), extrovert interactive relationships (3.88±0/38) and comprehensive emotional relationships (3.85±0/38) were higher than average (3) and this relations were significant (P=0.001).
Based on the results, components of complexity, formalization, concentration, relationships based on trust, extrovert interactive relationships and comprehensive emotional relationships were high that was indicated relatively favorable status of structural dimensions in Kashan University of Medical Sciences but But it doesn’t mean the ideal situation and needs to be improved.

Social capital is multi dimension concept in social sciences that have strong effect on social sciences areas. The purpose of this research was an analysis of relationship between social capital and quality of work environment in university of Kashan one base view of faculty member’s. The research type was descriptive - correlative method. The statistical population consisted of 203 faculty member’s which through classified random sampling method 101 members were chosen as the sample. The research instrument was include of social capital questionnaire with 24 items and quality of work environment with 25 items which by use of Cronbach alpha coefficient, reliability coefficients were obtained equal to 0.85 for social capital questionnaire and 0.91 for quality of work environment questionnaire. Collected data was analyzed at level of descriptive statistic (frequency, percentage and mean) and level of inferential statistic (correlation coefficient, regression, t-test and one way ANOVA). Research findings revealed that mean of quality of work environment and social capital dimensions except social trust is bigger than average. There is a positive relationship between social capital and its components with quality of work environment. Evidence from this study show that it is possible through the creation of social capital, social trust, social participation, social cohesion and social relations helped to improve the quality of environment in organizations.

Nowadays, quality in higher education has been highly taken into consideration. Quantitative development of higher education, if quality is not taken into consideration, has inappropriate consequences. The aim of this study was to analyze the quality gap of virtual and face-to-face education services from the view points of the students. In this descriptive-survey study, 200 students of the virtual and face-to-face students of Amir Kabir University were selected at the academic year of 2011-12, using stratified random sampling method. The study tool was the researcher-made questionnaire of quality of the educational services, based on 11 components in the format of 36 questions, and its reliability was confirmed with Cronbach’s alpha coefficient of 0.91 and its validity was confirmed as content and structure. Data analysis was performed in descriptive and inferential level (paired T and one-sample T tests), using SPSS 18 software. All the components were more than moderate level with the average of 3.77±0.40. The components of capability of assurance (3.92±0.47) and credit (3.00±0.38) had the highest and the lowest average respectively. The components of assurance, security, availability, communication, credit, politeness and flexibility in virtual and face-to-face education had significant difference, but in other components, the difference was not significant. The dimensions of capability of assurance and credit had the maximum and the minimum gap respectively. The average of the components of quality of educational services is more than moderate level.

The main purpose of this research was to analyze self leadership strategies and its relationship with entrepreneurship among faculty members in University of Kashan. Research type was descriptive correlative. Statistical population of research included all faculty members in 2012- 2013 academic year who were 260 individuals. Statistical sample was 84 who were selected by random stratified sampling method. To gather data, two questionnaires were used: Self- leadership questionnaire with 31 items and entrepreneurship questionnaire with 47 items. The reliability coefficients of questionnaires were obtained through Cronbach alpha as 0.81 and 0.90 respectively. Collected data was analyzed at level of inferential statistics including correlation coefficient, multivariate variance and regression. Research findings revealed that self- leadership strategies and entrepreneurship mean was higher than average. There was a significant and positive relation between the self- leadership behavioural-focused strategies, natural reward strategies, constructive thought strategies and entrepreneurship. The constructive thought strategies have more important role in predicting entrepreneurship.

The purpose of this research was an analysis of the relationship between entrepreneurship components and learning organization dimensions in the university of Kashan. The research type was descriptive -correlative. The statistical population consisted of 203 faculty members in University of Kashan. Through strafed random sampling method, 98 members were chosen as the sample. The research instrument was entrepreneurship researcher- made questionnaire with 47 items and learning organization researcher- made questionnaire with 23 items. By the use of Cronbach alpha coefficient, reliability coefficients were obtained equal to 0.91 for learning organization questionnaire and 0.93 for entrepreneurship questionnaire. Questionnaires content and construction validity were confirmed. The collected data were analyzed at two descriptive levels (frequency, percentage, standard deviation & mean) and inferential level (correlation coefficient, regression, t-test and analysis variance). The research findings showed that the mean of entrepreneurship components in university of Kashan was higher than average. Also, there is a positive and significant relationship between entrepreneurship components and learning organization.

Current ideas about the environment dynamicity and biological organizations، led to the emergence of quantum organizations. The leadership role in these changed organizations is holding the balance between tension and discipline. The purpose of this research was to analyze the positive leadership strategies and its relationship with the application of quantum organization’s components. This descriptive-correlative research was done in all 575 faculty members of Isfahan University during 2012 and 2013 and 101 samples were selected by stratified random sampling method. To collect data، positive leadership and quantum organization questionnaire s were used. SPSS 15 statistical software and Pearson correlation، one sample T-test، stepwise regression and one way ANOVA tests were used to analyze the data. The highest mean score in positive leadership strategies related to positive climate (3. 97±0. 31) and in components of quantum organization related to together thinking (3. 90±0. 32). Among the positive leadership strategies، positive climate (t=-3. 21; p=0. 002) and positive meaning (t=4. 72; p=0. 0001) had the ability to predict quantum organization. the mean of positive leadership strategies and components of quantum organization is relatively desirable in university of Isfahan. There is a positive relationship between positive leadership strategies and quantum organization components.

Promotion of the Professional Ethics at the University depends on the human thought of university’s organizational culture. organizational culture is considered as one of the main factors in the progress or faillure of the organizations. The purpose of the present research was investigating the relationship between organizational culture and professional ethic among the faculty members in Kashan University. This descriptive-correlative research was conducted on 260 faculty members of Kashan University and 110 members as the subjects of the study using stratified random sampling method proportional to thesample size. Organizational culture and professional ethic questionnaires were used for data collection. Collected data was analyzed by one sample T، Pearson correlation coefficient، regression and MANOVA tests by SPSS 16 statistical software. The means of organizational culture (4. 20 ± 0. 78) and professional ethic (4. 22 ± 0. 7) dimensions were higher than average level. Among the organizational culture factors، only risk-taking factors (p=0. 03; t=2. 22) and group-orientation (p=0. 045; t=1. 80) were able to predict the members’ professional ethic. There was just significant relationship between organizational culture and human munificence. Organizational culture affect the individual behaviore، organizational performance، job motivation، creativity and innovation، commitment and professional etic.

The purpose of this research was an analysis of the relationship between negotiation styles and managers'' conflict management strategies at Kashan University of Medical Sciences. The research questions were set forth on the basis of such styles (factual، analytic، normative and intuitive) and conflict management strategies (problem solving، control and avoidance of confrontation). The research method was descriptive – correlative. Statistical population included 95 managers of Kashan state and Azad University. 84 managers were selected as the statistical sample utilizing classified random sampling. Data was collected by 2 close ended negotiation skills and conflict management questionnaires on the basis of Likert 5 grade scale. Reliability of the questionnaires was estimated to be 0. 90 and 0. 88. The results indicated that the most common negotiation style used by managers was the factual style، and the least was analytical negotiation style.

The use of mixed approach is undergoing a remarkable increase day by day. Researchers are continually seeking solutions in order to perform research projects and cognition issues complexities. The purpose of the present research is studying challenges and opportunities of mixed approach in humanities researches. Research method was librarian and information collection tool included domestic and international books and journals. The results of the study suggest that the use of this approach is to better understand the research issues in humanity sciences. Some of research domains such as educational and managerial areas need this approach more than other areas due to their inherent and environmental complexities.

In Islam, the place of people is so high that in no other belief can be seen and with its original values, it has guidelines and procedures in accordance with all conditions of human life. The aim of this study was to evaluate the level of Islamic self-evaluation in students of Isfahan University.

This descriptive study was conducted in different field students of Isfahan University in 2010-11 academic years. 300 students were selected by purposeful sampling method. The measurement tool was a researcher-made Islamic self-evaluation questionnaire included 20 closed-answer items in Likert’s 5 part spectrum consisted of stipulation, calculating, meditation and expostulation components. Data analysis was done by statistical software SPSS 11 and using the correlation coefficient, one sample T and MANOVA tests.

The mean of all self-evaluation components were above average (p=0.0001; df=299). A significant positive relationship was between each self-evaluation components. None of the demographic characteristics were significantly associated with self-evaluation. The mean of Islamic self-evaluation in women was more than men, in undergraduate students was more than postgraduate students and in theology and psychology were more than other fields. There was a significant difference in opinion regarding field and level of education, but there wasn’t any significant difference in terms of gender, father's education and father's occupation.

Students of Isfahan University are in a nearly good position according to 4 steps of Islamic self-evaluation. Field and level of education of students are effective on Islamic self-evaluation level, but gender does not affect it.

The main purpose of this research was the analysis of self leadership strategies and its relationship with psychological empowerment faculty members at University of Isfahan Medical Science. Research type was applied and descriptive correlative. Statistical population of research included all faculty members at University of Isfahan Medical Science in 2010-2011 academic year who were 643. Statistical sample was 106 who were selected by random stratified sampling method. To gather data, two questionnaires were used: Self- leadership questionnaire with 31 items and researcher made questionnaire of psychological empowerment with 20items. The reliability coefficients of questionnaires were obtained through Cronbach alpha as 0.81 and 0.87. Collected data was analyzed at level of inferential statistics (correlation coefficient, multivariate variance and regression). Result of study showed that there is a significant and positive relation between the Self- leadership behavioral- focused strategies, natural reward strategies, constructive thought strategies and psychological empowerment and among self- leadership strategies, behavioural- focused strategies have significant proportion in anticipating psychological empowerment.

The main purpose of this research was to investigate self leadership strategies and itsrelationship with creativity among faculty members at Science and Technology University.Research type was descriptive correlative. Statistical population of research included 345faculty members at Science and Technology University of Iran in 2009- 2010 academicyear. A sample of 119 was selected from research population employing random stratifiedsampling method. To collect research data, two questionnaires were used: Self- leadershipquestionnaire with 31 items and Radnsip questionnaire with 48 items. The reliability ofquestionnaires was determined through calculation of Cronbach alpha coefficients thatresulted in 0.81 and 0.87 respectively. Collected data was analyzed at level of inferentialstatistics (correlation coefficient, multivariate variance and regression). Result of studyshowed that there is a significant and positive relationship between the Self- leadershipbehavioural-focused strategies, natural reward strategies, constructive thought strategiesand creativity. The result also revealed that, the constructive thought strategies have more important role in predicting creativity.

The purpose of this research was to analyze relationship between the self leadershipbehavioral- focused strategies and creativity among the faculty members of Iran Universityof Science and Technology. Statistical population of research included all faculty membersat Science and Technology University of Iran in 2009- 2010 academic year who were 345.Statistical sample was 119 who were selected by random stratified sampling. To gatherdata, two questionnaires were used: Self- leadership behavioral- focused strategiesquestionnaire with 16 items and Radnsip questionnaire with 46 items. The reliabilitycoefficients of questionnaires were obtained through Cronbach alpha as 0.83 and 0.81.Content Questionnaires validity confirms by experts & specialization. The results showedthat there was significant correlation between self leadership behavioral- focused strategies and creativity. There was no significant difference between averages of self-leadership behavioral strategies based on college, tenure and academic ranking and also there was no significant difference between averages of creativity based on college and academic ranking however significant differences was seen with view to tenure (P<0/05).

To identify the perceptual variables involved I critical thinking and academic achievement, a sample of 430 7th and 8th graders in the province of Faars was randomly selected and then the Critical Thinking Questionnaire was administered. The relationship between perceptual factors in critical thinking and academic achievement was explored factoring in both gender and age. The results show that academic achievement is positively correlated to factors such as advancement, expanded view, and curiosity; just as logical doubt and independence were not correlated to achievement. Furthermore, age and gender difference were observed in both perceptual dimensions of critical thinking and academic achievement.