علی نوازنی

In present scholarship, a clear awareness has been developed concerning the importance of personality traits and psychological issues within the realm of education, particularly in the field of language education. Not only does the awareness regarding individual differences and personality characteristics of language learners, and the adaptation of educational measures to the diversity of their needs and preferences by the teacher, improve and promote the learners' learning process, but it is also crucial to recognize and analyze the individual characteristics of the teacher. By doing so, it enables the adaptation of the teaching method to cater to the preferences and needs of the learners. This study aims to investigate the relationship between various factors, namely personality type, gender, academic degree, age, and teaching experience, of Persian language teachers and their teaching styles. The participants of this research consist of 45 instructors from the Persian Language Teaching Centers at Imam Khomeini International University and Tabriz University. To this end, a mixed-methods approach with the use of a survey method based on Myers-Briggs and Grasha questionnaires was adopted and the obtained data was analyzed with SPSS software. The findings of this study showed that among professors, facilitating and expert styles outnumbered other features. Furthermore, in comparison to men, women tend to exhibit a higher propensity for facilitating styles. In the case of the facilitating style, the variable exhibited the highest frequency among participants holdings master's and PhD degrees. The bipolar variables of introvert and extrovert were found to be statistically significant for both individual and facilitating styles. Ultimately, a relationship exists between all the teaching styles and the teaching experience possessed by the professors. Such relationship was statistically significant, especially when considering the expert and authoritarian styles.
Extended Abstract:

In modern approaches to language teaching, such as cognitive and communicative approaches, the influence of learners' cognitive and personality types, as well as those of their teachers, on the learning-teaching process is highly significant. In the process of learning, especially foreign language learning, students have different needs, preferences, goals, and individual characteristics. Successful teachers should design their syllabi to meet the diverse educational needs of their students. On the other hand, teachers have personal characteristics and preferences that significantly affect their teaching styles and methods, and thus, the learning of their students. It is truism that if teachers and curriculum designers further appreciate and recognize the individual differences that affect learning and teaching, their teaching quality and performance shall improve.
This study aims to investigate how personality types and individual differences such as gender, age, teaching experience, and academic degrees of Persian Language Instructors for Speakers of Other Languages influence their teaching styles. According to contemporary educational theories and methodologies, the primary purpose of a teacher in the classroom is not to provide one-sided instruction and enforce discipline, but instead to establish a direct and authentic rapport with students that enables them to observe and acquire the desired behaviors and skills through modeling.Citton (2015) cited in Messaour (2022: 225-226) observes:"The role of a teacher involves adopting a type of reflective practice, also known as self-reflective, which constantly examines and analyzes their teaching methods to adapt them to the expectations and needs of learners. Within such spectrum, the notion of self-awareness, particularly with the aid of psychological [personality] typology, can assist the educator in gaining a better understanding of their psychological functioning. This naturally leads to enriching their reflective practices as well as improving their teaching practices."
Personality, or personality type, refers to a set of physical, psychological, and behavioral characteristics that distinguish an individual from others (Sadeghian & Sheikhpour, 2011:9), and in various situations and circumstances, it maintains relative stability and continuity and determines the current and future patterns of behaviors in individuals (Poursaberi & Yagoubi Beglar, 2018:120).
The renowned Swiss psychologist Carl Jung categorized personality types into 8 types (3 dichotomies) in order to describe them. Katherine Cook Briggs and Isabel Briggs Myers expanded on this to 16 personality types (4 dichotomies), known as the Myers-Briggs Type Indicator. The MBTI helps individuals identify their own and others' motivations, abilities, and personality types (Kennedy & Kennedy, 2004: 38) (See table below).
 




Personality Types in MBTI test




Dichotomy feature


Dichotomy element


Dichotomy feature


Dichotomy element


Determining factors of personal preferences in decision-making




They get energy from the environment and react faster to making decisions. They think out loud and are active.


Extrovert


They derive energy from within and have a limited communication circle. They are interested in mental activities such as studying.


 
 
Introvert


 
 
Energy source




They use their sixth sense more and are interested in things that should be. They are imaginative and future-oriented and these people spend most of their time dreaming.


Intuitive


They receive most of their information from the environment using their five senses. They are detailed and focused on the objective.


 
 
Sensor


 
 
Perception of information




They make their decisions and judgments based on logic and objectivity.


Thinker


They make most of their decisions based on their feelings and personal values.


 
Feeler


 
Decision making




They look for a flexible and adaptable life. Their decision-making process is thorough and deliberate, as they prioritize gathering extensive information pertaining to the subject matter. They tend to defer making a decision until the last moment.


 
Perceiver
 


They are driven to lead an orderly, deliberative and disciplined life, finding satisfaction in structured decision making.
 


 
 
 
Judger


 
 
 
Life style




As noted earlier, one of the objectives of this study is to examine the effects of gender, age, teaching experience, and educational background on the teaching styles of Persian language instructors based on the styles proposed by Grasha. As Larenas Diaz (2011) notes, Grasha believes in the existence of five different teaching styles that include, Expert, Formal, Authority, Personal model, Facilitator and Delegator.
“Teaching style refers to how the educator acts at the level of practice and the tools they use when interacting with learners. Personal characteristics of the teacher can determine their styles. Methods refer to the techniques of teachers, while styles specifically refer to the distinct qualities of a teacher in a given situation, regardless of the content being taught” (Haghani et al., 2011:944).

The participants of this study include 45 teachers and faculty members from Persian language teaching centers at Imam Khomeini International University (30) and Tabriz University (15), aged between 27 and 53. Among them, 15 were male and 30 were female. Furthermore, in terms of academic degrees, 20 participants held a doctoral degree and 25 had a master's degree. In terms of teaching experience, all participants were in teaching profession between 3 to 20 years. The data of this research were analyzed using SPSS 22 software and statistical methods (frequency, Cronbach's alpha, Pearson correlation coefficient) at a significant level of p < 0.05. Two questionnaires, Mayer and Briggs' personality types and Grasha's teaching styles, were used to collect data. To obtain reliability coefficient (Cronbach's alpha) for each teaching style separately, as well as for the total of all styles and personality types, the analysis was done and the result is presented in the following table.




Personality type


The sum of all styles


Delegator


Facilitator


Personal model


Formal Authority


Expert


 




0.67


0.87


0.76


0.77


0.66


0.62


0.65


Cronbach's alpha




 

Among the 45 participating educators in the study, 12 types of personality were identified out of the 16 Myers-Briggs personality types. Among these, the personality types ISTJ (introvert, sensor, thinker, and judger), ESTJ (extravert, sensor, thinker, and judger), and INTJ (introvert, intuitive, thinker, and judger) had the highest frequencies with 27%, 24%, and 9%, respectively. Based on the obtained results (Pearson correlation coefficient), there was a relationship between all personality types and teaching styles. This relationship, with a confidence level of 95% and p<0.05, was only significant in the dichotomous variables of introversion and extraversion in the personal model and facilitator teaching styles.

The findings of this research also posted a positive and significant relationship between personality types (introverted and extroverted dichotomy) and the selection of teaching styles, indicating that the personality types of teachers play a significant role in their teaching methods. With regard to specific teaching styles, the current research identified the Facilitator (16 individuals), Expert (13 individuals), Personal Model (6 individuals), Delegator (6 individuals), and Authority (4 individuals) styles, respectively, from the highest to the lowest frequency. Regarding the relationship between teaching styles and the academic qualifications of the teachers, it was observed that teachers with a doctoral degree preferred facilitator, expert, and advocacy styles, while teachers with a master's degree selected facilitator and expert styles. Furthermore, a relationship was found between all teaching styles and the teaching experience of the educators.
Acknowledgment
The authors would like to appreciate the teachers for their time and efforts to participate in this research.
Conflict of Interest
The authors have no conflicts of interest to declare.

This study was carried out with the aim of investigating and designing scenarios of the future state of political culture in Iran, with a future-oriented approach to the category of political culture, which is the strength and distinction of this work from previous works. Knowing the political culture as a way of drawing people's attitude towards the political system is important because, while creating the conditions for understanding the relationship between the various elements of human life, it is considered to be an indicator of the social and political changes governing the future of a political system as a result of intergenerational transformations.

we used quantitative and qualitative methods and the Petershwartz scenario method to answer the main question. in order to collect information, research literature and documents were reviewed in the form of a library method and a semi-structured interview with a panel of 25experts. the Delphi method was used, and to measure reliability, the structural analysis method based on the interrelationship matrix tables based on Micmac software was used. And to design the scenarios, we benefited from the Scenario Wizard software.

five key uncertainties related to the future state of political culture in Iran: myth-making, seeking justice, Ashura culture and Mahdism, linking religion and politics, and seeking independence, which are based on four cultural-political scenarios of religious democracy, religious exclusivity, and democratic participation. and subordinate-participatory political culture.

Among the 4 proposed scenarios, the scenario of subservient-participatory political culture has the highest probability of occurrence.

The present study seeks to provide a conceptual model of national identity in Iran in order to overcome the identity challenges in the Islamic Republic of Iran. In order to achieve this, in the first step, we examined the status of the identity challenge in Iran. Then, by drawing a favorable perspective based on Imam Khomeini's thought, we provided the process of overcoming the challenge of national identity in Iran by using his guiding views.Accordingly, the main question of this research is how the process of leaving the challenge of identity in Iran 1410 can be drawn in the form of a conceptual model? To achieve the research answer, we have used the Backcasting method and the combined quantitative and qualitative method. In addition, we used the Delphi-fuzzy method as well as the interaction matrix table to determine the most important key uncertainties affecting the identity challenge. And we used Micmac software to analyze the obtained data. Findings Findings indicate that identity holisticism as a result of integrating the drivers of media transformation, educational system transformation, pluralism and tolerance, the culture of political participation as well as development and efficiency and combining it with the three parameters of independence, freedom and democracy can overcome the challenge. Provides identity in Iran.Also, drawing the perspective and punctuation of identity in the form of a conceptual model of identity in Iran can be considered as one of the reasons for the innovation and novelty of this research.

The purpose of this article is to make a comparative study of the determinability of the human rights component in the practical orientations of the European Union's foreign policy towards Iran and Israel.

This research is based on a descriptive-analytical method and relies on the documents of institutions accepted by the European Union to achieve the objectives of the research.

Research findings show that the European Union defends human rights in spite of its claim, the declared policies and the actions they have are conflicting And the European Union uses the category of human rights as a tool to achieve political goals in relation to Iran And in connection with Israel, despite the multitude of human rights resolutions issued by international institutions against Israel, economic interests, security, development and technology have always been important, and human rights have been destroyed in practice.

One of the determining components in the external relations of the European Union, according to its declared policies, is the protection of human rights. Following the establishment of the Commission and then the United Nations Human Rights Council, the European Union declared its support for these international human rights bodies and considered the decisions of these bodies as a criterion for the direction of its foreign policy.However, the union's material, ideological, and strategic interests in preventing it from taking tough practical positions toward Israel, despite numerous human rights resolutions, and putting pressure on Iran in return.

The aim of this study was to investigate and design scenarios for resolving the identity challenge in the Islamic Republic of Iran. This study employed a futuristic approach to the category of identity. It counts as the strength and novelty of this study that distinguishes it from the previous ones in the literature. It is widely thought that in a world fraught with of uncertainties, having access to the panel and the possibility of achieving a clear vision of national and social identity as well as resolving the identity challenge can strengthen national cohesion and pave the way for development. Thus stated, the present research puts forth a question as what scenarios are liable to determine resolutionary approaches to break away from identity challenge in Iran 1410? In doing so, we used quantitative and qualitative methods along with Peter Schwartz's scripting method. Besides, insofar as data collection is concerned, we reviewed the research literature and documents in the form of library method and recruited the "Delphi-fuzzy method". What is more, we used structural analysis method grounded on interaction matrix tables which is based on "MicMac" software. For designing scenario, we employed  "Scenario Wizard" software.Our findings indicate that there are 5 key uncertainties related to the identity Challenge in Iran, including "media development", "pluralism-tolerance", "educational system evolution", "political culture" and "development and efficiency". Accordingly, there are three proposed scenarios such as "exclusivism", "breaking away from the identity Challenge", and the scenario of "the continuation of the current situation with the highest degree of probability."

Regionalism has a special importance and place as a gap between nationalism and globalism in the present age; As in the Westphalian era, nationalism was recognized as a key element in the identification of states, and in the age of technology and communication, globalization and interdependence play such a role. The new regionalism, which is derived from postmodernist and constructivist approaches, is seen as an attempt to change attitudes and beliefs towards the interests and areas that determine power. In an era in which material power is paramount in relations, modern regionalism seeks to highlight the values ​​and norms and constructive components of identity in order to highlight transcendental values ​​through this lens.
Accordingly, the main question of the present study is how the axis of resistance can be considered as an influential regional identity? In answer to this question, it can be said that in modern regionalism, the criterion for the cohesion and connection of political units is the existence of a common social and cultural identity, which is a matter for the states as the members of the resistance; Therefore, geographical distance and the lack of a common border do not prevent this from happening. To investigate the main question and research hypothesis, a qualitative method based on data analysis has been used and to collect data, library and documentary methods have been used.

The aim of this study was to investigate the crisis of alienation in Islamic societies from the perspective of Imam Khomeini, Ayatollah Muhammad Baqir al-Sadr and Dr. Ali Shariati in the form of four stages of Thomas A. Spragens crisis theory: "The main problem of societies", "Causes", "Ideal society" and "Solutions". Qualitative comparative method and library data collection method were investigated. The results showed that despite some slight differences, these thinkers have identified alienation as the main problem of Islamic societies, and have listed the three components of colonialism, tyranny and authoritarianism as the main causes of this problem. They considered the monotheistic and divine society based on morality, freedom, equality and transcendence, which results in Islamic self-awareness, as their ideal society. Also, despite some differences in approach regarding the way out of alienation between Dr. Shariati and Imam Khomeini and Ayatollah Sadr, three general components of independence, freedom and democracy were prescribed as the way out of alienation.

Today, the concept of soft power influence in international politics. Based on the definitions of soft power, soft power through the production of doctrines, values, special and attractive, value foundation and pillars of government support and, in fact, using the element of charm and persuasion, not reward and threat of force, to influence other governments , currents of thought and the nation's elite. Islamic Republic of Iran with emphasis on the teachings and values ​​of Islam and Shiism potential impact on the Shiites and the Shiite movement and its government. Article: Using descriptive and analytical methods in trying to answer the main question is what the impact of soft power influence on the Shiite Islamic Republic of Iran is the Middle East region. Our hypothesis is that such designs components of soft power and political structure of the Islamic Republic of Iran on strengthening the cohesion of the popular movements in the Middle East countries have been influential Shiite.

Enter into foreign policy requires perception of rules and principles dominant over this field. In 21st century, attempt to forge stable and peaceful relations is considered a fundamental principle in foreign policy both in practice and theory. On the other hand, any bellicosity and war conducted by superpowers under the pretext for sustaining peace and security is also regarded as a principle in foreign policy. By the same token, configuration of the UN is one of the attempts for establishment of peace which owes its survival to the incidents of the World War II and the previous events. Elsewhere, the interaction of countries with the UN and its subsections is important. Meanwhile, in the IRI's foreign policy, it has been practically proved that the change of cabinet leads to change in attitude, pragmatism and thought in terms .of the UN Elsewhere, this study mainly deals with the question: What is the stance of the UN and its resolutions in the foreign policies of Ahmadinejad and Rouhani? Based on the conducted examinations, it is hypothesized that the main principle of Ahmadinejad's foreign policy was counteraction, exercise of unplanned policies and disinclination to deterrent strategies based on heroic suppleness concerned to the UN and also ignorance of its segments. However, Rouhani's foreign policy moves around moderation and seeks to meet national interests through putting dialogue to the fore and constructive interaction with the UN and its segments and counteraction in specific and rare conditions in the framework of the leader's directives. It is worth noting this study applies description- analysis as a method and gathers data on desk and on the internet.

In the United States of America designing the strategy and foreign policy is the authority of the highest executive that means the executive branch. Hence، the shift of power between the two majority parties، republicans and democratic which have the different approaches and attitudes to the international system and global politics could be considered very important، the way of communicating with the states and the international system is quite different. In the fight against terrorism in Middle East which became a priority in national security strategy of America? In this article the main question is، with regard to the fight against terrorism that has been the agenda of both Bush and Obama governments، what are the differences and similarities the policies of between two presidents? To answer the question، the foreign policy of two presidents for combating the terrorism will be studied.