مهدیه ظهیر صالحی

Undoubtedly, in the formal education system of any country, all levels of education are considered the most important and fundamental. The impact of this level on the academic success of students is significant throughout their lives and educational period. The purpose of the current research was to investigate the causal conditions of the Persian curriculum model centered on storytelling.  

The research method was qualitative, using content analysis. The population consisted of all pre-school teachers in the city of Kerman, totaling 1400 individuals. Sampling was done purposively until theoretical saturation of data (involving 21 participants). The research instrument in the qualitative part was deep and unstructured interviews. For data analysis in the qualitative section, open, axial, and selective coding methods were used.  

Results indicated that the dimensions and components of the causal conditions of the Persian curriculum model centered on storytelling included 8 selective codes: emotional stimulation, strengthening perceptual power, enhancing critical thinking, academic effort, fluid learning, moral development, semantic perception, and identity strengthening.

It is suggested that visualization techniques be used to facilitate the understanding of learning objectives in the storytelling process for children. In such a scenario, the comprehension of concepts for them becomes easier. It is recommended that educators endeavor to establish a connection with children during the storytelling process and consistently seek their opinions on the topics presented in the story.

The present study has comparatively studied the teachers' communication efficiency in different educational levels of girl schools in District 2 of Kerman city and its related personal and mental factors. The population of this study consisted of 2835 female teachers in every three educational levels of District 2 in Kerman. Using Cochran's sampling formula, 339 teachers were selected as the sample of the study out of whom 97 in primary school, 50 in junior high school, and 192 in high schools. To collect data three questionnaires of communication efficiency, depression, and self – esteem were utilized. The collected data were analyzed using different methods of descriptive and inferential statistics. The results of this research include: Teachers communication efficiency in junior high school is lower than the other two levels and is the same in other two levels. Teachers' communication efficiency is high in junior high school but much higher in the other two levels. There is no significant difference between the teachers' self-esteem in different educational levels and is high in all three levels. Depression of the teachers in junior high school was more than the other two levels and the same in two other levels. Depression is low to average in junior high schools and is average in the other two levels. There is a significant relation between depression, age, work experience, educational level of teachers, and their communication efficiency.

The present study is on investigation of the possibility of establishing school-based management from principals’ point of view. School-based management is based on participatory management and is a move towards decentralization in educational system and more independence in schools.
Statistical population consisted of all principals of female high schools in Shiraz. Since the population was small, no sampling was done.
The data collection instrument was a school-based management questionnaire. The reliability of the instrument was established using Cronbachs Alpha. Reliability coefficient of the questionnaire was 0.22. using one – parameter t – test, we found that the principals saw school-based management as part of designating authority to schools and welcomed such arrangements.