مقالات رزومه ایوب فیضی

The main purpose of this study was to investigate the relationship between managers' communication skills and the effectiveness of classroom management.

The method of the present study was descriptive-correlation. The statistical population included 28 principals and 976 teachers of secondary schools in Amol city. Stratified random sampling method was used to select the statistical sample. Based on this, 24 managers and 278 secretaries were selected as the statistical sample of the study. Data collection tools were Barton Communication Skills Questionnaire (1990) and Imarohikman Classroom Management Effectiveness Questionnaire (1991). The communication skills questionnaire had 18 items with three components "verbal skills, listening skills and feedback skills". The Classroom Management Effectiveness Questionnaire also consisted of 35 questions that measured the three components of "establishing discipline in the classroom, the effectiveness of parental education, and the effectiveness of the teacher's personal training." The validity of the questionnaires was confirmed using face and content validity methods. The reliability of the questionnaires was also reported using the appropriate Cronbach's alpha method. In order to analyze the data, Pearson correlation coefficient test and path analysis test were used.

The results showed that there is not a significant relationship between the communication skills of managers and their components with the component of classroom discipline, but the total score of total communication skills of managers and its components with the other overall score of the classroom management and the components of the effectiveness of parent education And there is a positive and meaningful relationship between the effectiveness of teacher training. The results of path analysis indicate that the effect of verbal skills on classroom discipline is irrelevant and has a significant effect on the effectiveness of parental education and the effectiveness of teacher education. Hearing skills can also explain the effectiveness of parental training and the effectiveness of teacher training in a meaningful way and the classroom discipline is unreasonably explained. Finally, feedback skills can effectively explain the effectiveness of parental education and the effectiveness of teacher training in a meaningful way and the classroom discipline is unreasonably explained.

Based on the research findings, it can be concluded that Strengthening the communication skills of principals can be effective in enriching verbal and non-verbal communication with students' parents and also helping teachers in the quality of classroom management.

The present study aims to investigate the mediating role of organizational image in the relationship between organizational identity and academic optimism in Islamic schools in Tehran.

The study is applied in terms of purpose and descriptive and correlational in terms of method. The statistical population includes all of 270 teachers of Islamic primary schools in Tehran. The sample size was 159 using Krejcie and Morgan (1970) table. Simple random sampling method was used to select the statistical sample. In order to collect the data and information required in this study, the Academic Optimism Questionnaire of Beard, (and Hoy, and Woolfolk Hoy, 2010), the Organizational Identification Questionnaire of Mael and Ashforth (1992) and the researcher-made organizational image questionnaire were used. The reliability of them was 0.85, 0.81 and 0.79, respectively. Pearson correlation coefficient and structural equation modeling were used to analyze the data.

The Findings showed that there was a relationship between organizational identity and academic optimism, between organizational identity and organizational image, and between organizational image and academic optimism. Furthermore, the findings showed that there was a relationship between organizational identity by the mediating role of organizational image, and academic optimism.

Academic optimism is one of the signs of success in schools, and what will improve this important component in Islamic schools is paying attention to the organizational identity and organizational image of Islamic schools. The beneficiaries’ improper understanding of the organizational identity and organizational image of Islamic schools and its capacities will affect the quality of education and the overall performance of these schools.

The aim of this research was the investigation of direct and indirect effects of virtual social networks on student’s social and learning outcomes. Research method was casual-correlation. The statistical population of this research included 4500 students of Islamic Azad University and Payame Noor University of Saqez in the 2016-17 academic year. According to the statistical population and using Krejcie & Morgan sampling table, 354 people were selected as the sample by stratified random sampling method. In order to collect research data, Yan Yu et al. virtual social networks, social and learning outcomes questionnaires were used. The questionnaire has 26 items that measure research variables included: using virtual social networks, acculturation, social acceptance, self-esteem, satisfaction of University life and performance proficiency. To assess the validity of this questionnaire, formal and content validity and to assess reliability exploratory factor analysis and coefficient of Cronbach's alpha were used. Cronbach's alpha was 0.85. Data were analyzed by Pearson correlation test and path analysis using SPSS and Amos software. The result showed that using virtual social networks has a positive and significant relationship with social outcomes and learning outcomes. Also, the results of path analysis showed that using virtual social networks does not directly affect the learning outcomes, but by mediating social outcomes has indirectly effect on the outcomes of student learning.

This study aimed to determine the role of core self-evaluation and job autonomy on nurse's job performance in Sanandaj public hospitals.
This study was a descriptive and correlational one. The study population consisted of the nurses who work in Sanandaj city public hospitals, selected 213 people using stratified random sampling in 2016. In order to data gathering, Paterson job performance scale (1990), Judje et al. core self-evaluation scale (2003) and Gunster job autonomy (1989) were used. Pearson correlation coefficient, regression analysis and multivariate variance analysis (MANOVA) were performed to data analysis.
Study results revealed that mean score and SD of core self-evaluation, job autonomy and job performance were 43.84 ± 5.52, 42.65 ± 10.26 and 52.81 ± 5.85 respectively. So that, mean of core self-evaluation and job performance were desirable and job autonomy was at the intermediate level. Also, there was a significant association between core self-evaluation and nurse's performance which this variable was able to predict 15% of job performance variance. While, there was no significant association between job autonomy and nurse's job performance. Also, the study results revealed that there was a significant difference between core self-evaluation and job performance among male and female nurses.
Based on study results, core self-evaluation has a significant association with job performance which can predict it among nurses.

This study aims at investigating the relationship among university teachersʼ personality traits, classroom leadership style, and teaching efficacy. The population of this descriptive, casual-correlational study consisted of all faculty members of Shahid Madani in the academic year2015-2016, out of which 138 were selected using stratified sampling method. The research instruments included the Big Five Inventory of personality traits (NEO), the Halpin leadership styles questionnaire (LBDQ), and a researcher-made questionnaire of teaching efficacy. To analyze the data, Pearson correlation coefficient and structural equation modeling with SPSS and Amos software were used. The results showed that personality traits components (extroversion, conscientiousness, and agreeableness) had a positive and significant relationship with teaching efficacy components of scientific ability and scientific behavior (p≤ 0.05). Moreover, classroom leadership styles of consideration and initiating structure had a positive and significant relationship with teaching efficacy components (p≤ 0.01). Finally, the obtained data fit the conceptual model, indicating that personality traits and classroom leadership styles can account for the teaching efficacy.

The population of this meta-analysis were the available related studies done between 1370-1392 in the country, including full-text articles, theses and research projects in the databases and libraries, universities or government agencies. Based on the inclusion exclusion criteria as well as sensitivity analysis, almost 323 effect size from about researches were investigated. The results of the combined effects of gender differences on the effectiveness of cooperative and discussion methods in random model for girls and boys was 0.665 and 0.589, respectively, which were both statistically significant effect sizes. Based on Cohen's criteria, we can say that the effectiveness of these methods for male and female students is average and desirable. Also, the independent t-test results showed that there is no statistically significant difference between the effect size means of boys and girls although the effect size for girls was greater. So, as suggested by the theoretical foundations of these teaching methods, these methods are not limited to a particular ability level or sex but all who are engaged in can benefit from these methods

Over the last few decades, group instructional methods have been the focus of many researchers. There are multiple studies on the effects of group instruction that highlighted a demand for a combination of research in this area. The method of the recent study was meta-analysis and the purpose of this study was combination of studies on the effects of group teaching methods (cooperative and discussion) on the learners’ cognitive, emotional and social indicators. The research population consisted of the available related studies which were conducted in Iran between 1370-1392, including full-text articles, theses and research projects in databases and libraries, universities or government agencies. Based on the inclusion and exclusion criteria, as well as sensitivity analysis, almost 323 effect sizes on 172 researches were investigated. The result for the combinational effect size was obtained 0.643 for the random effects model. Findings indicated that these methods have a more effect on social and cognitive outcomes, respectively. The other finding of this study was to determine the effect size for each outcome with separate indicators. It became clear that based on the critical thinking indicator for cognitive outcome, self-esteem indicator for emotional outcome, and citizenship skills indicator for social outcome had the largest effect sizes. The finding of this meta-analysis has an adequate theoretical and empirical support, and they emphasize to review and use these methods in the educational system.

The aim of this research is to combine the studies’ results that had been made on the cooperative learning methods effectiveness on academic outcomes between exceptional students. The method of this research is metaanalysis. The populations were available related studies between 1370-1392 in the country, full-text articles and theses in Noormags, Magiran, SID and Irandoc databases. For gathering data, the research proposal check lists (Mesrabadi, 1389) is used. Nineteen effect sizes were being investigated based on inclusion and exclusion criteria on 7 primary researches. Sensitivity analysis, fixed and random effects models and the heterogeneity analysis with CMA software was used for data analysis. Analysis of the data showed that the cooperative learning has positive effects on exceptional students’ academic outcomes. The combined effect size for the fixed effects model (model selected for this meta-analysis) was equal to 0/761 which was statistically significant (P<0/01). it can be concluded that the cooperative learning methods have positive effect on education of exceptional children.

The expansion of studies that done in the demand of effective factors such as social factors on mental health provides the ground work for the combination of these studies. So, this meta-analysis was implemented to determine the summary effect size of the relationship between social indexes and mental health measures. The method used in this study is a Meta-Analysis. To achieve above aim used of quantitative findings from 46 studies, that computed 77 effect sizes from these. The studies that were used in this study collected from databases such as magiran, noormags, Scientific Information Database and proceeding articles that published in the Seminars of college student’s Mental Health. After reviewing the inclusion and exclusion criteria, the correlation effect sizes in selected studies were analyzed with the CMA2 software. In this study, were calculated both random and fixed models, that selected random model, according to the results of the heterogeneity analysis of the Q and I2 factors. The results showed that the combinational effect size of the studies obtained 0.139, after eliminated 10 effect sizes. The combined effect size of studies was calculated low based on Cohen's criteria. Also, the results of heterogeneity analysis indicated that there are moderating variables in the studies. The evidence of this meta-analysis associated with prior theoretical and empirical foundations, indicates the relationship between social support and mental health. According to the results of this meta-analysis for successful mental health programs due to cultural and social issues will be necessary.

The aim of this study was to determine the mediating role of job involvement in the relationship between job characteristics and components of commitment of employees. The study population included all of employees (acacemic and administrative staff) in Azarbaijan Shahid Madani University (N=420) in 2013-2014 academic year, of whom 204 were selected by stratified random sampling. The research was conducted with a correlational method. They were assessed by Sims, Szilagyi and Keller (1976) job characteristics, Allen and Meyer (1991) organizational commitment and Kanungo (1982) job involvement questionnaires. Data were analyzed by Structural Equation Modeling. Results showed that there was a significant relationship between each of the components of job characteristics and job involvement (p<.01). Also, the results of structural equation modeling showed that job involvement played a mediating role between the various components of the task, attitude, interpersonal relationships and friendship as well as affective and normative commitment. According to the study, for the increasement of employees’ organizational commitment and involvement, and improvement of their job performance and productivity, managers should pay more attention to employees’ perceptions of their job characteristics and provide an opportunity for building friendship relationships in workplace.

Considering the importance of diversity in communities with different ethnic background, its impact on national unity and integration is obvious. The aim of this study was to determine the national-ethnic identity dimensions and comparing ethnic, national and global identity in the students from different ethnic groups in Azerbaijan Shahid Madani University. The method of this study was causal-comparative and population includes students of three ethnic groups (Turk, Lor and Kurd) who were enrolled in the academic year 91-92. The sample size was 364 subjects that calculated by krejcie and Morgan sample size table. The study sampling method was snowball sampling. To measure the dimensions of ethnic and national identity, were used the ethnicity and nationality scale and acceptance of globalization scale to student global identity. For data analysis, was used the exploratory factor analysis and multivariate analysis of variance. The results in national-ethnic identity dimensions indicate nine identity dimensions that was explained 70% of the variance of the students’ national-ethnic identity. From the nine identity dimensions, six components were for ethnic and three for nationalism. Also the results showed that in general, composition of students’ scores were different together in three components of ethnic, national, and global identity. Finally, there are differences between ethnic groups in terms of component related with non-ethnic and prejudice national, but these differences wasn’t observed in national and global dimensions of life.