مهدی نامداری پژمان

The aim of this research was to identify the factors and indicators of the ideal school model (in the Evolutionary level) based on the transformation documents (Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran and and National Curriculum Document) in the primary education period. The method of conducting the research from the point of view of data collection was qualitative, in order to extract the ideal school factors, the basic school factors were identified using the content analysis method. Reliability of codings with decoding method was evaluated by the researcher (with the agreement coefficient of 0.94) and the second reviewer (with the agreement coefficient of 0.85). By using the textual analysis method, the reports related to the indicators of each of the factors were identified and deduced based on the national curriculum document, the curriculum subsystem of the fundamental transformation document and other relevant national documents. After the indicators, the obtained model was validated by the focus group method through stakeholders. Finally, five dimensions of the training program (with five factors), environmental training (including physical space and equipment with three factors and atmosphere and culture with five factors), leadership and management of training (with nine factors), family (with two factors), local society and other environmental factors (with two factors), teachers and assistants (with seven factors), students and student organizations (with two factors), evaluation dimension (with three factors), results (with eleven factors in three categories of individual, family, social, and organizational). Finally, based on the obtained model, a clear picture of the school is presented for policy makers, planners, managers and other relevant and interested people.

The comprehensive teacher system as one of the subsystems of education, like any other system consists of three main components of input, process, and output, each of which, for its part, has an effective and constructive role in the survival and development of this system. The purpose of this study was to analyze the challenges and problems of teacher recruitment process and to provide policy recommendations for its optimization. To do so, adopting a Grounded Theory method, Semi-structured interviews were used as the main instrument for data collection. Using purposive sampling, 15 academic experts, specialists and managers in the field of human resource management and teacher education and 4 student-teachers were selected and participated in this study. Based on the research background and lived experiences of participants, the basic questions of the interview protocol were prepared and finally, with the opinion of experts, its validity was confirmed. After preparing and sending the interview protocol to the participants, the interviews were conducted. Analysis of the results and findings revealed that there are six shortcomings of: 1-policy making-institutional; 2-cognitive-attitudinal; 3-futuristic; 4-executive; 5-legal; and 6-methodological in teacher recruitment and selection. After the formation of the focus group, policy recommendations were provided in accordance with these shortcomings, which were presented in four categories of recommendations focusing on the areas of theory, policy-making and intermediate management, middle management and planning, and executive management. This study rich theoretical, methodological, and practical implications for researchers and policy makers involved in teacher education.

IntroductionDialogical leadership and organizational brilliance are emerging concepts in management and leadership, particularly in the field of human resources management, which holds special significance in today's competitive organizational environment. The open and two-way communication approach of dialogical leadership fosters collaboration among organization members, which can enhance the organization's competitiveness, employee satisfaction, productivity, and cost reduction, and ultimately lead to organizational brilliance. In recent years, Iranian higher education managers have noticed the need for an internationalization approach and competition with foreign universities, as well as domestic competition to attract more resources and achieve better performance. In this context, adopting new leadership styles such as dialogical leadership and focusing on organizational commitment can be effective in achieving excellence and subsequent organizational brilliance. By promoting open communication and collaboration with faculty members, staff, and students, dialogical leadership can increase organizational commitment in the university context, which in turn can enhance the brilliance of the university organization. Despite considerable research on the relationship between dialogical leadership style and organizational brilliance in various organizational contexts, there is still a gap in research regarding the investigation of this leadership style's impact on organizational brilliance in the academic context. Additionally, the mediating role of organizational commitment in the relationship between dialogical leadership style and organizational brilliance requires further investigation, especially the exact role of this factor in this relationship in the academic context. Therefore, this study aims to analyze the impact of the dialogical leadership style on organizational brilliance through organizational commitment in the context of Iran's Farhangian University, which plays a significant role in training expert human capital for Iran's education system.MethodologyTo achieve the study's main objective, a descriptive-correlational approach using structural equation modeling was employed. The study population comprised all faculty and non-faculty employees of Farhangian University of Iran, totaling 980 individuals. Using Cochran's formula and stratified sampling method, 276 participants were selected for the study. Three questionnaires were used to collect data on dialogical leadership, organizational brilliance, and organizational commitment, with reported reliabilities of 0.97, 0.95, and 0.81, respectively, based on Cronbach's alpha coefficient. Descriptive and inferential statistical methods were used for data analysis, using SPSS and Lisrel software.Results and DiscussionThe study's first hypothesis revealed that the dialogical leadership style has a positive impact on organizational brilliance at Iran's Farhangian University. This means that the university's leaders and administrators can achieve human resource excellence by engaging in open communication, exchanging ideas and information, and actively listening to key stakeholders. The second hypothesis of the study demonstrated that the dialogical leadership style has a positive and significant effect on the organizational commitment of Farhangian University employees in Iran.  Dialogical leadership can predict a significant percentage of employees' organizational commitment, and aligning individual employee goals with the university's goals can increase employee autonomy, accountability, and loyalty through effective communication processes. The third hypothesis of the study indicated that organizational commitment has a positive and significant impact on organizational brilliance at Farhangian University in Iran. Organizational commitment can significantly predict excellence in organizational resources, capabilities, and knowledge management, as organizational brilliance focuses on the university's resources and competencies. The fourth hypothesis of the study showed that the dialogical leadership style has a positive and significant impact on the organizational brilliance of Farhangian University in Iran through the organizational commitment of employees. This impact is strong enough to predict organizational brilliance through the two constructs of dialogical leadership and organizational commitment. A leadership style based on interaction, negotiation, and collaborative decision-making can improve employee organizational commitment, leading to improved organizational brilliance.ConclusionIn conclusion, the study's findings highlight the significant impact of dialogical leadership on both organizational commitment and organizational brilliance at Iran's Farhangian University. The study suggests that university managers can enhance organizational commitment and brilliance by encouraging faculty and staff participation in decision-making and planning processes. This approach not only increases organizational commitment among the university's main stakeholders but also leads to an overall improvement in organizational brilliance. The study concludes that dialogical leadership can be an effective leadership style for universities to adapt to changes and achieve excellence in the highly interconnected world.

Lesson study is one of the researches focused on school and curriculum that can promote teachers'''''''''''''''' professionalism in participatory process on the one hand and improve students'''''''''''''''' learning and academic progress on the other hand. Purpose of this study was to analyze the professional development process based on lived experiences of lesson studier teachers. The research method was qualitative using phenomenological approach. The study population included all lesson studier teachers who had achieved success in the field of study, experts who had written articles and books on study. Using purposive sampling method and after conducting ten semi-structured interviews, we achieved theoretical saturation in the data. Five main categories emerged, including approach, culture, technical core, tools and consequences, and finally the research model was drawn based on a systemic approach. Studies are conducted in the context of a specific culture with the characteristics of teamwork, liquidity and collaborative learning. The purposeful learning approach is process-oriented, creativity-oriented, and with tools such as teacher reflective thinking, communication, research, and problem solving, it leads to the improvement of teaching methods, facilitating, and deepening learning. Results of these processes have consequences for teachers and students such as professional development, job satisfaction, and enjoyment of learning.

The purpose of this research was to investigate and analyze teacher training practicum in the corona pandemic situation and formulate policies for the post-corona era. In this research, a sequential mixed method was used, in which the qualitative content analysis method was used, and the descriptive-survey method of SWOT analysis was used in the quantitative part. The researched society consisted of four groups of students, third and fourth year teachers, practicum guidance professors, internship guidance teachers, and practicum managers and experts. After counting the strengths, weaknesses, opportunities and threats from the semi-structured interview section with the target group, a questionnaire containing 40 items was distributed among 385 people involved in the internship. For data analysis, descriptive statistics and evaluation matrix of internal factors, evaluation matrix of external factors, SWAT matrix were used. The findings showed that the internship has taken a conservative strategy in the conditions of Corona pandemic. The special conditions of the corona outbreak have provided opportunities for Farhangian University, but the weaknesses have been more than the strengths. At the end, policies for the post-corona period were presented.

The purpose of this study was to explore the phenomenon of continuous evaluation of the faculty members' performance at Farhanguian University with an emphasis on the research aspect and to provide a model for it.

For this purpose, the researcher conducted a systematic study of the literature related to the subject under investigation and after examining and analyzing the theoretical and experimental bases of the research, the initial conceptual framework was designed. In the executive part of the research, qualitative research method was used to collect data. Using the semi-structured interview tool, the researcher interviewed with 17, an, using limited theoretical bases and analyzing the thematic content of the opinions raised, the researcher extracted the components and quality evaluation criteria of faculty members' performance evaluation.

The research findings were analyzed using thematic analysis and through the coding, the model resulting from the interviews with the experts, the focal group and the theoretical foundations of the research were designed and approved. The exploratory model showed that the research performance evaluation structure of faculty members includes 7 main components of "Research Outputs; Professional Development; Individual Characteristics, Research Consultation, Effectiveness and Social Responsibility of Research, Executive and Specialized Services, Needs-oriented Research”, and 34 sub-components, and the path of continuous evaluation of research activities of faculty members passes through these dimensions.

The use and preparation of the establishment of the estimated model and using its components and sub-components to evaluate the research performance of faculty members, It can lead to the efficient and effective realization of the study and research missions of Farhangian University.

The purpose of this study was to o design a model of professional competencies of mentor in Farhangian University. Research method in terms of purpose, applied; In terms of data collection, it was of mixed method. The statistical population of the study was the supervisors, supervisors and student-teachers of the last semester of internship at Farhangian University. The sampling method in the qualitative part was non-probabilistic and purposeful and up to saturation level. Based on this, 30 people who were more in line with the research goal were selected as the research sample. The sampling method in the quantitative part was cluster sampling in which 191 people were selected. In order to collect data in the qualitative stage, a semi-structured interview was used and in the quantitative part, a questionnaire was used to collect information. Qualitative data were analyzed using Colaizzi method and in the quantitative part, structural equation modeling was used to confirm the pattern obtained in the qualitative part. Based on the data analysis, the competencies of internship teachers were identified in 5 domains: knowledge, skill, intellectual ability, categories, attitude.

The present research has aimed to present a model to guarantee the quality of student-teacher preparation in Iran's educational system. For this purpose, a sequential, exploratory mixed research was used. Grounded theory was used in the qualitative phase. By means of purposive sampling, 28 individuals who better suited the aim of the research were selected, and semi-structured interviews were conducted with them. Content analysis led to the identification of 20 main components guaranteeing quality in the first phase: public perception of teaching profession, student admission, training system, managers, faculty members, administrative staff, structure, organizational culture, supervising and assessing the system, regulations and rules, formal curriculum, informal curriculum, internship program, coaching process, teaching process, evaluation process, learning facilitators, coaching novice teachers, assessing learning consequences, and professional support for novice teachers. To accredit the quality guarantee model, both quantitative (using questionnaires) and qualitative (forming focus groups) means were used, and the model was presented. For the quantitative phase, 745 faculty members, senior officials, mid-ranking officials and students were selected by means of random clustered sampling. A questionnaire consisting of 159 items was devised based on the given components and subcomponents, the reliability of which was determined to be 0.94 using Cronbach's alpha. Second-order factor analysis indicated that the subcomponents for each component predicted that component significantly, which shows that the model presented in this research enjoys the required credibility.

The main purpose of this study was to identify strategies to increase the participation of Farhangian University students in cultural and social activities. For this purpose, sequential mixed exploratory research method was used. In the qualitative part, the data theory approach and Glaser emerging design were used. Semi-structured interviews were conducted using the focal interview method of two focus groups consisting of the student-teacher focus group and the focus group of administrators and experts. Data were analyzed by content analysis. In the first part, 11 main components were extracted, which were policy-making, need-centeredness, atmosphere and culture, methods, reward system, structure, awareness-raising, partner activism, process optimization, student studies and content creation. Another finding of the qualitative section was the extraction of policies and actions related to each of the components, in which 40 policies and actions were identified. The model of attracting student-teachers to cultural activities was developed and presented after selective coding. In order to validate the template, the quantitative method (questionnaire) was used and after the suggestions, the template was presented as a hypothesis. According to the stated components and policies, a questionnaire consisting of 117 items was developed, the reliability of which was obtained by preliminary implementation and Cronbach's alpha method of 0.98. This questionnaire was presented to the sample and 383 student-teachers, 105 administrators and 260 faculty members completed it. The second-order factor analysis also showed that the policies and actions of each component significantly predict the components.

Higher education as an organized and planned social system (Mazo, 2021) is considered to deal with all kinds of social, political, economic, and geographical inequalities in low-income and less-developed countries. This institution, as an institution that has the task of socialization, guides the seekers of knowledge in a defined process in the cognitive and psychological field and creates characteristics in him and several functions for it is listed (Shaoming & Hui-Shu, 2014; Mapulanga, 2014; Rezaei, 2019).What is the main mission of universities is a subject that is a subject of controversy and research not only in Iran, but also in the world community and the educational systems of different countries, and it has been raised as an important challenge. Challenges such as the diversity in Canadian universities, the abundance of environmental information and the early non-compliance of German universities with them, the risk of reputation, the size and international and research orientation or the degree of the academy in English universities, lack of uniformity, lack of clear direction, weak regulatory standards, lack of resources, and corruption have been introduced in Pakistan universities. This diversity in challenges led to generational paradigmatic changes in higher education and we are currently in the fifth generation. This generation sequence can somehow be attributed to the lack of understanding of the society's situation and the future compared to the real needs. Perhaps the idea of a Meta-generation University can be presented as an alternative for university generations. Meta-generation University is a university that is based on general, stable and universal principles and seeks to provide the basis for achieving the prosperity of the society by producing science, knowledge and technology. On the other hand, the issue of the academic authority of the university system is seriously emphasized in the 1404 vision document, the comprehensive scientific map of the country, and the fifth development plan. According to the research, reference strategy is identified with factors such as focus, capabilities, use of opportunities, competitive advantage, determining the scope of action and choosing the scientific field. These factors appear in the context of the university system, which is not captured by the passing waves in the scientific world and cannot forget its mission and mission despite frequent turbulences.Rereading the paradigmatic change of academic generations has at least a few clear messages: First, the university and the institution of science, research and culture, rather than being a driver, has determined and pursued its direction, subject to external developments, environmental conditions, and external requirements. Second, the expectation from the institution of science, research, and technology in the past periods has been superficial and partial, not fundamental and deep, and for this reason, we have witnessed major changes in academic generations. Thirdly, the classification of academic generations is affected by It has been the philosophy and worldview of the thinkers in this field. For this reason, with the rise and fall of philosophical theories and worldviews, these generations have been formed or gone out of center. Therefore, the classification of university generations is based on three keywords, which can be referred to as the triangle of inefficiency of universities, and those three terms are contingency, passivity, and expiration.To deal with the lack of stability in academic generations, the idea of a "Wisdom-based University" can be proposed. Wisdom-based University is an institution that is the starting point of the Islamic-Iranian model of progress. Imam Khomeini said in this regard: "If the universities are not repaired and our schools are not repaired, we have no hope of finding the Islamic Republic" (Jafari, Seyedjavadi & Zaboli, 2021). This active role of higher education and consequently the university system is because universities have basic scientific actors who conduct research at the frontiers of knowledge and establish scientific authority.The Nth generation of universities is based on three stable principles, which are comprehensiveness, multifacetedness, and intelligence, instead of the triad of contingency, passivity, and expiration. These three elements can be found more than any other model in the model of Wisdom-based University. In Meta-generation and Wisdom-based Universities, talking about generation as an approach or paradigm does not have an expiry date, but this particular university system aims to divide universities into different generations while accelerating changes. In today's environment, these classifications will be nothing but a fruitless attempt to accompany and harmonize with external developments, and we must seek to go beyond the definitions and limitations of generations, a great mission that is the truth of existence and deep insight is based on monotheistic and divine worldview, it should be at the forefront. This long-lasting academic generation emphasizes Wisdom-based Universities because it considers the mission of universities to be transcendental and trans-spatial. A university that seeks to build a society based on ethics and transcendence based on monotheistic naturalism for the education of a transcendent human being; and it is not built in response to problems, problems, and environmental issues. In other words, a Wisdom-based University does not act passively to define the environment of its mission and to give it a special generation title to create a new generation. It determines the mission of the society and human happiness

The purpose of this article is to review the structure of the teacher competency and rating system in East Asian countries. The study method was qualitative, descriptive and analytical, which was done by examining the sources, information, data and documents available in Japan, South Korea, China, Taiwan and Singapore that addressed through documentary analysis. Therefore, the available sampling method was used. Three basic components were considered to examine the rating process in countries: the structural framework, the evaluation process, and the application of the results. The findings of this study showed that in the studied countries, in order to create a structure in which the status and value of a teacher''s work is displayed, rating or similar forms are performed. The study found that schools have a special place in the rating process and institutions have been established for this evaluation. Rankings come in many forms, but what all of these systems had in common was attention to student learning as an essential element of the education system. Finally, suggestions were made for the rating process in the Iranian education system.

Nowadays, our education system faces tangible multiplicity and issues, including the inadequacy of communication skills. Therefore, the purpose of this study was to investigate the effect of compound learning and self-directed methodology on language learning and the development of communication skills of bilingual students of pre-schools.

A quasi-experimental method was used for pre-test and post-test design. The statistical population of the study consisted of 5-year-old bilingual students from pre-schools in Karaj. Of the 50 pre-school and kindergartens, Golbarg kindergarten, which has the most bilingual students, was selected. In this way, 36 bilingual learners were selected and randomly divided into three groups of 12 people. Then, on each group the traditional, compound and self-directed method was performed randomly. The tool used included researcher-made language learning and communication skills. The validity of the questionnaires was assessed by professors of speech therapists and experts. After completing the necessary amendments on questionnaires, the questionnaires were approved. The reliability of the questionnaires was 0.81 and 0.83 using Alpha-Cronbachchr('39')s coefficient. The data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (covariance analysis (repeated measure)) using SPSS statistical software.

According to the findings, compound, self-directed and traditional methods have a significant effect on language learning and communication skills of students.

The results of this study indicated that the compound learning method has more effect on bilingual learnerschr('39') language learning than traditional and self-directed learning methods. And self-directed learning method has a significant effect on the learnerchr('39')s communication skills of bilingual students in comparison with the compound and traditional method

The aim of this study was to identify the components and elements affecting the quality assurance in preparing of teacher-students at the Farhangian University. For this purpose, a qualitative study with the approach of Grounded Theory and emerging design was implemented. Through purposeful sampling method selected 11 experts, 9 managers and 8 connoisseur student-teachers were selected. Semi-structured interviews were used to collect data. The main question were designed and implemented through 5W1H technique. The reliability of inter-coders was 0.79, and re-encoding reliability was obtained 0.90. Thematic analysis was used for identifying themes and categories of the quality assurance of student-teacher preparation. Finally, 15 components were identified affecting the student-teachers preparedness quality assurance, including practicum, curriculum, hidden curriculum, faculty, internship guide teachers, managers, coaching and role model, teaching-learning process, goal setting, organizational culture, decentralization, assessment and selection of input, induction, future study and proactioning, and evaluation system.

The purpose of this study was to determine the effectiveness of Hamadan board schools and compare it with ordinary schools. The research method was ex-post facto. The statistical population was all of the teachers of the board and ordinary schools of Hamadan province. 62 schools and 485 teachers were selected as the samples using stratified sampling method. Data collection tools consisted of a Job satisfaction questionnaire by Bryffield and Roth (1951) with a reliability of 0.84, Organizational Health questionnaire by Saatchi et al. (2011) with a reliability of 0.94, Otley and Akif's Inventory of Innovation (1982) with a reliability of 0.88 and a questionnaire on school education quality (Sanjari et al., 2006) with a reliability of 0.98. Using t-test and one way ANOVA, the difference between the normal schools and board schools was significant in organizational health components (t= 0/46 = 2, p> 0.05) and the quality of educational affairs (t= 32.27, 0> p). However, there was no difference in organizational innovation (t= 0.77; p= 0.48) and job satisfaction (t= 0.4; p= 0.69). In components in which significant difference could be seen, the board schools were in a better position. In terms of educational level, there was a significant difference between the courses including organizational innovation (F= 6.02; p> 0.05), organizational health (F= 18.51, p<0.05), job satisfaction (F= 11.96, p <0.05) and the quality of education (F= 32.08, p< 0.05).

The purpose of present research was to identify the perceptions and interpretations of experts, managers and students about the quality assurance of how to educate and prepare a student in Farhangian University. For this purpose, qualitative study was conducted with a phenomenological approach. 11 experts, 9 managers and 8 students were selected through purposeful sampling with method of maximal variation. An unstructured interview was used to collect data. After a coding by the researcher, was conducted reliability and validity. The reliability of recoding by the researcher was 0.90. The thematic analysis method was used to identify the topics and quality assurance categories of student-teachers. Finally, 6 factors were identified as perceptions of the quality assurance of student education, which include monitoring and continuous improvement, achieving goals and standards, updating goals and standards, teacher professional competencies, results and accountability.

The purpose of this study was to determine the effectiveness of the lesson study on professional skills in Hamadan province Exceptional Education Teachers’. Research method was ex-post facto. The population was all of exceptional teachers’ in Hamadan Province in 2013-2014 academic year. Through stratified random sampling method, 320 teachers were selected as sample. Data gathering tools included questionnaires of providing learning opportunities, interest in increasing knowledge and job skills, class organization and management, and observation forms included applying learning theories, use of teaching aids and education supplies, use of correct methods of assessment, encourage students to work in groups and test of familiar with theories of learning. Results showed that lesson study groups and other have significant differences in variables of providing learning opportunities (t=2.23; p

Spirituality in the workplace and employees organizational commitment is the most important variables of organizational behavior that affecting the job performance and behavior of employees in organizations. This study was carried out to determine the relationship between organizational commitment and spirituality in the workplace with ethical behavior of employees. The present research is a descriptive research of correlation type. Population consisted of all Kharazmi University staffs in 2013 which 250 persons were selected through simple random sampling. The instruments were three questionnaires included organizational commitment, workplace spirituality and ethical behavior of the employees. Data were analyzed by using multiple regression and SPSS software. Results indicate that the relationship between organizational commitment and spirituality in workplace with ethical behavior of employees was positive and significant. The results of regression analysis show that the dimensions of organizational commitment, affective commitment and continuance commitment can significantly predict the ethical behavior; also, the analysis showed that the dimensions alignment with the organizations values and meaningful work of spirituality in the workplace can significantly predict variance of staff's ethical behavior. Based on the findings, it can be concluded that organizational commitment dimensions and the spirituality of workplace affect on ethical behavior of employees.Therefore, it is important for manager to focus on the variables of organizational commitment and spirituality in the workplace in order to enhance the staffs’ ethical behavior in the organization and organization development.

Academic literacy is the most important support of higher education which must be associated with emotional literacy that is one of the important factors in determining success of person in life necessarily. Emotional literacy along with emotional literacy can have an undeniable impact on the scientific community. This study aimed to investigate the correlation between academic literacy and emotional literacy of the university faculty members. In this descriptive-correlational study، 100 University faculty members of Kurdistan University who their research scores were recorded were selected by simple random sampling method and according to Cochran formula were studied in 2012. Data were collected using research experiences form and Bar-On emotional literacy questionnaire with the reliability equal to 0. 81 in Cronbach''s alpha scale. The validity of the questionnaire was reported high through exploratory factor analysis. Data were analyzed by descriptive and inferential statistics (Pearson correlation and simple two-variable regression tests) using SPSS 20 software. There was no significant correlation between emotional literacy and its domain with academic literacy. Also the academic literacy model was not successful to predict emotional literacy of University faculty members (p=0. 87). There is no correlation between academic literacy and emotional literacy in the University faculty members and the high academic literacy as a determinant factor of the ability of a person to effectiveness life does not necessarily mean the high emotional literacy.

Job satisfaction and organizational commitment are prerequisites of internal and external efficiency of an organization. This research aims to study the relationship between job satisfaction and organizational commitment in the staff of Hamadan Red Crescent Society in 2011. In this descriptive-correlation study, staff of Hamadan Red Crescent Society (about 120) was selected and studied by using random sampling and Cochran's formula. Data was gathered by using both questionnaires of organizational commitment (Allen and Meyer) and job satisfaction (Visoki and Krom) (r=0/79 and r=0/93 respectively). For data analysis, it was used of correlation coefficient, one-sample t-test, one way ANOVA and Scheffe test. The results showed that the rate of job satisfaction was well above average in factors such as nature of work, management and coworkers; also, all of the components were more than average in organizational commitment. Organizational commitment had a significant relationship with all of job satisfaction dimensions (r=0.45). No significant difference was observed between male and female employees in job satisfaction and organizational commitment. Moreover, there was a significant difference in job satisfaction and organizational commitment among groups with different level of academic education. According to the findings, there is a relationship between dimensions of job satisfaction and organizational commitment; and the lowest level of employee satisfaction was related to the opportunities for job promotion and satisfaction with salary. Therefore, human resources management is recommended to promote and enhance the employee job satisfaction, loyalty and devotion to the organization by adopting some measures such as selection of qualified personnel; bestowing timely and appropriate rewards based on accurate assessment of performance; increase in wages and salaries with regard to the staff capabilities and payment systems in other organizations; and providing opportunities for staff promotions.

This research aimed at specification the role of personality traits in genesis of staffs, job conflict in Kurdistan province education in 1390 year. Method of research was descriptive and correlation type. By simple sampling method selected 132 persons from population that were 200 persons. Used tools included Five Factor Personality Inventory (NEO-FFI 60 items) with reliability α= 0.83 and DuBrin Job Conflict questionnaire (DJC-20) with reliability α= 0.86. Data analyzed by forward regression analysis. Results showed that variables of agreeableness (t=-4.40), conscientiousness (t=-3.50), neurotic-ism (t= 2.54) and openness (t=-2.4) had significant relation with job conflict (p<0.05 but relation between extraversion and job conflict not significant. In total four factors of personality, predicted 52 percent of job conflict variance. Base on B coefficients, among predicted variables, agreeableness had most correlation with job conflict (-0.36) then conscientiousness (-0.30), neuroticism (0.22) and openness (-0.15) had most correlation.

Metacognitions are one of the newest constructs in educational psychology, and have considerably been investigated by many educational researchers. The aim of the present research was to determine whether teaching metacognitive skills can improve the students, achievement motivation and reading comprehension.The research method was quasi experimental, with pre- and post-test assessments. Two classes were selected randomly from the 2nd grade majoring in Humanities at high school in Esfarayen during the academic year of 2011. One class was randomly assigned to experimental group (N = 32; Mean age = 16.4; SD= 1.2) and the other one to control group (N = 30; Mean age = 16.6; SD = 1.1). Measures included Edwards Achievement Motivations Questionnaire (α = 0.81) and a researcher compiled test for reading comprehension (α=0.82). During 15 training sessions, the participants learned about 5 areas of metacognitive skills (i.e., aim, planning, control, evaluation, and mistakes correction). For data analysis, ANCOVA models were used.
The results showed that learning about the metacognitive skills had a positive effect on the students’ achievement motivation and reading comprehension. The findings suggested that teachers can learn about and use the metacognitive skills in order to enhance their students’ achievement motivation and learning outcomes.

Introduction & Internet has become more widespread، removed borders، and provided the people all over the world with great opportunities. Notwithstanding this، the consequences especially in social and cultural context must not be neglected. One of the harmful aspects of internet is internet addiction disorder. The present study aimed to survey and analyzes internet addiction relationship with depression، social adjustment، and self esteem. Our research method is descriptive-correlational. By random sampling and offline method، we have selected a sample consisting of 120 persons from Dubai coffee net users with different native languages، 74males and 46 females، aged at least 18 years old and proficient in the English language. Research tools were young internet addiction test (IAT) with reliability α=0. 88، Beck depression inventory with reliability α=0. 84، Sinha social adjustment with reliability α=0. 92 and Eysenck self esteem inventory with reliability α= 0. 87. The data was analyzed with path analysis method. The results from analysis showed that the data has goodness of fit with the presented model (χ2=3. 17; df=3; P=0. 36; GFI= 0. 99; AGFI= 0. 96; CFI= 1. 00; NFI= 0. 97; RMSEA=0. 02). Scales means in internet addiction was 47. 69±17. 75; depression 21. 29 ± 11. 12; social adjustment 19. 75±7. 91 and self esteem was 15. 16±4. 16. Path coefficient showed that depression (β= 0. 57; t=7. 61)، social adjustment (β= -0. 55; t=13. 1) and self esteem (β= -0. 32; t=14. 8) have significantly predicted internet addiction Internet is an important means in the today’s world، but we have to be fully aware of its dangers. In order to avoid the risks of internet use، vast national and international culture-building activities should be done. The results of our research proved the above-mentioned hypothesis.