abdollah parsa

Choosing managers in such a way that they can realize the missions and missions of educational systems is one of the serious and strategic issues and challenges of education. Therefore, it is necessary to know the effective and involved factors in the selection of school principals due to their meritorious selection and appointment. Therefore, the current research was conducted with the aim of identifying and prioritizing factors affecting the selection of school principals.

This research was a type of mixed research that was carried out in 1402 using the method of metacomposition and thematic analysis. In terms of purpose, it was applied-developmental and in terms of descriptive-survey method. In the first stage, by searching in various scientific databases, 357 primary sources were extracted in the period from 2000 to 2023, which were mentioned in the keywords of the research. Then, considering the desired criteria, the number of 34 articles and 7 experts were selected using the purposeful sampling method. The validity of the data was obtained by using the Kappa test of 79%. Next, selected sources were analyzed using the theme analysis technique and Max qda software.

The findings show 93 basic themes, 78 organizing themes and 13 overarching themes (competencies, skills, leadership, indigenization, stakeholders, power, collaborative management, experience, professionalism, spirituality, organizational commitment, accountability, networking), as effective factors on the selection of school principals in Iran. In order to prioritize the factors in terms of their importance, using the opinions of 7 experts from Shahid Chamran University of Ahvaz and the General Department of Education of Khuzestan province, and using SPSS software (Friedman ranking), the mentioned factors were ranked.

The results showed that the factors of "networking", "core competency" and "stakeholders" have the highest degree of importance, respectively. So; Education planners and policymakers should pay special attention to three important factors in selecting and appointing school principals in addition to other factors.

The present study was carried out with the aim of exploring and evaluating the question that how can the advantages of the fourth industrial revolution be exploited for the formulation and development of educational standards of the industry sector of the Technical and Vocational Education Organization? Exploratory research method has been used to investigate the objectives of this research. In order to carry out this method, the meta-eval;uation method in the qualitative part and the quantitative descriptive method required information from documents, reports and printed scientific articles related to the 4IR, skills and technical education standards and It was collected in prestigious English and Persian magazines and technical and vocational education organization and Khuzestan Industrial Towns Company. The results of the research showed: First: digital skills, data analysis, cyber security, problem solving, creativity, communication, energy cooperation and renewable energy technology are the priority of education and learning in 4IR. Second, the companies based in Ahvaz Industrial Towns are at the beginner level of this revolution, and a few training courses have been designed and implemented in this field. Third, the educational standards of the Technical and Vocational Education Organization of the country and Khuzestan,It has not been regulated in this regard. As a result, the necessity of re-engineering these standards is felt in the light of the developments of the industrial revolution in technical and vocational education and the educational needs of industrial companies, and not paying attention to it can threaten the competitiveness, efficiency and effectiveness of industries.

This study aimed at designing a model for developing a learning city with focus on university in metropolis city of Ahvaz from the perspective of educational planning. The research is based on the Grounded theory. The statistical population included faculty members of Shahid Chamran University and Ahwaz municipality managers and sampling was purposeful and snow ballets till the researcher after interviewing 23 samples reached a saturated decision. With analyzing the data of the interviews, 834 open codes extracted that from combination of them, 38 categories developed and after 3 steps of open coding, axial coding and selective coding, learning city model with focus on university with six main categories (condition of creation, phenomenon aligned, background conditions, modeling condition, strategies and consequences) presented. The designed model could be used as a strategic or operational model in municipality of Ahvaz city. Based on the data of this research, consequences of collaboration of municipality and university could be define as follows: social growth and maturating of the citizens, developing of social urban activities, increasing of cultural and scientific associations, improving urban decisions,upgrading of university and municipality cooperation, Appropriateness of the distribution of educational services with the distribution of the urban population, innovation in urban views and perspective and making necessary to providing tutorials for any projects in the learning city and improving the municipality collaboration in national and international levels.

The purpose of the present study is to explore the extent to which teachers use appropriate and inappropriate humor during the teaching process. Humor in education is an essential tool that can help teachers to enhance student learning by creating a motivating classroom environment. Using humor in the classroom requires certain techniques and principles that can be learned. Some types of humor have positive results and increase the effectiveness of teaching. In contrast, there are other types of humor that, when used in the teaching process, have negative effects on the teaching and learning process. In this regard, the category that has been studied in this study is the category of Frymier et al. (2008, p.5,4) which classifies humor in teaching in to two categories: appropriate humor and inappropriate humor. Appropriate humor means that humor is not offensive or appropriate for the classroom. Inappropriate humor is a type of humor that is offensive or not appropriate for the classroom.

This research is a quantitative research based on statistical analysis of numerical information in terms of approach and data collection method. In terms of purpose, it is applied and in terms of nature and method, it is a descriptive research, survey type. The statistical population of this study included all secondary school students in Shush city (Khuzestan province) in the academic year 2019-2020. The minimum sample size was calculated according to Morgan table and a total of 366 students were selected by stratified random sampling method. The required data were collected through an appropriate and inappropriate humor questionnaire (Frymier et al., 2008). Using Cronbach's alpha, the reliability of the questionnaire was calculated (α=0.95). One-sample t-test, independent t-test and dependent t-test were used to analyze the data.

Findings showed that teachers' use of two types of appropriate and inappropriate humor was less than average, while teachers in the teaching process were used more appropriate humor than the inappropriate one. Also, male teachers, more than female teachers, have used appropriate and inappropriate humor in the teaching process.

Student learning is very important, and it is the teacher's task to produce his teachings- learning process, and topics with appropriate communication tools to make student learning a reality. One of these communication tools is humor, which the teacher should be able to use the best types of humor, including the appropriate humor that helps the teaching-learning process.

This sequential exploratory mixed research (instrumental making) was conducted to recognize important features of moral and survey of the attention extent to moral instruction in elementary schools. In Qualitative section, by conclusive-phenomenological method 14 faculty members, experts and textbooks’ authors whom selected purposefully, were interviewed. Validity and reliability of interviews were confirmed by revision of question and answers and comparison of some extracted themes by two independent analyzers. Then 80 basic and 13 organizer themes, were collected in 4 dimensions individual goals, social goals, methods and challenges, ethics education insufficiencies), and a researcher- made questionnaire consisting of four main dimensions was made for quantitative (descriptive –survey) section of research. Validity of the questionnaire was confirmed by 10 experts. The reliability was calculated by Alpha Chronbach coefficient (0.85). Based on quantitative results, teachers assessed that in individual goals dimension, themes such as (Personal hygiene, relationship with God, and self –controlling), and in the dimension of social goals, themes such as (relationship with others, and relationship with the nature) significantly higher than desired mean that indicates enough attention to these moral features in comparison with others. Individual morality themes (bravery, spirituality- not as religious upbringing, human dignity, personal discipline, and self-governance) as well as a coherent curriculum for achieving the high level goals of all three cognitive, emotional and practical levels, need to more thoughtful attention and planning. Development of teachers' ability for deeper understanding of ethical themes and the effectively use of moral education is an important suggestion of this research.

This study aimed at designing a model for developing a learning city with a focus on the university role in metropolis city of Ahvaz. The research is based on the Grounded theory. The statistical population included faculty members of Shahid Chamran University of Ahvaz and Ahvaz municipality managers. Snowball sampling was purposeful and continued until the researcher reached a saturated decision after interviewing 23 samples. After analyzing the the interviews’ data, 834 open codes extracted, 38 categories developed and following the three steps of open, axial and selective coding, the learning city model was presented. The model focuses on the university with six main categories: Causal conditions, pivotal phenomena, contextual conditions, interventional conditions, strategies, and consequences. The designed model could be used as a strategic or operational model in municipality of Ahvaz city. Based on the data The consequences and implications of a collaboration between the city and university are as follows: social development and maturating of the citizens, developing of social urban activities, increasing of cultural and scientific associations, improving urban decisions, upgrading of university and municipality cooperation, increasing public awareness and responsibility of the citizens and officials regarding the education, teaching, innovation in urban landscapes and landscape and the obligation of preparing tutorials for any projects in the learning city and improving the municipality collaboration in national and international levels.

Conceptual roadmap, at universities, reflects the goals, missions, and perspectives clearly leading to reinforce and expand the mission of the university components, such as faculties based on the mission of the university. This study was carried out aimed to investigate the faculty members' attitudes towards some factors affecting the creation of a conceptual roadmap of university development (university legitimacy, organizational atmosphere, functions, and disciplines development). This is a confirmatory type work that in the quantitative section through a descriptive-survey method, a researcher-made questionnaire and statistics (mean, frequency, and percent) were used, and in the qualitative section, the focus group interview method and coding and content analysis were utilized to collect and analyze the information. In quantitative section, 234 people were selected among the faculty members of the Shahid Chamran University of Ahwaz by randomly simple sampling method. In qualitative section, the group interview was conducted with the participation of 8 experienced people and experts of the university. In addition to face and content validity, the reliability of the questionnaire was also calculated and reported in the quantitative section through the Alpha - cronbach coefficient. According to the quantitative results, the scientific elites are requesting immigration to the other cities and countries, and the atmosphere of the university is heavily political. The educational function is a priority of the university, and the disciplines relative to the potential of Khuzestan province have been focused greatly. The results also indicated that the members of the focus group did not agree with some results obtained in the quantitative section, the most important of which were the faculty members' fear of criticism, the positive impressions of graduates from their studying place and the importance of engineering development and basic sciences as well as the low level of immigration of the university's academic elites from the province.

The current conditions of society and the importance of a knowledge-based society have led schools, students and families to seek a more comprehensive and comprehensive education. Therefore, educational systems have been subject to judgment and accountability more than before. Dynamic learning system needs to be evaluated to deal with any changes and enhancements in quality, and continuous improvement of the quality of education requires the establishment of a sub-system of evaluation and quality assurance, and the use of scientific methods in this regard. In the last few decades, the transformation of this branch of education has been such that, according to King and Alkin (2018), educational evaluation is "investing in people and progress." One of the programs to evaluate and assure the quality of educational systems is to use the "accreditation system"; Because accreditation is a quality assurance tool that ensures a consistent improvement in the quality and durability of the provided training, it is based on the assumption that in order to achieve quality assurance, it is necessary to continuously and accurately evaluate, measure, review and review Programs and educational institutions. Considering the obvious evidence of poor quality of schools in students' overall guidance and growth, the growing decline in education budget and low level of knowledge and skills of graduates, paying attention to productivity and reducing costs and increasing the quality is essential. As a result, schools need to have a precise and transparent tool for accreditation their effective organizational activities in the education landscape in order to become institutionalized. The researches carried out in the field of accreditation have not provided a comparative model for accrediting theoretical schools, which includes all aspects of the school as a social system so that it can accredit the schools. Given the importance of the issue, the design of the School accreditation Model is inevitable. The purpose of this study was to design an accreditation model for teaching quality assurance in the theoretical secondary schools using a qualitative content analysis method with inductive approach. The participants in the research consisted of four groups of education experts, experts in accreditation, officials in education and training, and documents. In order to select the sample, a targeted sampling method was used. Sampling continued to the extent that the researcher reached a theoretical saturation using a semi-structured interview with 35 sample members. The research tool was a semi-structured interview and document analysis. The content validity of the interview was obtained from the viewpoint of the education specialists and To validate, data was coded, named, categorized and analyzed for coding and validation of the findings was confirmed by interviewers using three methods, Triangulation and peer review. The results show that the accreditation model of the secondary schools has the following seven factors (Organizational structure, physical structure, teacher individual factors (administrative and educational staff), Individual factors are students, political factors, cultural factors and technical core of teaching and learning). The core of teaching and learning in the proposed model has 10 criteria. Other activities are secondary to the mission of teaching and learning, This process shapes the many managerial decisions that must be taken in schools. The technical core of teaching and learning directly influences the other factors of the proposed accreditation model and also influences them. In the model presented in the present study, the existence of an efficient and effective organizational structure including the bureaucratic expectations of demands and formal requirements that the organization determines is emphasized. Individuals are also the main element in all social systems (the school has both a structural dimension and a subsequent individual). Teachers, administrative and educational staff, and students with their own individual needs, goals and beliefs, and create personal orientations and rational understanding of their roles. Two important and influential factors in the accreditation of schools and emphasized in the model presented in this study are cultural factor and political factor. In this model, culture is beyond the formal and individual aspects of organizational life, and deals with common meanings and unwritten rules that guide organizational behaviour. Based on this model, attention should be paid to the symbolic nature of social interactions in schools, and what happens in schools should be interpreted in the context of school culture. Schools are also susceptible to political activity due to their loose structure. Therefore, it is necessary to consider the political factors in designing a accreditation model. as a result, by identifying 60 criteria and 266 indicators in line with the characteristics of the secondary schools for the above seven factors, the suggested model for accrediting secondary schools was introduced. The proposed model illustrates the fact that the secondary schools are a complex and multi-dimensional theoretical concept that if considered with seven factors mentioned, such as an open social system, the more the coordination between the seven factors, the more effective and credible the system Is. School outcomes are a function of teaching and learning interaction, structure, individuals, culture, and policies that are limited by the forces of the environment. This is a new, academic, and a small move in the direction of increasing the productive and productive vision of the credibility of the education system of the country. Therefore, the results can be used both at the micro level and at the macro level. The present study was confronted with limitations that one of them is the extent and focus of education in the country. Although the participants included education experts, managers of various education levels, and experts in accrediting and assuring quality in the national context, the model might have been designed for large, high schools and first-class schools in big cities. As a result, its generalization should be done with caution to other theoretical secondary schools, and especially rural and remote small schools with their own specific constraints. The lack of related studies and researches based on similar methodology in the field of study and difficult access for participants in the research were also the limitations of the researcher and the difficulties of this research. 

Paying attention to the elite and talented students has been one of the central ideas of the education system in each community. According to this, the aim of this study is assessment of challenges of seperation of gifted and talented students. Research method is an exploratory mixed type. The data were collected, using both qualitative (interviews) and quantitative (researcher - made questionnaire) method. The questionnaire used in this study, included the intellectual foundation of separation with 30 items, and three subscales with reliability of 0.73, facilitating factors subscale with 21 items and the reliability coefficient of 0.83, inhibiting factors subscale with 12 items and a coefficient reliability of 0.85, social capital subscale with four subscales and 29 items, with a coefficient reliability of 0.84. The population in quantitative part was included all of the talented and gifted student’s schools and 4 regular schools in Bushehr province. The samples were appointed of 260 students, 70 parents and 70 teachers. In qualitative part, 15 faculty members of Shiraz University and Shahid Chamran University of Ahvaz and 30 stakeholders (parents, teachers, and students) were interviewed. The qualitative results of this study showed that the separation approach, was not an acceptable performance in Iran, but because of lacking a suitable situation, omitting this approach is not allowed. After identifying the facilitating and inhibiting factors through the talented schools, these factors were presented for stakeholders groups, and the results showed that the factors such as: separation from the first years of primary school, higher social status, and obtaining the best jobs are the most important facilitating factors. Also, the current definition of talented, negative attitude of parents to these schools, and difficulty of internal exams in these schools are the most important inhibiting factors. In quantitative section of results, there was not found any significant differences between the attitudes of different stockholders groups to educational nessesity of separation, and to development of social capital' parameters. Separation of talented students could not raise the social capital of them.

In the most of the foreign university having a conceptual roadmap is the main bases of university development plan; but it has been neglected in Iranian universities. In this research, for present a conceptual roadmap to educational planning, an exploratory mixed method research (Qual. and Quan.) was used. Data were collected from related archives to developmental plans of public universities and previous research, interviews with 54 faculty members and copleted researcher-made questionnaire by 205 faculty members. For interviews and completing questionnaire, correspondents were selected from faculty members of 53 departments of Shahid Chamran university of Ahvaz. In Qualitative section, by purposeful sampling and in quantitative section, by stratified random method. Data were collected and analyzed by different quantitative (mean and standard diviation) and qualitative analytical method (Straus & Corbin coding method). The results show that five main elements of conceptual roadmap are: university climate, functional of university, legitimation of university, and development of departments and disciplines, which combined based on their importance, in a proposed model of conceptual roadmap for university.

This study was investigated to "check the status of primary school teachers motivation and its relation to the demographic characteristics year 2013-2014 in Andimesh city . “Methods of this research is describable – survey. The population includes all of elementary teachers in Andimishek that they’re about 380 people that choose 191 people random as sample. For collecting information was used one kind of questioner That is based 4 rate Likert to evaluate job motivation of teachers with 11 questions. Stability of questioner with Cronbach’s Alpha formula about is 0.95. Tool’s vitality approved by honorable experts and professors of university. A collected givens analyzed with utilization of descriptive statistics similar average, standard deviation, Frequency, percentage and also deduction statistics similar independent T-test , One-sample t test and Analysis of variance . Results demonstrated that Teachers motivation was very low and Among the demographic variables, gender and level of education had a significant relationship with job motivation, but the job motivation of teachers based on the degree and work experience, no significant difference was not found.

For conducting a survey about the status of knowledge management (K.M) in Shahid Chamran University and its relationship with organizational culture (O.C), 188 faculties and 119 employees were randomly selected and then completed two questionnaires. Based on the results, there was found that the status of (K.M) is lower than critical value (t=3.5) and their differences are significant. Stepwise regression showed that five of (O.C) factors: (management support, identity, control, agreement whit conflict and risk tolerance) have significant effects on (K.M) and they can totally predict 36 percent of (K.M) variance. Also it was found that internalization can predict 25 percent of (O.C) solely.

By utilizing classroom management styles، teachers will be able to get rid of possible students’ misconducts and promote a friendly atmosphere which will in effect promote students’ participation in learning activities. Additionally، increased self-esteem، which is an achievement of such utilization، will influence various aspects of students’ future lives. Taking this point into consideration، the present study aimed at determining the efficacy of rule-governed democracy classroom management style on self-esteem of 3rd-grade high-school male students. All 3rd-grade high-school male students of Abdanan city in the academic year 2013 comprised the statistical population to this study. Using convenience sampling، 38 subjects were selected and randomly assigned to experimental and control groups. The research design was pretest-post-test. Cooper Smith''s self-esteem questionnaire was used as the research instrument which was administered to the two groups at the outset. The experimental group was given seven 90-minutes sessions of treatment and twice-a-week. The two groups were asked to fill out the same questionnaire for the post-test stage afterwards. Descriptive statistics، including the analysis of covariance was used to analyze the data. The results revealed that the utilization of rule-governed democracy classroom management style in the classroom had significantly increased the self-esteem (public-family-social- and scholastic-professional) of male students in the post-test (p<0/001).

Electronic learning is a pre-construcaware of Teachers and administrators the climate university, reflect that the assessment valuable insights environment support provide of thestudent learning. Objective To study the organizational support of students performance evaluating the University the shahid Chamran of ahvaz. the survey was conducted with random selection and participation 100 of faculty members completed questionnaires organizational support. The results indicate that was significantly The first organizational approaches to assessing students (current and before) 0n organizational use (organizational application) And significant assessment impact only for current students in both internal and external. In the second part significant of organizational approaches to the assessment of students (current and before) students of the current emphasis on organizational support, organizational assessment and planning, instructional design, And significant both before and current students of the purposes of assessment, professional development, and reward faculty members means. And the third part significant the managerial and organizational support on organizational use and evaluation effects on institutional emphases, assessment in goals, design assessment, development and reward faculty members, significant external effects on emphases of the organization, objectives, assessment, development professional, and faculty members reward. in this context free factor influenced Organizational support and management in the assessment, organizational approaches to student evaluation and institutional used and impact assessment as part major in the organization.

Nurse’s cognitive abilities, especially the ability to process information and make decisions on the patient's bedside, are key components. Hence, this study evaluated the effect of concept mapping on nursing students’ ability to make decisions. The quasi-experimental study with two groups design and pre-test and post-test was conducted in 2012. 32 numbers of 7th-Semester nursing students randomly were divided into control and experimental groups. At the first, experimental group was taught concept mapping within 8 hours, then the test group and the control group using concept maps and the usual method in clinical training during one month. Clinical decision making using clinical questionnaires before and after the intervention were determined. In addition, software SPSS, 19 version,was used for statistical analysis; the mean pre-test scores of the two groups showed no significant difference in clinical decision making ability (p=0.37); Consequently, clinical decision making ability in the test groups (168.53 ± 10.70) compared with controls (139.66 ± 15.90) indicated a significant increase (p = 0.02). Acording to the results, using concept mapping in nursing education can lead students to develop skills in clinical decision making, therefore, as one of the important missions of higher education would be considered.

Given the importance of quality education, evaluation of residents’ educational quality in university hospitals coverage university of Ahwaz was evaluated by using the EFQM model. This study was a descriptive - cross sectional study in 2011.In the present study order to assess the quality of residency training, 9 criteria of the EFQM model, three groups with different perspectives, and three separate questionnaires were evaluated. First group (N=30) from specialists, second group (N=50) from residents, and third group (N=50) from patients were simple–randomly. In total, selected members of this research werer 130 as participants. The choice of three different groups was that the quality of education from different perspectives and from all angles should be evaluated. Distribution of three questionnaires and the interviews were conducted with the researcher. Data obtained with T-test, descriptive, and inferential statistics were analyzed by SPSS 16.0 software. The cut-off point, 3.5 (score 700 of 1000) and significance level (P value <0.05) score was 596 and indicated that the residents’ educational quality was lower than EFQM model score. Among the nine criteria, the superiority of the two criteria in partnerships and customer results is essential to improvement.

For conducting a survey about the status of knowledge management (K.M) in Shahid Chamran University and its relationship with organizational culture (O.C), 188 faculties and 119 employees were randomly selected and then asked to complete two questionnaires. The results illustrated that the status of (K.M) is lower than the critical value (t=3.5) and their differences are significant. Stepwise regression showed that five of (O.C) factors: (management support, identity, control, agreement whit conflict and risk tolerance) have significant effects on (K.M) and they can predict 36 percent of (K.M) variance. In addition, it was found that internalization alone can predict 25 percent of (O.C).

Decentralization is understood as greater participation of people and entities at different levels. Greater participation leads to a greater sense of ownership and by raising the legitimacy of curriculum, increase its implementation potentials. Catering for teachers‘ positive attitude towards implementing the new curricula, is the basis for encouraging decentralization especially when compatible or semi-compatible implementation format is desired. Teachers are the ultimate decision makers in the process of implementation andliterally determine the extent of the reform‘s actual impact. To further document this process, two investigations were carried out and the results are reported in this article. In the first investigation, 200 high school physics teachers from Fars province were selected as the sample and the second investigation included 540 middle school math teachers from Khozestan province. Both investigations found meaningful relationship between teacher‘s involvement in the reform process with their tendency towards implementing the required change.

Total Quality Management (TQM) is a control process that originaly has been explained by " Deming". Although some efforts has been made in appling TQM in education, it is not sufficiently focused on education, specialy teaching and learning process. Clearly the teachers most important customer is the students, but students not only consume the final product, but also participate in production. Therefore they are co-producer of learning process. Edgecombe-High School is an interesting example of applying TQM in education. Students, teachers and all of employees in this high- school continuely attempt to increase qualitative learning.