fariba hanifi

Curriculum quality plays an important role in academic success and performance. As a result, the aim of this study was investigating the status of evaluation components of curriculum quality in the elementary schools in Tehran city.

This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative-quantitative). The population of the qualitative section was the curriculum experts and professors of Tehran city, which according to the principle of theoretical saturation number of 12 people of them were selected by purposive sampling method. The population of the quantitative section was male and female teachers of public elementary schools of Tehran city in the 2021-2022 academic years with number 23593 people, which according to the Krejcie and Morgan table number of 377 people of them were selected by cluster sampling method. The research tools were semi-structured interviews and researcher-made questionnaires, which validity of the interviews was confirmed by triangulation method and its reliability was calculated by the coefficient of agreement between two coders 0.83, and the face validity of the questionnaire was confirmed by the opinion of experts and its reliability was calculated by Cronbach's alpha method 0.85. Data were analyzed with open, axial and selective coding methods in MAXQDA software and one-sample t-test in SPSS software.

The findings showed that evaluation of curriculum quality in the elementary schools has 108 indicators in 23 components and 6 dimensions were included systematic approach of evaluation of curriculum quality (with 4 components of strategic thinking, generalizability of goals, receiving corrective feedback and facilitating the teaching and learning process), qualitative evaluation of activities ( with 3 components of evaluation of motivational activities, evaluation of practical activities and evaluation of curriculum activities), quality of modern facilities and technologies (with 3 components of cultural and sports facilities, educational facilities and welfare facilities), quality of structural factors (with 4 components of lack of resources and inappropriate distribution, weak foresight, individual and organizational communication and lack of work discipline), quality assessment of curriculum principles (with 4 components of flexibility, curriculum sequence, curriculum usefulness and curriculum comprehensiveness) and quality assessment of curriculum strategic management (with 5 components of improving the appearance of the curriculum, improving the content of the curriculum, coherence of the curriculum, drawing the vision and growth of national-religious identity). Also, the components of strategic thinking, generalizability of goals, facilitating the teaching and learning process, evaluation of motivational activities, evaluation of practical activities and evaluation of curriculum activities, cultural and sports facilities, educational facilities, welfare facilities, lack of resources and inappropriate distribution, weak foresight, individual and organizational communication, flexibility, curriculum sequence, curriculum usefulness, improving the appearance of the curriculum, improving the content of the curriculum, coherence of the curriculum, drawing the vision and growth of national-religious identity were in favorable situation, but the components of receiving corrective feedback, lack of work discipline and curriculum comprehensiveness were in an unfavorable situation (P<0.001).

The results of this study have many practical implications for education specialists and planners, and they based on the results of this study, can take an effective step towards improving the evaluation components of curriculum quality, especially the three components of receiving corrective feedback, lack of work discipline and curriculum comprehensiveness.

The current article introduces the Model for Enhancing the Efficient Training System for Employees of Karaj Municipality, utilizing a Mixed Method approach.

The study was conducted in two phases: a Qualitative segment employing qualitative content analysis, and a Quantitative segment utilizing correlation and exploratory factor analysis methods. The Qualitative part involved analyzing and conceptualizing data from semi-structured interviews with 12 specialists in organizational education, employing open, central, and selective coding stages. Subsequently, the Quantitative segment utilized a researcher-developed questionnaire (comprising 35 items) with a Likert scale to assess the perspectives of 101 managers and experts from Karaj Municipality.

A total of 62 codes were identified and categorized based on thematic affinity and concepts. Through a combination of indicators, 7 categories were derived within 5 principal dimensions. The data obtained from the exploratory factor analysis questionnaire in the Quantitative segment were examined using SMART PLS 2 and SPSS 16 statistical software. The fit indices in the tables demonstrate the suitability of the model, with all factor loadings and path coefficients being statistically significant. The results from the structural equation modeling output of PL Smart software indicate that all significant coefficients in the model exceed 1.96, affirming the relationships governing the components of the proposed model with 95% confidence.

Consequently, the validity and reliability of the questionnaire were verified, along with the confirmation of relationships among the model's components.

The research aims to apply big data in providing an effective model of education in serving the knowledge workers of the municipality. The research method was integrated research (quantitative and qualitative). The components and dimensions of the subject were examined in the form of documentary studies and interviews and identified in the form of educational content with thematic analysis technique. To analyze the qualitative data, the theme analysis method was used using ATLAS TI software, and genetic algorithm and meta-heuristic methods were used in MINITAB software. The research tool (data collection) was the qualitative part of a semi-structured interview with 12 elites, experts, and qualified specialists of Karaj municipality. The sampling method in the qualitative part was non-probability and non-homogeneous purposeful type dependent on the criterion and in the quantitative part, it was simply random. Finally, the proposed model of in-service training for employees was designed and validated. 6 comprehensive themes (planning (comprehensive implementation), learner, teachers, content, educational environment, and infrastructure) were identified in the form of a paradigm model. The results showed that the VIS algorithm had the best performance. Algorithms CNSGA-II and MISA are almost ranked second and have shown almost similar performances. NSGA-II algorithm is ranked next. The NNIA algorithm is in the next position in terms of performance, and the worst performance is assigned to the NRGA algorithm. Organizational innovation based on big data and organizational training improves the performance of knowledge workers and creativity.

This article was conducted with the aim of investigating the status of human resource management development indicators based on competency components in the e-commerce development center. The research method is applied in terms of purpose and in terms of the type of data, it is an exploratory mix that is both qualitative and quantitative. The research method was carried out in the qualitative part of the foundation's data and in the quantitative part, using a descriptive survey method. The statistical population in the qualitative section included a number of experts and in the quantitative section it included all the employees of the E-commerce Development Center including 340 people. In the qualitative part, 10 people were selected using the targeted snowball method, and in the quantitative part, 181 people were selected randomly and clustered according to the Karjesi and Morgan table. The validity and reliability of the verification questionnaire was analyzed with a coefficient of 0.855. The findings showed that the indicators of the development of human resources management are: (Strategic view: attention to the way of selecting employees, emphasis on employee training, having the necessary budget, establishing new technologies in the organization, the existence of succession view, attention to the level of employees' capabilities , clear explanation of the organization's goals, attention to the personality characteristics of employees), (part of identity: continuous training, attention to the management of intellectual capital, formation of the appointment committee, central research), (elimination of deficiencies and improvement of skills: emphasis on motivational issues in the organization, flexibility organizational adaptability, appropriate distribution of financial credits in the organization, the existence of a scientific view among managers and the use of experienced managers), (individual-organizational problems: lack of attention to employee motivation, weakness in planning and implementation of organizational goals, lack of organizational flexibility, Frequent managerial appointments, discretionary appointments, financial restrictions, involvement of other organizations in appointments, lack of continuous control and supervision of employees, (development of organizational structural reform processes: evaluation of the work performance cycle, retention of expert employees in the organization, formation of working groups, modeling of organizations successful internally and externally), (the professional competence of the organization: satisfaction, organizational development, targeted recruitment, capital management, realism, organizational commitment). In addition, all components except the components that emphasize employee training, create unity in the organization Lack of attention to employee motivation, lack of organizational flexibility, formation of working groups, organizational commitment and effective appointments in the organization are not in a favorable situation. In addition, the resulting model has a suitable structure.

Virtual education is necessary and necessary for education, like face-to-face education. As the Corona crisis showed how virtual education becomes important in reality when face-to-face education faces a challenge. On the other hand, virtual education may receive more attention in the future. Based on this, it is necessary to pay attention to the empowerment of teachers; Therefore, the purpose of this research was to identify the effective factors on the virtual learning empowerment of primary school teachers in Sabzevar city.

The present research method was combined (qualitative-quantitative) and practical in terms of purpose. The population studied in the qualitative stage included Sabzevar education experts, and the researcher reached theoretical saturation after selecting 15 people, and the purposeful sampling method was used. Also, the statistical population of the research in the quantitative part included male and female teachers of primary schools in Sabzevar city in the academic year of 2013-2014, and 934 people were selected as the sample size by simple random sampling method. The research tool was semi-structured interviews in the qualitative part and researcher-made questionnaire in the quantitative part. Validity and reliability in both parts were examined by experts.

The factors affecting the empowerment of virtual education of primary teachers had 61 concepts, 22 factors and 10 categories. Categories and factors include: organizational support (organizational factors - structural requirements for teachers) organizational culture (structural factors - provision of individual needs by the organization) effective training in virtual networks (learning needs - learning effects) individual-social conditions (organizational process - individual and collective characteristics) Facilitating learning (comprehensive management - skill enhancement), mental-practical dimension (mental dimension - skill dimensions), obstacles to empowerment (middle-level problems - micro-level problems), internal-external factors (superior factors or outside the individual's control - exclusive factors) Problem solving (regular training for teachers - strategic changes - social development) has negative and destructive consequences (individual consequences - transpersonal consequences). There is a significant difference between the average of all factors and the average of the population. Also, the quantitative results showed that there is a significant difference between all factors (P<0.05).

Education experts and officials can design and implement programs for empowering the virtual education of elementary teachers according to the identified factors and categories and the introduced model.

The aim of this study was to determine the effect of play in education on social skills and self-efficacy of preschool children in the fourth district of Tehran from the perspective of their educators in a descriptive survey method.

The statistical population included all preschool teachers in the fourth district of Tehran who were employed in the academic year 2021, which was a total of 650 people, of which 242 people were selected according to Krejcie and Morgan table by simple relative random sampling method. The research tool included a researcher-made questionnaire consisting of 55 items. The validity of the questionnaire was confirmed by experts (10 people) and its reliability was calculated and confirmed by Cronbach's alpha with a coefficient of 0.871 after a test among 30 subjects. Finally, the data were descriptive and Infections were analyzed using SPSS software.

The results of data analysis showed; According to preschool teachers in Tehran's Chahar Shahr district, play techniques in education (playing with pottery, puppet games, storytelling, and drawing) greatly affect children's social skills and self-efficacy.

Also, the highest mean among the components of the effect of game techniques in education with (3.95) is assigned to the component of the effect of playing with pottery and the lowest amount with (3.76) is assigned to the component of drawing.

Curriculum quality plays an important role in academic success and performance. As a result, the aim of this study was investigating the status of evaluation components of curriculum quality in the elementary schools in Tehran city.

This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative-quantitative). The population of the qualitative section was the curriculum experts and professors of Tehran city, which according to the principle of theoretical saturation number of 12 people of them were selected by purposive sampling method. The population of the quantitative section was male and female teachers of public elementary schools of Tehran city in the 2021-2022 academic years with number 23593 people, which according to the Krejcie and Morgan table number of 377 people of them were selected by cluster sampling method. The research tools were semi-structured interviews and researcher-made questionnaires, which validity of the interviews was confirmed by triangulation method and its reliability was calculated by the coefficient of agreement between two coders 0.83, and the face validity of the questionnaire was confirmed by the opinion of experts and its reliability was calculated by Cronbach's alpha method 0.85. Data were analyzed with open, axial and selective coding methods in MAXQDA software and one-sample t-test in SPSS software.

The findings showed that evaluation of curriculum quality in the elementary schools has 108 indicators in 23 components and 6 dimensions were included systematic approach of evaluation of curriculum quality (with 4 components of strategic thinking, generalizability of goals, receiving corrective feedback and facilitating the teaching and learning process), qualitative evaluation of activities ( with 3 components of evaluation of motivational activities, evaluation of practical activities and evaluation of curriculum activities), quality of modern facilities and technologies (with 3 components of cultural and sports facilities, educational facilities and welfare facilities), quality of structural factors (with 4 components of lack of resources and inappropriate distribution, weak foresight, individual and organizational communication and lack of work discipline), quality assessment of curriculum principles (with 4 components of flexibility, curriculum sequence, curriculum usefulness and curriculum comprehensiveness) and quality assessment of curriculum strategic management (with 5 components of improving the appearance of the curriculum, improving the content of the curriculum, coherence of the curriculum, drawing the vision and growth of national-religious identity). Also, the components of strategic thinking, generalizability of goals, facilitating the teaching and learning process, evaluation of motivational activities, evaluation of practical activities and evaluation of curriculum activities, cultural and sports facilities, educational facilities, welfare facilities, lack of resources and inappropriate distribution, weak foresight, individual and organizational communication, flexibility, curriculum sequence, curriculum usefulness, improving the appearance of the curriculum, improving the content of the curriculum, coherence of the curriculum, drawing the vision and growth of national-religious identity were in favorable situation, but the components of receiving corrective feedback, lack of work discipline and curriculum comprehensiveness were in an unfavorable situation (P<0.001).

The results of this study have many practical implications for education specialists and planners, and they based on the results of this study, can take an effective step towards improving the evaluation components of curriculum quality, especially the three components of receiving corrective feedback, lack of work discipline and curriculum comprehensiveness.

The purpose of this article was to provide a conceptual model for evaluating the quality of the Tehran Elementary School curriculum.

The research method was in terms of practical purpose and one of the consecutive (quantitative qualitative) research research, which was performed in a qualitative section based on the Grandad model and in the quantitative part, descriptive. In the qualitative section of the research field, a number of education experts and evaluation specialists and in the quantitative section, all male and female elementary school teachers in Tehran, 23593 in the academic year 1401. And in the small section, 377 people were selected by random and cluster according to the Kerjcie and Morgan table. The research tool of the researcher -made questionnaire consisted of 108 items, which were used in a short dimension of appearance, content and structural validity. The CVR was also approved and approved by experts in a qualitative dimension, and Cronbach's alpha with a coefficient of 0.855 was calculated and reliability was confirmed and the collected data were analyzed.

The results of the analysis of the questions showed that the conceptual model of evaluation of the quality of the Tehran Elementary Curriculum Program Curriculum includes: Casual Conditions: (Strategic Thinking, Generalization of Objectives) Central Conditions Including: (Evaluation of Motivational, Practical and Educational Activities) Background Conditions Includes: (cultural and sports facilities, educational facilities, welfare facilities) Interventionist conditions include: (lack of resources and inappropriate distribution, poor foresight, individual and organizational communication, lack of work discipline) Strategies include: (flexibility, curriculum sequence, curriculum sequence The usefulness of the curriculum) and the consequences include (improving the look of the curriculum, improving the content of the curriculum, drawing vision, the development of national identity).

The elementary school curriculum evaluation model had a good structure.

The present article was conducted with the aim of influencing the development of managers' education in Iran University of Medical Sciences in order to present a model.

The research method was purposeful, developmental, and in terms of data was part of a mixed exploratory exploratory research, and was conducted by the data-based method. In terms of method, the description was survey-type. The statistical population included a number of experts in the qualitative section and 301 people in the quantitative section including all male and female administrators of Iran University of Medical Sciences. They were selected by cluster random sampling method.

The results showed that the development model of managerial education in Iran University of Medical Sciences has dimensions and components including: 1- Strategic factor including: futurism, realism, knowledge of the environment 2- Learning culture including: Continuing education, learning enthusiasm, common goal 3- Support Includes: Managers, meeting needs, bringing facilities, improving organizational communication 4-structural-motivational factor including: personality, structural and mobility 5-factor for educational repair including: skills development, development of partnership management, monitoring and improving the organizational climate 6.

The developmentalist factor includes: improving moral growth, improving organizational performance, improving decision-making power and maturity, and also due to the attractiveness of the root mean square residual index (SRMR), which is equal to 0.071, 0.058, and 058, respectively. / 0, 077/0, 071/0 and 0.0677 did you really make a severe model error and the model has a good opportunity.

The importance of the human factor in organizations and its unique role in planning, implementing and monitoring organizational affairs in different fields and levels has made it a strategic factor, and that's why today organizations pay more attention to human resources as "human capital" than in the past. This article aims to answer this question, what model can be presented to improve the efficiency of human resources based on the components of the modern practices of the third millennium? In terms of the practical purpose, the method of collecting field information, the descriptive implementation method of the mixed exploratory type, the statistical population in the qualitative part of the experts and in the quantitative part included the employees and experts of the technical and professional university in 2013 was 1800 people. The sample size was determined based on the Krejcie and Morgan table of 317 people by stratified random quantitative sampling method and snowball qualitative sampling method.

The purpose of this study was to present a model for increasing the job engagement of professors of Islamic Azad universities.

The research method was applied in terms of purpose; in terms of data type, it was mixed (qualitative-quantitative); in terms of data collection method or the nature and method of research, it was non-experimental - correlation. The statistical population of the qualitative part of the study consisted of academics and higher education experts. Purposeful approach to theoretical saturation was used to determine qualitative research samples. The second group of the statistical population included 2953 faculty members of Tehran Azad University. 340 members were selected as the subjects using structural equation sampling method. Semi-structured interview tools and a researcher-made questionnaire were used for data collection. The validity and reliability of the tools were measured and verified. The method of data analysis in the qualitative part of theoretical coding was based on the data theoretic method. In the inferential and quantitative sections, tests such as Pearson's correlation, one-sample t-test, structural equation modeling (confirmatory factor analysis) and exploratory factor analysis were used to answer the research questions.

The results of factor analysis showed that the components include, empowerment, attraction, endowment, as constituents of faculty members' attachment, psychological capital components, emotional intelligence, organizational support, servant leadership, organizational identity, sense of meaningful work, as influencing factors and components, such as organizational commitment, work-life balance, job performance were identified as influential components. In addition, mechanisms, facilitators, and barriers to implementing the research model were identified in this study. Finally, the final model of the research was presented which was well-suited.

The results of the research indicated that by reviewing the planning and management of manpower recruitment and retention,revising  the methods of selecting managers, balancing  the use of  external managers and changing  in the leadership style of the University,  the desire work affiliation of professors in  Islamic Azad University can be improved.

Today, the role of human beings in achieving the goals of organizations and promoting social capital is very clear. The main purpose of this study is to identify the factors affecting the components of social capital in education in order to provide a scientific model for its promotion. The research method in the qualitative part is based on the data method and in the quantitative part is of the survey type. Out of 1096 members of the statistical community of the quantitative section in three levels of senior, middle and executive principals (schools), 285 people were selected according to Morgan table. The research tool was a researcher-made questionnaire that was confirmed in the form of convergent validity and reliability with a coefficient of 0.881. Data were analyzed descriptively and inferentially. Out of 79 available indicators, 6 main factors and 13 components were identified. In causal conditions, social identity factor with coefficient (0.732), in the central category, social participation factor with coefficient (0.65), in background conditions, social networks factor with coefficient (0.694), in intervening conditions, harm factor Social factors with a coefficient (0.743), in strategies, social awareness factor with a coefficient (0.699) and in consequences, social responsibility factor with a coefficient (0.692) are effective in social capital. According to the results, the model has a suitable structure.

The purpose of this study is to provide an improved model of social capital. The research method in terms of developmental purpose, in terms of data type was a series of exploratory mixes, in the qualitative part by the data method and the quantitative part by the descriptive survey method, in the statistical population of the qualitative part were a number of experts and a small part of educational managers in Tehran. . Samples of qualitative part were selected by snowball method and in quantitative part by cluster method, relative classes were selected. The research tool was a researcher-made questionnaire. Out of 79 available indicators, 6 main factors and 13 components were identified: social identity factor with family, individual and cultural components, social participation factor with social and political activities components, network factor. Social with the components of social relations and relations, the cause of social harms with the components of norms and social distrust, the factor of social awareness with the components of social knowledge and the development of social values, the factor of social responsibility with the components of cohesion and Social trust was assessed. The results showed that the model has a suitable structure and has a fit.

the present study aimed to identify the dimensions of improvement of human resources training in air defence station with development approach based on organizational excellence model. the research method is based on the fundamental purpose - development and in terms of data nature and a confirmatory factor analysis. data analysis was used in qualitative part of the semi - structured method with 12 نفر وخبرگان with purposeful snowball sampling in the quantitative part of محقق researcher of 848 people and sample size 265 people with sample of 265 نفربا sampling. validity of questions through content validity and structural validity and validity of questions through cronbach's alpha coefficient above 7 / 7. It was evaluated. for data analysis, مکس applications, لیزرل, لیزرل and S. P. S. S. Interest was taken. the results of this study were 124 indices (گویه), 6 factors and 18 components, and in the ومولفه factors, the goodness of goodness index of fit /.. It was estimated. the results showed that the existing status of human resource improvement programs in the dimensions of national security improvement, personal and military mobility, national security transformation, national security, national security and national sovereignty were evaluated by relative satisfaction and low - level defensive factors.

The purpose of this article is to develop a strategic model for the relationship between university and "industry" with the aim of attracting students.The research method was heuristic. The statistical population in the qualitative section includes three20people from three groups1) industrial experts; As a representative of the industry sector;2)Managers and experts of the Ministry of Industry, as representatives of the public sector and policy-making;3)Heads of universities and vice chancellors and members of the Planning Council of Free Universities, members of the Supreme Council of the Cultural Revolution who have richer experiences and information in the field of university-industry relations.The sampling approach was purposeful and the sampling method was key experts.The research tool was a semi-structured in-depth interview.In the qualitative part and in the first part,the extraction of data and components is based on the coding method and data method of the foundation.Then,interviews with experts and a questionnaire have been used to construct the research model.The model extracted from the analysis of research findings was designed in the form of seven main dimensions,and thirty-five criteria.The seven main dimensions are:"internal and external factors","external and external factors","policy-making and redesign","academic promotion","legal contexts","fundamental changes","institutionalization"in the quantitative part of the descriptive research method-Budo survey The statistical population includes31people including Azad University professors,Azad University presidents and activists in the field of industry,management and student recruitment issues who have been employed in different parts of the organization in the academic year 1398-1399 in accordance with the rules of formal,contract,and formal recruitment.The model was selected using purposive sampling approach and the method of key experts.The instrument used in the quantitative section was a researcher-made questionnaire based on the qualitative section content network.

This research was formed with the aim of designing and explaining the model of improving the efficiency of human resources based on the components of land management. The present study is an exploratory mix in terms of practical purpose. The statistical population included employees and experts of the faculty and technical schools, marine sciences and agriculture of Mazandaran Technical and Vocational University in 1398 with 1800 people. The sample size was 317 people based on Karajsi and Morgan table with simple random sampling method, library and field data collection method and measuring instruments from two researcher-made questionnaires, including human resource efficiency and land management. Their reliability coefficient in the study population was obtained using Cronbach's alpha test for 0.8% of human resource efficiency and 0.79% of land management. Data analysis was performed in two levels of descriptive and inferential statistics using frequency and percentage indices and confirmatory factor analysis test using Excel, Spss and Amos software. The results showed that 80% of the land management of Mazandaran Technical and Vocational University is educational (8 components), organizational (12 components), individual (13 components), professional (16 components), ethical (9 components), social and cultural dimensions. (6 components), strategies (8 components), injuries (8 components) depend. Each of the components and their dimensions are acceptable (above 1.96%).

The present study was conducted with the aim of presenting a conceptual model of transformational leadership of primary school principals in Tehran. The research method was developmental in terms of purpose, and in terms of data type, it was part of a series of exploratory mixed research conducted using grounded theory. As with the method of the study, it was a descriptive survey. The statistical population in the qualitative phase included a number of experts, while the quantitative phase involved all male and female principals of public elementary schools in Tehran, including 907 principals who were employed in the academic year 2019- 2020. In the qualitative phase, 12 experts were selected using snowball method, and in the quantitative phase, 270 principals were selected by cluster random sampling according to Krejcie and Morgan table. The research tool was a researcher-made questionnaire. According to the results, 6 main factors and 18 components were identified in the developed model. These included: school identity factor (school dynamics, school synergy, school organizational structure including lack of transparency in the formulation of administrative rules and regulations, education inflexibility, organizational motivation factor in education (meeting the material and spiritual needs of teachers, dissemination of value behaviors, dissemination of moral behaviors, the factor of organizational communication in education, including managers having leadership qualities, support for education, having mental and educational abilities, having innovative decisions, the cultural factor governing organization in education (emphasis on behavioral skills, emphasis on humanism, emphasis on scientific orientation, the education development factor including the creation of strategic thinking in education, reformability of education, ethical promotion of education, and functional growth of education.

The purpose of this article is to formulate a strategic model for the relationship between university and "industry" with the aim of attracting students.The research method was heuristic.The statistical population in the qualitative section includes three 20 people from three groups:1)industrial experts; Ministry of Industry,as a representative of the public sector and policy-making3)Heads of universities and vice chancellors and members of the Planning Council of Free Universities, members of the Supreme Council of the Cultural Revolution who have richer experiences and information on the university-industry relationship.The research tool was a semi-structured in-depth interview.In the qualitative part and in the first part, data and components are extracted by coding and data method of the foundation. The main dimension,and the thirty-five criteria designed, the main dimensions are:"internal and external factors""external and external factors""policy-making and redesign""academic promotion""legal contexts""fundamental developments""institutionalization" in the section Quantitatively describe the research method The statistical population consisted of 31 people including Azad University professors, Azad University presidents and activists in the field of industry, management and student recruitment issues.To validate the model, using targeted sampling approach and key experts method, tools used in the quantitative section were selected.The researcher-made questionnaire was based on the network of qualitative sections

The present study was conducted aimed to presenting model of empowerment elementary period managers based on components of futurology.

This study was applied in terms of purpose and combined (qualitative and quantitative) in terms of implementation method. The research population in the qualitative section was the specialists and experts of Tehran city and in the quantitative section were the primary school managers of Tehran city in the academic years of 2019-20. The research sample in the qualitative section was 12 people who were selected according to the principle of theoretical saturation by purposive and snowball sampling methods and in the quantitative section was 270 people who were selected according to the Krejcie and Morgan table by multi-stage cluster sampling method. Data were collected by methods of take noting, semi-structured interviews and researcher-made questionnaire whose face and structure validity of questionnaire were confirmed and its reliability was obtained by Cronbachchr('39')s alpha method 0.88. Qualitative data were analyzed by open, axial and selective coding methods and quantitative data were analyzed by structural equation modeling in SPSS-25 and LISREL-8.8 software.

The findings of the qualitative section showed that the model of empowerment elementary period managers based on components of futurology had 6 main categories, 20 sub-categories and 85 indicators. The main categories and sub-categories were included transformation management (sufficient cognition of environment, responsibility and organizational health), empowerment (strengthening teacherschr('39') careers, applying participatory management and improving relationship between managers and teachers), sense of competence (having the enough motivation, support for managers, flexibility and creative thinking), organizational structure (organizational changes, lack of resources and inadequate distribution and lack of foresight), standardization (applying knowledge management, use of feedback system and modeling) and growth and improvement (foresight, self-efficacy, risk-taking and delegation of authority).The findings of the quantitative section showed that all six main categories had a significant effect on the model of empowerment elementary period managers based on components of futurology and the model had appropriate fitness indicators.

Based on the results, the model of empowerment elementary period managers based on components of futurology can have practical implications for education specialists and planners and can be used to improve the structure of education.

The aim of this research was investigate the pattern of effective factors on ethical growth and determine their status in elementary period students. This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The study population in the qualitative section was ethical growth experts who according to the principle of theoretical saturation number of 12 people of them were selected by purposive and snowball sampling methods. The study population in the quantitative section was an elementary period students of Tehran city in the academic years of 2019-2020 who according to Cochran's formula number of 377 people of them were selected by multi-stage cluster sampling method. Data were collected by semi-structured interview and researcher-made questionnaire methods and analyzed by open, axial and selective coding and one-sample t-test methods in SPSS-21 software. The findings of the qualitative section showed that the effective factors on ethical growth had 88 concepts, 20 factors and 6 categories which categories and factors were included of living environment and upbringing (with three factors of role of family environment in ethical growth, role of educational environment in ethical growth and role of peer group in ethical growth), ethical reasoning (with three factors of cognitive reasoning, emotional reasoning and psycho-motor reasoning), supportive environment (with three factors of family and educators have scientific knowledge, use of incentives and attention to spiritual issues), psychological, social and educational injuries (with four factors of injuries due to personality and mental characteristics, injuries due to improper use of media, injuries due of family problems and injuries due of educational functions), create of cognition (with three factors of responsibility, empowerment and modeling) and ethical virtues (with four factors of altruism, human dignity, rule of law and decision-making power). The findings of the quantitative section showed that there were a significant difference between the mean of all factors with the mean of society (p < 0.05. According to the results of the present study, planning is necessary to improve the ethical growth of students. Therefore, specialists and planners in the field of education can design and implement programs according to the categories and factors of this research to improve the ethical growth of elementary period students.

The aim of this study was to provide a predictive model of team performance based on team learning components, transformational leadership and team reflection. The research method was applied in terms of purpose and in terms of data type (quantitative). Also, this research was a descriptive-correlational research in terms of data collection. The statistical population included all 1,700 employees of the Ministry of Education in the whole country. To determine the sample size, Cochran's method was used and 313 people were selected as a multi-stage cluster sampling method. Data were collected by documentary and field study (standard and researcher-made questionnaire). In the present study, apparent, content and structural validity were used to determine the validity of the questionnaire and to determine the reliability, Cronbach's alpha (team performance, 0.75, team learning, 0.81, transformational leadership, 0.79, and reflectivity Team (0.87) and combined reliability were used, all of which were approved. To analyze the data, structural equation modeling and T-group sampling tests were used. The results showed that the components of team learning are transformational leadership, team reflection, and factors predicting team performance.

The aim of this study was to identify the factors effecting education policy based on the characteristics of the third millennium; It was done by qualitative method and grounded theory was performed. The research population consisted of scientific research documents and a group of subject matter experts who were purposefully selected and data were collected using semi-structured interviews. In order to analyze the data, the hidden content analysis technique was used as a strategy. Content validity ratio (CVR and CVI) indices were used to quantitatively evaluate the content content of the tool. The calculated reliability (Cronbach's alpha coefficient) is 0.87. Studies led to the identification of 9 dimensions and 39 components of policy-making and 6 dimensions and 33 components of the third millennium. Policy dimensions include (economic factors, social factors, cultural factors, legal factors, psychological factors, political factors, beliefs and ideals, technological factors and stakeholders of education) And the dimensions of the third millennium include (characteristics of curricula, characteristics of philosophy and goals of education, characteristics of the educational system, characteristics of teachers, characteristics of the environment and educational space, and characteristics of managers and policy makers) Were identified.

The aim of this study was to draw a model for predicting job belonging based on the variables of psychological capital, emotional intelligence, and organizational support. The research method is practical, according to the purpose, that was done with a quantitative approach and non labratory-correlational method. The statistical population of the study was 2953 faculty members of Azad University in Tehran in which 340 participants were selected using the adequacy of the sample in modeling structural equations. For data collection, Schuafeli and Salanova (2001) job belonging questionnaire, Lothian et al (2004) psychological capital questionnaires (PCQ), Mayer and Salovey (1990) emotional intelligence questionnaire, Eisenberger et al (1986) Organizational support questionnaire were used in current study. The reliability and validity of research instruments were reviewed and confirmed. Data analysis method was performed in two parts: descriptive and inferential. In the inferential section, to answer the research questions, Pierson correlation tests, one sample t-test and structural equation modeling was used. The results showed that the variables of psychological capital, emotional intelligence and organizational support have an effect on work affiliation.

The purpose of this study was to develop a model of student recruitment policies with emphasis on the relationship between university and industry. The research method was a two-step exploratory combination of instrument making. The research method in the qualitative stage, qualitative case study and potential participants included university professors, university presidents and industry activists, management. The sampling approach was purposeful and the sampling method was key experts. Data collection continued until theoretical saturation. The research tool was an in-depth in-depth interview. In the qualitative part and in the first part, the extraction of data and components is done by the method of content or theme analysis method. Then, to interview the research model, interviews with experts and questionnaires have been used. The extracted model from the analysis of the research findings was designed in the form of five main dimensions, eleven components and thirty-six criteria. The five main dimensions are: "identity of the humanities", "policy making", "inability of the researcher's desire", "commercialization thinking", "research structure". In the quantitative part, the research method was descriptive-survey and the statistical population included 20 university professors, university presidents and activists in the field of industry, management and student recruitment issues. To validate the model, 20 people were selected using targeted sampling approach and key expertise method. The tools used in the quantitative section were the researcher-made scale based on the network of themes of the qualitative section. Quantitative analysis was performed by fuzzy analysis to determine the validity of the model. The results of the quantitative section were performed using fuzzy AHP analysis to determine the validity of the model.

The aim of this article was to identify the factors affecting the moral development of elementary school students in Tehran from the perspective of experts in order to provide a suitable model. The research method in terms of developmental purpose and in terms of data type is part of a series of consecutive exploratory research, which is both qualitative and quantitative, which was done by the foundation data method, and in terms of method, it is a descriptive survey. The statistical population in the qualitative section includes a number of specialists and in the quantitative section includes all male and female primary school teachers in the 19 districts of Tehran who were employed in the academic year 2019-20, the number of whom was 23,593. In the qualitative section, 12 people were selected by snowball targeted method and in the quantitative section, 377 people were selected by cluster and random method. The results showed; In the developed model, out of 88 indicators, 6 main dimensions and 20 sub-components can be identified, which are: living environment and upbringing (role of family environment in moral development, role of educational environment in moral development), use of moral arguments ( Cognitive arguments, emotional arguments) Supportive environment including (family and educators have scientific knowledge, use of incentives) Psychological, social and educational harms including (harms caused by personality and psychological characteristics, harms caused by improper use From the media) creating knowledge includes (responsibility, role modeling) moral virtues include (human dignity). In addition, the developed model has a suitable structure.