فهرست مطالب hasan reza zeinabadi

Recent studies have investigated the concept of the ideal student due to its diverse interpretations in various educational and cultural contexts. Rather than pursuing perfection, this concept defines desirable attributes that foster individual growth within a diverse population. The present study aims to identify the expected attributes of ideal undergraduate students in higher education through a systematic review of global literature, promoting transparency in expectations and reducing inequalities. This research integrates and categorizes essential features of the ideal student, presenting new insights into student diversity. The ultimate goal is to guide future research and provide a comprehensive perspective on the evolving nature of the ideal student in higher education.

This study adopts an interpretative philosophical approach within a qualitative framework using PRISMA systematic review method. The search strategy was conducted across five primary databases, encompassing all studies conducted from 2000 to 2024, resulting in a selection of 187 studies. The study selection process included step-by-step procedures including search, selection, and qualitative evaluation of articles.

Ultimately, 17 full-text articles were purposefully selected, and qualitative content analysis of these articles identified 135 open codes categorized into 14 concepts and four key domains: personal, social, scientific, and professional attributes of the ideal student. This integration and analysis provide a comprehensive depiction of the ideal student who not only emphasizes academic achievement but also encompasses a broad range of diverse attributes. Five prominent features including enthusiasm for learning, critical thinking, motivation, self-regulation, and responsibility received the highest emphasis as key characteristics of ideal students.

The concept of the ideal student cannot be confined to a singular model but rather focuses on creating a multifaceted framework that accommodates diverse ideals. This paradigm shift in higher education emphasizes universal growth and transparency in expectations, necessitating the provision of flexible and inclusive learning environments for ideal students. This research serves as a foundation for future studies and the development of educational approaches that prioritize diversity and individual acceptance, thereby fostering environments that nurture the diverse capabilities of students.

This research was conducted with the purpose of investigating the school principals’ role in the formation of teachers’ professional learning communities and analyzing the principals' beliefs about this. It was a qualitative study in the form of a systematic review, according to the steps provided by Wright et al. (2007). Related researches have been identified and extracted from 9 leading international journals on the educational management. A total of 35 articles related to the goals and questions of the current research have been selected and analyzed. Data synthesis has been done at three levels: open, central and selective coding. 18 open codes (indicators) were identified in the selected code "school principals' beliefs in the formation of teachers’ professional learning community". These open codes were categorized into4  core themes (strategic component). The results show that the belief in the importance of contextualization, the belief in the democratic nature and participatory leadership, the belief in collective and practical professional development, and the belief in the commitment and shared responsibility to strengthen the learners' learning are the central components of the beliefs of school principals in the formation of teachers' professional learning community.

The present research was conducted with the aim of identifying the role of school principals in the formation of teachers' professional learning communities. This research was conducted using a qualitative method through a semi-structured interview. The participants of the research were 20 principals and expert teachers who had experience working in educational groups and were known for success in their professional performance. The data obtained from the interview were classified and analyzed using the checklist tool. Data synthesis has been done in three levels: open coding, central coding and selective coding. According to the findings of the research, 18 indicators were identified in the selected code "principals' strategies in forming professional learning community". These open codes were categorized into 6 components. Also, 11 indicators were identified in the selected code "principals' beliefs in the formation of professional learning community" and categorized into 4 components. The results of this research show that "program-oriented", "supportiveness", "integration", "seeking cooperation", "empowermenting" and "continuous monitoring" are principals' strategical components for the formation and development of professional learning community; and "belief in long-term comprehensive, local and result-oriented approach", "adherence to participatory leadership", "belief in the ability to create change and continuous improvement" and "knowing the necessity of commitment, creativity, expertise and experience as managerial prerequisites" are the components of principals' beliefs in the formation of professional learning community.

The current research was conducted with the aim of identifying the elements and characteristics of blended learning in Payam Noor University. The approach of the research is qualitative with an analytical-exploratory method. In order to collect data, relevant sources and documents were collected, and from the total sources obtained, 89 sources were selected and after removing unrelated sources, 54 sources were selected for review. Also, a semi-structured interview with 25 experts inside and outside Payam Noor University was conducted in a targeted manner, and the collected data was examined and analyzed using qualitative content analysis. The results obtained for answering the research questions related to the elements and features of combined education in Payam Noor University which were 8 elements including: orientation (goals and policies), content, teaching strategies, teachers and learners and their activities, materials and resources, time, place and educational and evaluation environments; and 7 features including: technical, educational, communication, assessment and feedback, resources and facilities, managerial. Since there is not enough complete and comprehensive elements and components available for combined education in Payam Noor University, this model could be employed as an effective design context and practical to be used in the university.

This research was conducted with the aim of designing the model of professional orientation of students of public universities in Tehran.

In this research, the worldview of social constructionism and the qualitative method of content analysis have been used. Since the results of the current research can be used by higher education organizations, this research is of applied type. The statistical population includes professors and experts of public universities in Tehran. The professors and policy makers and scientific experts in the public universities of Tehran were considered as samples. The sampling method is a targeted method of exceptional cases in which the opinions of eminent and knowledgeable professors with experience and university presidents were used. A semi-structured interview tool was used to collect data, and a systematic and hermeneutic three-step method was used to analyze the data.

After analysis, all the findings were divided into different axial and selective factors, which resulted in the formation of the components of the professional orientation model. The findings indicate that the effective factors and components in the formation of students' professional orientation are 5 selective factors and 17 axial factors. The selective factors include the role of family, government, curriculum planners, students and university professors.
Discussion and

The findings indicate that the formation of professional orientation starts from the very beginning in the family and evolves throughout people's lives. The most important factors obtained include the role of student’s personality traits, motivation, level of interest, level of talent, and level of awareness, as well as the role of the family, the level of culture and awareness and education of the family, the role of the government and its policies and plans, the role of university professors, the role of curriculum planners and the quality of curricula. These factors can affect the professional orientation of students.

The aim of this study was to evaluate the performance appraisal syndrome of teachers. The approach of the present study is the analysis of documentary content and its method is synthesis research. The research population is all articles (137 documents and studies) about teacher performance appraisal syndrome in specialized and scientific databases. The research sample is 23 documents and studies, which have been purposefully selected based on thematic monitoring, theoretical data saturation. Research data were collected from qualitative analysis of the studied documents. By analyzing the data, teachers' performance appraisal symptoms were classified into 4 dimensions, 15 axes. These dimensions include the individual dimension (including axes; personality, perceptual skills, and appearance), Organizational dimension (including factors; commitment, professional development, organizational participation, professional motivation, communication and satisfaction), It is the social dimension (including factors; social values and social relations) and the dimension of the teaching and learning process (including factors; observance of educational rules, teaching, Evaluation and research and writing).

The aim of this study was to identify the components of principals' quantum skills in implementing blended learning. The research method was qualitative of the meta-synthesis type. Data has been collected by reviewing the scientific documents and sources related to the research topic in the last 31 years (1990 up to 2021). For this purpose, the related keywords were searched in the valid scientific databases and finally 31 sources were selected for the final review. In order to increase the credibility and dependability, the documents were coded separately and the percentage of agreement between the two coders was 0.89. After reviewing and analyzing the content of resources by the coding method, the quantum skills of principals in 3 dimensions of quantum knowing, quantum action and quantum trust were extracted with 17 components. In the dimension of quantum knowing, the components of education and awareness, open flow of information, professional development and the nature of blended learning, in the dimension of quantum action, the components of leadership, management, spiritual environment, educational infrastructure, human resources, technical support, technology infrastructure and financial resources, and in the dimension of quantum trust, the components of self-organization, creating the atmosphere of trust and confidence, situationism, monitoring and feedback and motivating were extracted.

Informal learning is regarded as one of the most common and, at the same time, the most efficient learning methods at the level of modern organizations. It is assumed to be one of the most typical and usual learning types in the work environment which results in knowledge and skills. The present study is aimed at designing and validating teachers’ informal learning leadership model at three dimensions and levels. 

exploratory sequential approach was applied as a mixed-method design in the present study. Hence, content analysis was used in the first stage of the research design. Then, in the second stage, a quantitative research was carried out on 269 participants who were elementary school teachers in the context of Tabriz city. Cluster sampling was used via model testing model. SPSS and Smart PLS 3 were used for analyzing quantitative data. 

the results of the study indicate that teachers’ informal learning leadership model is implemented efficiently at three levels: opinions (3 variables), strategy (5 variables0 and behavior (8 variables). According to the results of the study, strategies had the highest effect on teachers’ informal learning. Also, due to the lack of organization and discipline in informal learning, school management’s opinions and attitudes have key significance in teachers’ informal learning. Furthermore, for integrating and consolidating all the abilities in line with enhancing teachers’ informal learning level, the behavioristic dimension in school management should be taken into consideration as a facilitator. 

According to the findings of the study, thanks to applying teachers’ informal learning leadership, teachers’ mental health in the classroom context are enhanced and promoted. Consequently, teachers’ role and contribution to students’ learning become more evident and highlighted.

The aim of this study was to identify knowledge production of leadership and educational management of the faculty members of the educational management departments of Iranian public universities in international specialized journals and Web of science and Scopus databases.

A comprehensive search without time limit was conducted in 8 international specialized journals of educational leadership and management in Web of Science and Scopus databases. 150 articles were extracted and all of them were analyzed. Required information including titles of articles and journals, year of publication, author(s), gender, organizational affiliation, keywords, number of citations and abstracts were extracted using a checklist.

The results showed that in recent years the number of articles indexed in Scopus and Web of Science has increased. The role of women in publishing articles was so prominent that 122 women were involved in writing 56/67% of articles. The field of "higher education" had a wide range of articles (47/33%). Examining the titles of the journals, it was found that the variety of journals was very high and only 8 articles (5/33%) were published in international specialized journals on educational leadership and management. 18 articles (10/6%) had authors (authors) whose organizational affiliation was outside of Iran. The average citation rate of articles indexed in Scopus was 3.01 and that of Web of science was 1.78. This literature focused on themes and issues of leadership and organizational behavior. This study identified 8 main areas (leadership and management, evaluation, knowledge management, organizational culture, educational economics, teaching-learning, organizational behavior and organizational performance). The findings also showed the paradigm shift from "management" to "leadership".

Research findings can provide a deeper insight and understanding of the quantity and quality of educational leadership and management products to be used in future decision making for educational management departments and leads faculty members to focus their efforts on the areas that most promise to strengthen the educational leadership and management knowledge in Iran.

The current research was conducted with the aim of designing and validating a model for creating an entrepreneur school. In terms of the nature of the data, the method of this research is mixed with an exploratory design, and practical in terms of purpose. In the qualitative part, the qualitative content analysis method was used to design the model, and in the quantitative part, the survey method was used to validate the model. In the qualitative part, the data was collected through semi-structured interviews with 17 experts who were selected by the purposeful snowball sampling method, and the inductive coding method was used to analyze the data. In the quantitative part; confirmatory factor analysis, mean descriptive indices, and standard deviation were used. After obtaining the proposed model,, 43 experts were selected through a researcher-made questionnaire, and by purposeful sampling method to validate the model. The findings of the qualitative part of the research were 95 core codes related to the characteristics of the entrepreneur school, which in the quantitative stage, after the confirmatory factor analysis of the questionnaire by PLS software, two items were removed from the initial model due to having a factor load of less than 0.4, and the modified model with 93 features and with good fit, validated and presented.

The purpose of this study was to identify the missions and goals, content, tools, and functions of faculty development centers in world-class universities.

This study was conducted using qualitative approach and comparative comparison method and content analysis. Data were collected using the Times 2020 ranking site and sites of centers at world-class universities rated below 100. In this study, 40 faculty development centers in world-class universities were purposefully selected. Data from this study were coded and analyzed using NVIVO 12pro software.

The major themes were categorized into 4 axes of missions and goals, content, tools and functions, and two dimensions of university development and faculty development. The results of this research in the mentioned categories about creating networks of collaboration with faculty and related academic centers and using new teaching and assessment methods with interactive approaches and tools to enhance teaching and learning, along with related subcategories, can be used by strategic managers in universities.

The purpose of this research was to examine the present situation of job abundance for faculty members at public institutions in the western part of the country by developing and validating a valid and reliable instrument. This study is an exploratory blend of qualitative and quantitative methods. Twenty-five experts and key informants were selected and interviewed in a targeted and snowball fashion for the qualitative component of the participants. We coded the data in this part at the open and axial levels to determine the symptoms and dimensions of job enrichment. Self-review, acceptance criteria assessment, and control by members (qualitative validation verified by the identified location). The signs were then transformed into questions for a 24-item questionnaire on a 5-point Likert scale, whose content validity was determined via expert validation. In the quantitative phase, 324 faculty members from western institutions (Ilam, Kermanshah, Kurdistan, and Hamedan) were chosen to use a stratified random selection approach and asked to answer a questionnaire developed in the qualitative section. We assessed the results in this section to establish the questionnaire’s construct validity (quantitative validation) by confirmatory factor analysis and its reliability via the internal consistency method (Cronbach’s alpha). We then evaluated the data using a one-sample t-test to determine the present situation of affairs. Job enrichment as educational, research, specialized, individual and organizational services was discovered and verified in the qualitative component of the symptom set (24 markers). Experts also validated the questionnaire’s content validity. We validated the validity and reliability of the questionnaire in the quantitative section, and the results of the present situation assessment revealed that the job enrichment of faculty members is not in good condition. While this research presents a new tool for academics interested in the work's topic enrichment of faculty members, it also has the potential to change the perspectives of stakeholders, decision-makers, and higher education management to promote the job enrichment of faculty members.

The current study aimed to determine the characteristics of teachers with career plateau. This study used a qualitative research design and a systematic review approach. Several components of career plateauing have been identified by reviewing the scientific documents and resources in the field of teachers' career plateau. A total of 26 sources were selected and analyzed. Inductive content analysis at three coding phases (i.e., open, axial, selective) was used to analyze the scientific data resources. The current study identified 15 components about the career Plateau characteristics of the teachers, including 1- Reluctance and low work motivation; 2- Negative attitude towards job and job-organizational conditions; 3- Weakness of mental-physical health; 4- Low job satisfaction; 5- Lack of attention to career development; 6- Decreased performance; 7- Lack of creativity and diversity at work; 8- Passive presence in the workplace; 9- Irregular attendance in the workplace; 10- Creating a negative work environment and encouraging disruptive organizational behaviors; 11- Difficulty in adjusting to work environment; 12- Conscious laziness; 13- Intention to leave the job; 14- Low sense of loyalty and commitment to the job and organization; and 15- Poor communication with students. The identified components and indices represent the negative effect of the career plateau on the mental-physical and functional dimensions of the teachers.

The present study was conducted with the aim of designing a model of professional competencies of vocational school principals with an open innovation approach and its validation. Qualitative research is a classic foundation data type. Participants include 20 experts and the director of the conservatory, purposefully sampled and interviewed in a semi-structured manner. The data are encoded using MAXQDAv2020 software, and the researcher has used the Strauss and Corbin acceptance indicators, the technique of visit by members and the self-review approach for validation of the research model. The findings show that the model of professional competencies of the directors of technical and vocational schools with open innovation approach includes 9 main competencies and 20 sub-competencies as follow: social competencies (cultural competence, social responsibility); Cognitive competencies (self-confidence and self-assurance, perfectionism and professional development); Specialized competencies (technical, scientific and functional competencies); Knowledge competencies (general level knowledge, basic level knowledge and professional level knowledge competencies); Attitudinal competencies (systemic thinking and problem solving strategy competencies); Personality competencies (self-awareness and independence, positivity and realism); Communication and networking (competence to establish external and internal communications); Developmental competencies (advocacy for IT, transformation and change management); Strategic and leadership competencies (goal-oriented and planning competencies). The listed methods for validating the model show that it has the necessary validity. The findings of this study provide implications for training and improving the directors of vocational schools in accordance with the identified professional competencies.

Accountibility is one of necessities of an efficient and serving system. Due to unemployment wave especially in higher educated graduates in Iran, universities are accused of insufficiency in responding to labor market, which should be identified and presented by studying different dimesions of this subject. Accordingly.

To investigate dimensions of accountability of universities to labor market by using metasynthesis method, with applicable goal and metasynthesis data collection. Primary literature review consisted of 343 related studies. After initial screening, 201 articles and documents are selected to extract findings.

The researsh implies 19 elements through 3dimensions: educational, skill and research  dimension (8 elemants), curriculum dimension (7 elements), management and structural dimension (4elements).

Special attention of higher education policy makers and planners to the 19 components resulting from this research, including: providing skills training based on the labor market, formulating practical curricula according to the needs of the labor market, more attention of the heads and board of trustees of the university for accountability in the labor market, stakeholder participation in curriculum design, motivation and capacity building of faculty members in training graduates suitable for the labor market in each field and moving towards applied and demand-oriented education and research; can reduce the gap between the current situation and the favorable situation of universities and provide an important step towards responding to the labor market, especially reducing unemployment and increasing the satisfaction of graduates and business owners and the labor market.

The aim of this study is to design a model based on the paradigm role of education management in the excellence of educational organizations in the twenty regions of Iran. Therefore, the mixed research method was used and data were collected in two quantitative and qualitative stages.In the first stage, interviews with 16 experts of railway training , practical implementation of ten commandments and live trade of a quality researcher were executed, and in the quantitative part with 217 experts of regions and training centers , as well as instructors, a questionnaire was distributed and it was gathered.Execution and collection of data in the qualitative part was through interviews and was obtained through reliability and effectiveness.In the quantitative part, the data collection instrument was a researcher questionnaire that had face validity , content which it's  structure was measured. Cronbach's alpha coefficient for measuring the reliability of the questionnaire was 94%.The data obtained from the interview and the analysis of documents were analyzed as content analysis by inductive coding method.Quantitative data were analyzed by descriptive and inferential tests.The results of quantitative and qualitative analysis of the research were to present a model in which education management with six sub-components in content, methods and resources confirmed its quantitative and qualitative impact on organizational excellence in education.

This study is designed to describe the dimensions and indicators of antecedents and consequences relating to teachers` organizational silence.

The reaserch is applied with descriptive phenomenology . Participants in this study included 21 educational experts, who were interviewed using purposive sampling method and were saturated with Snowball method. data was collected using semi-structured interview. The collected data was analyzed using inductive content analysis via encoding in three levels: open, axial and selected. To verify the findings, methods such as members` investigation and review by coworkers were used.findings findings showed that antecedents of teachers` organizational silence includes 41 indicators Are categorized in four main dimensions, including factors related to the senior management level, organizational elements, administrative factors, and social context of schools. Moreover, consequences of teacher’s silence were identified to be 15 indicators in two main dimensions of teachers` practice and educational effect on students. Finally, the validation of the findings showed that the model of The antecedents and consequences of teachers' organizational silence are valid.

Findings of this research while having research innovation, can be useful for educational decision makers and those involved in education to manage of teacher silence in school.

Today, due to international developments, the maritime profession has grown to such an extent that it requires high skills and knowledge to use this method of transportation in the world. Instructors are currently considered as one of the main pillars of maritime training centers and the future developments of the maritime industry will depend on the competencies, knowledge, skills and professional development programs of these instructors. Therefore, the purpose of this study is to identify the dimensions and competency indicators of Iranian maritime transport industry instructors with a qualitative method. Data were obtained through document study and semi-structured interviews with 25 instructors, researchers, specialists and managers of the maritime industry. Participants in this study are using purposive sampling method and 80 markers. The snowball approach was selected and the required information was obtained by interviewing them to theoretically saturate the data. Data were coded using MAXQDA20 software and analyzed using content analysis technique. Content validity method was used for validity and members' review method was used for reliability. The results of this study showed that the competency model of maritime training instructors has 9 dimensions, including; Strategic, communication, professional, knowledge and self-development, behavioral, personality, cultural, technical and educational competence and 80 indicators. The results of this research help marine instructors to identify and eliminate their strengths and weaknesses and continuously develop their knowledge, expertise and skills.

Higher education in Iran has always faced many challenges in the field of governance, interaction between various organizations, and meeting the expectations of all stakeholders (students, teachers, government, society, etc). The purpose of this study was to design a model in the field of higher education governance in order to better understand this phenomenon and provide policy recommendations in this regard. In order to design higher education governance model, the research method was qualitative based on Strauss and Corbin's Grounded Theory and semi-structured interviews were also used for data collection. In addition, sampling was done through theoretical sampling using snowball and purposeful techniques. Based on the data analysis and causal, contextual, confounding conditions, and governance strategies and outcomes, the final model was developed. Also, to validate the model, the credibility and triangulation criteria of were used. The findings of this study show that the model of higher education will depend on strategies such as decentralization, reengineering of structures and processes, stakeholder participation and delegating authority to universities and it is expected that the consequences of such a worthy human upbringing in the higher education system, alignment and integration between various decision-making institutions, fulfillment of the original missions of higher education and implementation of good governance in higher education and in the society comes true.

Higher education institutions are faced with the emerging needs and expectations of the society. Faculty members can realize the quality of higher education and play an essential role in the development of any country. It is desirable for universities to take fundamental steps towards comprehensive development of their academic staff. The purpose of this qualitative study is to develop and validate the syndrome model and dimensions of job enrichment of faculty members. Findings show that the enrichment aspects of faculty members can be classified into five dimensions, each of which has symptoms: 1) educational dimension, including: mastery of new and creative teaching methods, dynamic teaching skills, arousing thinking while teaching, ability  to develop educational and evaluation strategies, ability to give feedback and stimulate reflective thinking and creating superior learning goals, 2) research dimension, including: sensitivity to collect reliable data, team building and networking skills at both national and international levels, project management ability, mastery of research methodology and leading theses toward finding solutions for social problems. 3) specialized services dimensions including: entrepreneurial skills and wealth creation, ability to solve practical problems of the society, developing communication with the society and industry, and possessing power to persuade discourse, 4) individual dimensions including responsibility sensitivity, systemic thinking, intuitive thinking, time management, and self-regulation, 5) organizational dimensions, including building up learning community skills, ability to communicate with foreign distinguished universities, interaction with scientific societies, and peer coaching). A number of administrative and research suggestions are presented at the end.

The purpose of present study was to design an effective accountability model for Islamic Azad University by using qualitative grounded theory. The data of this study were the result of semi-structured interviews with 25 senior administrators in Tehranchr('39')s Islamic Azad University branches who were selected by theoretical sampling method.  Using analytical methods of Strauss and Corbin, data were analyzed at three levels of open, axial and selective coding.  After identification of the main component (balanced response to constituencies’ needs) and using it to bring the categories together, expressions and ideas representing the relationships between the main and subcomponents, and finally the revealed components were categorized into  following six dimensions of the paradigm model, with the relationships among them: causal conditions (human resources, science oriented of university,  creating motivation in university , need assessment and targeted academic development, customer oriented, teaching-learning process, university quality assessment), main component (accountability to students, market and society), environmental conditions (political, economic, socio–cultural, technology- global, macro- policy and macro- planning and higher education environments), intervention factors (university structure, university atmosphere, proportion of quantity of demand with supply, scientific and research infrastructure), strategies (participation, interaction of university with society, international interactions, financing and allocation of financial resources), and outcomes (skill development, empowering studentschr('39') moral and cultural development, university qualitative development, achieving the true status of the university,  external constituencieschr('39') satisfaction,  decreasing brain drain, and improving entrepreneurship); and different structures formed the  effective accountability model  in Islamic Azad University.

The current research is applied in terms of purpose and quantitative approach, which was performed on a quasi-experimental basis using four groups with pre-test and post-test with the control group. The study involved 40 students from four boys' primary schools in the city of Neyshabour, whose teachers were purposefully selected. In each school, ten sixth-graders with moderate intelligence were selected according to the teachers. The experimental groups were trained using exploratory, collaborative and reverse teaching methods, and the control group was trained by lecturing in Five 45-minute sessions using designed protocols. It should be noted that two sessions were dedicated to teacher training for the proper implementation of . The duration of this course was five weeks and the content of that ninth chapter was the topic of the Energy Science textbook. Data collection tools included designed teaching protocols in collaborative, reverse and exploratory methods, and pre-test and post-test forms, each with ten questions, the validity of which was examined using teachers' opinions. To analyze statistical data, descriptive statistics indicators and inferential statistics were used. Regarding the research questions, the results showed that there is a significant difference between the methods of reverse teaching, exploration, cooperation and lecturing in the learning of sixth grade elementary there is a significant difference between the effect of the flipped method and the effect of other methods. This study suggests the use of flipped teaching methods to teach various topics along with other methods such as collaboration and exploration for experimental science lessons.

interactions in Farhangian University as a University Responsible for Educating, Empowering and Employing Teachers in the Ministry of Education is very important. purpose of this study was to Identify the interactions in the Farhangian university From the perspective of contexts, strategies and guidlines. this goal was taken into consideration, by using written sources and documents related to teacher education system and interaction managment, document the and statute of Farhangian university and documentary research method. The data were analyzed using reflective analysis with Maxqda software version 12. The findings of this study showed Beneficiaries and stakeholders whom Farhangian University should have extensive interactions include:1. Higher education and scientific and research centers 2. Education and its departments in the cities 3.Schools 4. People like professors, teachers, students and scholars, students, parents of students 5. Cultural, artistic and sports institutions 6. Policy and Government Institution .In connection with each of them, the necessary grounds, strategies and guidelines were obtained. The results of this study showed Interaction management should be considered as one of the main cores in the management system of Farhangian University.

The present study aimed to investigate the dimensions and factors affecting the formation of organizational loafing among school teachers. This research has been conducted using a qualitative approach as well as a descriptive phenomenological strategy. The participants in this study included 11 experienced female teachers who were generally highly educated in terms of group working in schools of Tehran in the academic year of 96-97. They were selected from regions 6, 11, 2, and 5. Also, the participation of these individuals in the research was based on the personal desire. In addition to that, their participation was based on standard sampling (over 10 years of experience and participation in group work) according to theoretical saturation rule. Since the research strategy was qualitative, the data were collected using in-depth interviews with the participants. Data were analyzed in three stages including open, axial and selective coding. The results showed that the evasion includes two individual and organization dimensions with 13 sub-themes. Also, the factors affecting the formation of loafing were identified in four main themes (management, culture, structure, and colleagues) and 15 sub-themes. A remarkable point in this study is that teachers have described four factors that have been considered both as effective in the formation of loafing and as corrective factors to prevent this phenomenon. The study found that school teachers are vulnerable to loafing. Therefore serious decisions should be made to prevent the outbreak.

The purpose of this study was "Designing the Self-Leadership Model ‎of Education Managers in Guilan Province". The method of the ‎research in terms of the nature of the data was of a qualitative-‎quantitative type, in terms of the purpose of the applied type and in ‎terms of descriptive-correlation. The statistical population of this study ‎consisted of all heads and deputies (educational centers in the ‎counties) and school principals of 2300 people. The sample was ‎obtained using the Cochran formula (329). Data were random cluster ‎sampling. Data collection tool was a questionnaire from the qualitative ‎section, whose content validity was determined by experts and its ‎construct validity was obtained through confirmatory factor analysis ‎and its reliability through Cronbach's alpha test was more than 70%. ‎The data were analyzed using descriptive and inferential methods ‎including mean, mean, standard deviation and inferential statistics for ‎data analysis using structural equation technique using SPSS and ‎AMOS software. The results showed that self-leadership of education ‎managers was categorized into 8 indicators (self-awareness, self-‎guidance, self-monitoring, self-control, effectiveness, targeting, self-‎motivation and self-reflection) with the removal of some questions and ‎markers; the model was ultimately verified statistically.‎ The purpose of this study was "Designing the Self-Leadership Model ‎of Education Managers in Guilan Province". The method of the ‎research in terms of the nature of the data was of a qualitative-‎quantitative type, in terms of the purpose of the applied type and in ‎terms of descriptive-correlation. The statistical population of this study ‎consisted of all heads and deputies (educational centers in the ‎counties) and school principals of 2300 people. The sample was ‎obtained using the Cochran formula (329). Data were random cluster ‎sampling. Data collection tool was a questionnaire from the qualitative ‎section, whose content validity was determined by experts and its ‎construct validity was obtained through confirmatory factor analysis ‎and its reliability through Cronbach's alpha test was more than 70%. ‎The data were analyzed using descriptive and inferential methods ‎including mean, mean, standard deviation and inferential statistics for ‎data analysis using structural equation technique using SPSS and ‎AMOS software. The results showed that self-leadership of education ‎managers was categorized into 8 indicators (self-awareness, self-‎guidance, self-monitoring, self-control, effectiveness, targeting, self-‎motivation and self-reflection) with the removal of some questions and ‎markers; the model was ultimately verified statistically.‎ The purpose of this study was "Designing the Self-Leadership Model ‎of Education Managers in Guilan Province". The method of the ‎research in terms of the nature of the data was of a qualitative-‎quantitative type, in terms of the purpose of the applied type and in ‎terms of descriptive-correlation. The statistical population of this study ‎consisted of all heads and deputies (educational centers in the ‎counties) and school principals of 2300 people. The sample was ‎obtained using the Cochran formula (329). Data were random cluster ‎sampling. Data collection tool was a questionnaire from the qualitative ‎section, whose content validity was determined by experts and its ‎construct validity was obtained through confirmatory factor analysis ‎and its reliability through Cronbach's alpha test was more than 70%. ‎The data were analyzed using descriptive and inferential methods ‎including mean, mean, standard deviation and inferential statistics for ‎data analysis using structural equation technique using SPSS and ‎AMOS software. The results showed that self-leadership of education ‎managers was categorized into 8 indicators (self-awareness, self-‎guidance, self-monitoring, self-control, effectiveness, targeting, self-‎motivation and self-reflection) with the removal of some questions and ‎markers; the model was ultimately verified statistically.‎ The purpose of this study was "Designing the Self-Leadership Model ‎of Education Managers in Guilan Province". The method of the ‎research in terms of the nature of the data was of a qualitative-‎quantitative type, in terms of the purpose of the applied type and in ‎terms of descriptive-correlation. The statistical population of this study ‎consisted of all heads and deputies (educational centers in the ‎counties) and school principals of 2300 people. The sample was ‎obtained using the Cochran formula (329). Data were random cluster ‎sampling. Data collection tool was a questionnaire from the qualitative ‎section, whose content validity was determined by experts and its ‎construct validity was obtained through confirmatory factor analysis ‎and its reliability through Cronbach's alpha test was more than 70%. ‎The data were analyzed using descriptive and inferential methods ‎including mean, mean, standard deviation and inferential statistics for ‎data analysis using structural equation technique using SPSS and ‎AMOS software. The results showed that self-leadership of education ‎managers was categorized into 8 indicators (self-awareness, self-‎guidance, self-monitoring, self-control, effectiveness, targeting, self-‎motivation and self-reflection) with the removal of some questions and ‎markers; the model was ultimately verified statistically.‎ The purpose of this study was "Designing the Self-Leadership Model ‎of Education Managers in Guilan Province". The method of the ‎research in terms of the nature of the data was of a qualitative-‎quantitative type, in terms of the purpose of the applied type and in ‎terms of descriptive-correlation. The statistical population of this study ‎consisted of all heads and deputies (educational centers in the ‎counties) and school principals of 2300 people. The sample was ‎obtained using the Cochran formula (329). Data were random cluster ‎sampling. Data collection tool was a questionnaire from the qualitative ‎section, whose content validity was determined by experts and its ‎construct validity was obtained through confirmatory factor analysis ‎and its reliability through Cronbach's alpha test was more than 70%. ‎The data were analyzed using descriptive and inferential methods ‎including mean, mean, standard deviation and inferential statistics for ‎data analysis using structural equation technique using SPSS and ‎AMOS software. The results showed that self-leadership of education ‎managers was categorized into 8 indicators (self-awareness, self-‎guidance, self-monitoring, self-control, effectiveness, targeting, self-‎motivation and self-reflection) with the removal of some questions and ‎markers; the model was ultimately verified statistically.‎ The purpose of this study was "Designing the Self-Leadership Model ‎of Education Managers in Guilan Province". The method of the ‎research in terms of the nature of the data was of a qualitative-‎quantitative type, in terms of the purpose of the applied type and in ‎terms of descriptive-correlation. The statistical population of this study ‎consisted of all heads and deputies (educational centers in the ‎counties) and school principals of 2300 people. The sample was ‎obtained using the Cochran formula (329).