heidar toorani

 The research is an applied research and is done by mixed method. The statistical community is the experts and specialists in the field of management and organizational behavior and employees of OERP. The method of qualitative part is snowball and quantitative part of research is simple random. 12 experts were selected for qualitative and 187 people were selected for the quantitative sections. Both interview and questionnaire were used for the research. Based on the qualitative results, it was found that 122 concepts were extracted from the analysis of the themes of interview with experts and specialists, focusing on the concepts related to the research topic. These concepts were categorized in 10 themes under organizing themes (three concepts for organizational integrity, three concepts for organizational justice, two concepts for quality of work life and two components for organizational learning as the basic themes. These variables were classified into 5 comprehensive concepts such as organizational cohesion, organizational culture, organizational learning, quality of work life and organizational justice. The variables of organizational learning, organizational culture, quality of work life and organizational justice have a positive and significant effect on organizational cohesion. The variable of organizational justice has been measured through the three components of distributive, procedural and interactive justice and the variable of organizational cohesion has been assessed through the three parts of emotional, social and instrumental cohesion in organizational cohesion. Moreover,The quality of work life variable has been measured through the two components of material needs and self-actualization and security and job promotion, and the organizational learning variable has also been measured through the two sections of human resource empowerment and knowledge management, and the organizational culture variable has been measured through 7 indicators.

 Research topic: 

The topic of this study is the impact that organizational culture and organizational justice have on organizational cohesion in the research and educational planning organization as the heart of the Ministry of Education. Organizational cohesion and culture and organizational justice are three important and key variables of organizational management and behavior, which the realization of organizational cohesion leads to the realization of the goals and mission of that organization.The aim and topic of the research: The aim of the present study is to identify the measurement indicators of culture, justice and organizational cohesion and to determine the impact of organizational culture and justice variables on organizational cohesion.

This research is a mixture of different types of research in terms of practical purpose and approach. The statistical population is the experts and specialists in the field of management and organizational behavior and the employees of the research and educational planning organization. The method of sampling experts (qualitative part of research), snowball method and sampling method of employees (quantitative part of research) was simple random. 12 people were selected in the qualitative section and 187 people were selected in the quantitative section. The tool was the qualitative part of the interview and the quantitative part of the questionnaire.

Organizational justice and organizational culture have a positive and significant effect on organizational cohesion. The three components of distributive, procedural and interactive justice have a positive and significant effect on organizational justice and the three components of emotional, social and instrumental cohesion have a positive and significant effect on organizational cohesion.

The most important and main mission of the school are the students, on whom the main and initial investment should be focused. The educational system is faced with the education of a generation that must prepare them for social life, neglecting the conditions and requirements and necessities of social life causes learners to not learn the necessary skills to adapt to society and suffer serious harm; Therefore, the purpose of this research is to design the role-playing model of schools as the center of educational experiences of students.

The research method is mixed (qualitative-quantitative). In the qualitative part, ground theory method with MAXQDA12 software was used to identify the indicators related to role-playing of schools as the focus of students' educational experiences. The statistical population in this research was all the experts in the field of education and school principals, the vice president of education of Tehran city administration, which was conducted with 17 interviews. In a small part, the developmental-applied method was used. The statistical population of the quantitative part included all managers, experts, and educational assistants of government and non-government schools in six education regions (one, six, nine, thirteen, sixteen, and nineteen) and Cochran's formula was used for the sample size. Based on this, 356 people in this section were selected as the sample size and stratified randomly.

The results of the qualitative part led to the identification of 167 indicators, 35 components and 6 dimensions in two hidden and visible functions of schools. In the quantitative stage, the impact of underlying factors with a coefficient of 0.957 on strategic strategies and the impact of strategic strategies on the resulting outcomes was 0.953, which were the most influential.

Finally, the final model with 167 indicators and 35 components and two functions (hidden and overt) was drawn and for this model philosophy and goals, theoretical foundations, implementation mechanisms, principles of implementation and feedback were designed and evaluated and validated by 30 experts.

The aim of this study was Validation of organizational cohesion model with organizational justice approach. The research method is a descriptive correlation in terms of applied purpose and in terms of data collection method. The statistical population of the present study includes all employees of the Organization for Research and Educational Planning, which was selected by simple random method and Cochran's formula of 187 people as a research sample. The researcher-made questionnaire on organizational learning, organizational behavior, quality of work life, organizational cohesion and organizational justice were used to collect research data. The validity of the questionnaire was calculated by content validity method and the reliability of these tools was calculated by Cronbach's alpha coefficient method and it was found that the whole questionnaire had a reliability of 0.89 and the questionnaires were in terms of validity and reliability. Data were described by descriptive statistics (mean central indices and scatter indices of standard deviation) and inferential statistics of path analysis (multivariate regression) and analyzed by SPSS and lisrel software. Results of research Indicator that Four dimensions of organizational learning, organizational behavior, quality of work life, organizational justice have a positive and significant effect on organizational cohesion.

The purpose of this study was to design and validate a competency model for the selection and appointment of queue managers (schools) at the level of leadership and management subsystem in the Fundamental Reform Document of Education (FRDE). It is a mixed-method research using an exploratory approach. Sampling in the qualitative section was done purposefully with the technique of a network of experts and 22 people (including: nine drafters of the Fundamental Reform Document, seven experts and executives in the leadership and management subsystem and six members of the faculty of educational management) participated in the interview. Also, in the quantitative part of the statistical population, there were 599,948 school principals in Tehran, of whom 382 people were selected using the Cochran's formula and cluster sampling. A semi-structured interview was used in the qualitative part and a researcher-made questionnaire in the quantitative part. The data obtained from the interviews were thematically analyzed and are studied using the structure-based data theory of Chalmers structural type. Quantitative data were also analyzed by predictive correlation method and by using confirmatory factor analysis using Smart PLS 3 ‌ software. Content validity and face validity methods were used to examine the questionnaire and the results were adjusted in several stages. Findings indicate that in the qualitative part, a total of 80 competencies were identified and assigned as competencies required by school principals, based on the interviews. In the quantitative part, the overall quality of the measurement model was confirmed with a total of 75 indicators. Finally, the approved indicators were defined in the form of 17 subcategories, 6 main categories and finally in two specialized and general dimensions.

The aim of tis research was presenting model of rotation from centralization to reducing of focus on the field of formality and power in decision-making of staff levels in education of Tehran.

Present research in terms of purpose was applied and in terms of implementation was quantitative. The study population was the principals and employees of the staff level of education ministry and the principals and teachers of secondary high schools of Tehran city in the academic years of 2018-19, which based on Cochranchr('39')s formula from them, were selected 440 people by simple random and multi-stage cluster sampling methods. To collect data was used from 37-items researcher-made questionnaire that its content validity was confirmed by experts and the structure validity of instrument was confirmed by factor analysis and its reliability was calculated 0.94 by Cronbachchr('39')s alpha method. Data were analyzed with exploratory factor analysis and structural equation modeling methods in SPSS and AMOS software.

The findings showed that the model of rotation from centralization to reducing of focus on the field of formality and power in decision-making had six components of formality, power in decision-making, horizontal communication, delegation of authority, information technology and school-based. Also, the mentioned model had a good fit and all six components of formality, power in decision-making, horizontal communication, delegation of authority, information technology and school-based had a significant direct effect on the rotation from centralization to reducing of focus (P<0.05).

Regarded to the results of the present study through improving the components of formality, power in decision-making, horizontal communication, delegation of authority, information technology and school-based can be achieved from centralization to reducing of focus on the field of formality and power in decision-making.

The aim of this study was to validate the conceptual model of entrepreneurial student teacher training at Farhangian University. The research method is descriptive-survey. The statistical population consisted of all faculty and non-faculty members of Farhangian University, 384 of whom were selected by random cluster sampling. A researcher-made questionnaire was used to collect research data, the validity of which was estimated to be 0.84% by VCR coefficient and its reliability was estimated to be eighty-nine percent based on Cronbach's alpha. To analyze the research data in the statistical description section of the mean, standard deviation, skewness and elongation and in the statistical inference section of the second type of confirmatory factor analysis was performed using LISREL software. Based on the results of this research, the student-teacher training model of the entrepreneur explains all its constructs. The model has a good fit and all its relationships are significant based on the second-order factor analysis. Therefore, the entrepreneurial teacher training model has the necessary validity.

The aim of this study was to identify the factors of formation and consequences of collective trust in schools.

The present study was conducted using a qualitative method using data foundation theory. The statistical population included education professionals and knowledge-based companies. The research sample consisted of 12 experts and experts in the field of education and collective trust, the Institute of Education Studies, the Ministry Office of the Ministry and the General Directorate of Education, experienced managers who were selected by purposive sampling method. . First, 7 people were selected using purposive sampling, and then 5 more people were selected using the snowball method. The data collection tool was a semi-structured interview. By analyzing the data theory, the basic model was extracted and then the components and sub-components were identified.

The components of collective trust formation and its consequences in school were identified with 6 main dimensions, 17 pivotal components, and 85 coding. And the motivation and dynamism of the school community; The underlying conditions were: innovation and new technology, an effective educational program for teachers and school colleagues, and the consequences of the collective trust of schools were: improving the social status of teachers and administrators, studentschr('39') academic success, setting educational goals and Appropriate teaching content - developing care insights in the school community.

The results of the study showed that the causal factors and underlying collective trust in schools are: support of senior school principals and the organization, personality and professional characteristics and motivation and dynamism of the school community; Underlying conditions are innovation and new technology, an effective curriculum for teachers and school staff

The present study aimed to Presenting model of a rotational of centralization to reduce the focus on School-Based Concentration in Tehran Education. The research method is a mixed one part of which is quantitative and part of it qualitative and according to the purpose of developmental-applied research. The statistical population of the study consisted of all managers and staffs of the Ministry of Education staff as well as the managers and teachers of secondary schools in Tehran with experts in management (higher education management, public administration, educational management, executive management, information technology management) the academic year is 1397-98. According to Cochran formula, 440 people were selected using multi-stage sampling. The researcher-made questionnaire was used for measuring 37 questions The results showed that school-based management had a positive and significant effect on the reduction of focus in education. That is, the more school-based management increases in the education organization, the less the focus on education (p <0.05). According to the findings of the study, the rotation model has a good validity from the centralization to the reduction of the focus on education.

The purpose of this study was to design and develop a conceptual model of entrepreneurial teacher-student training at Farhangian University. To achieve the goal, the general qualitative research method was used. The study population included experts, top level managers and managers of the provincial campuses of Farhangian University, that 30 of them were selected as the sample by purposeful sampling. Semi-structured interviews were used to collect data, the validity of which was 0.48 from the perspective of 4 subject matter experts and its reliability was 0.75. Data were also analyzed by using MaxQDA quality data analysis software. Based on the findings, 87 indicators were identified to training the entrepreneurial teacher-student. After marking, these markers were divided into 9 components. Eventually it turned into four dimensions. The components of entrepreneurial teacher student training were: administrative support and university support, establishment of entrepreneurship system in the universitychr('39')s visions and missions, entrepreneurial leadership, culture of innovation and creativity, entrepreneurial competencies, formal education, non-formal education, growth and research centers. The four dimensions of the entrepreneurial teacher student training model also included administrative and financial, entrepreneurial culture, formal and informal education, research and technology.

The aim of this study was to investigate the status of educational policy-making in non-governmental financial institutions.
The research method was based on the development goal and in terms of the type of data, successive exploratory mix, in the qualitative part was based on the data method and in the quantitative part was done by the descriptive survey method. The statistical population included 3850 people in the qualitative part of a number of experts and in the quantitative part of all managers, deputies and staff members of institutions. In the qualitative part, 12 people were selected by snowball method and in the quantitative part, 384 people were selected according to Krejcie and Morgan table by cluster and random method. The research tool was a researcher-made questionnaire that had a slight appearance, content and structure validity. Also, CVR was confirmed with a coefficient of 0.846 and its reliability was confirmed with a coefficient of 0.871 and the data were analyzed with Amos software.
Findings showed that the dimensions and components of educational policy-making are: 1- Emphasis on strategic factors (scientific and skill abilities of educational policymakers, emphasis on realism in educational policy-making, the impact of political parties on educational policy-making, impact Culture and society in formulating educational policy) 2- Emphasis on supportive factors (use of national support, use of scientific community, use of support of government institutions and bodies) 3- Attention to educational quality (emphasis on evaluation in formulating educational policy), Paying attention to staff growth, emphasizing on educational and research factors) 4- Paying attention to educational infrastructures and facilities (providing educational facilities, reforming organizational structure, fair distribution of budget) 5- Paying attention to multiple development (economic, political development), Social, cultural and scientific) 6- Paying attention to the effects of the implementation of educational policy (educational growth, growth of human and moral values, creating the ground for the distribution of justice). According to the root value of the estimated variance of the approximation error for each dimension, which is equal to 0.063, 0.075, 0.063, 0.099, 0.093 and 0.081, respectively, the resulting model has a suitable structure.
The results showed that in order to achieve an integrated educational system in educational institutions, the need for efficient and integrated information management, especially in order to make decisions, is essential.

The purpose of this study was to "design and validate a model for the professional development of school principals in a mixed manner". The research was applied in terms of purpose and mixed method. The statistical population of this study in the qualitative section included educational management experts. First, in this section, with a deep study of the theoretical foundations and background of the research presented on the subject of research in both internal and external sectors, the components of professional development of school principals were identified. Then, semi-structured interviews were conducted with purposeful sampling method and each interview was coded through NVivo software. This process continued until the researcher reached theoretical saturation. The statistical population of the high school principals in the provinces of Tehran province is 2711 people that were selected by Cochran formula of 385 samples by multistage cluster sampling. The data collection tool was a researcher-made questionnaire for quantitative determination of face status and desirability. Its face and content validity was confirmed by 10 experts in management and educational leadership and its reliability was measured by Cronbach's alpha coefficient (0.864). And combined reliability (0.899) is achieved. The results showed that the professional development of managers has eight components: "organizational factor", "policy factor", "economic factor", "cultural factor", "value factor", "social factor", "individual factor" and "technology factor". That is, in professional development, managers explain 80% of the variance. On the other hand, the status of organizational and policy components was lower than average and undesirable and the other components were average and far from optimal. Finally, the research model was formulated based on the philosophy and goals of the model, the theoretical foundations, and factors influencing the professional development of managers, which was confirmed with 99% confidence

Professional Learning Community (PLC) is the most effective strategy to improve the level of education and learning at schools. In these communities, the culture of the partnership and collaboration is enhanced and the teachers, students and educators play a greater role in their professional learning and their students' learning.This collaboration assists them to make constructive criticisms on the teaching methods and learn from their colleagues which result in their knowledge and skills' improvement and students’ enjoying better education. Also, in the meantime they also learn how to establish and administer a network of knowledge and skills. Utilizing descriptive-analytical approaches, this study aims to identify the theoretical backgrounds and contexts for developing the PLC's. In addition, by introducing and explaining the framework of the five different PLCs, including the PDSA, Cascading, Diagnostic, logical model and the third space, while explaining how to form the school learning communities, during the three stages of description, analysis and interpretation, evaluation criteria were extracted based on the basic components of PLCs and the models were judged based on them. The results of their comparison at the four determined levels showed that none of the models under study were desired, because they did not have all the determined indicators at high level. So, preferably it is better to suggest a model from among the models under study based on a combination of the components and key features. Such a model could be an integrated, comprehensive (elements, components and key features of the models) and nativised one which has the ability to perform and implement its elements and components at school in a way that is understandable and acceptable to its members.

This research has been done with the aim of identifying the characteristics of the school management with Islamic approach and presenting the conceptual pattern. It was a qualitative research with grounded theory design. The research tool included the coding tables, questionnaire and semi-structured interview. Data was analyzed using the content analysis technique. The research findings identified 6 dimensions, 21 components and 228 indicators of the school management with Islamic approach. The dimensions and components included: 1. Principal (individual characteristics of the school principal, leadership style); 2. Staffs (selection and recruitment, maintenance, education, communication, evaluation); 3. Students (physical development, cognitive development, moral and religious development, social development, technical and vocational development, artistic development); 4. Sources (social capital, information capital, physical and financial capital); 5. School culture (values, symbols); 6. Parents (education, participation). For the assessment of the validity of the content of the instrument, the indicators of the content validity ratio and content validity index have been used and its reliability (Cronbach's alpha coefficients) was 0.86. It could be acknowledged that there was no instrument similar to the instrument developed in this study. Also, considering the management and Islamic sources, the conceptual pattern of school management with Islamic approach has been suggested.

The aim of this study is to provide a suitable model for examining the challenges and opportunities of the internal and external environment of the country's educational system ahead to counter the pandemic of Coronavirus Disease (COVID-19) or any other national and global crisis. Because if educational system fails to formulate its plans in terms of corona and post- corona based on a model and strategic framework, it will not be able to manage and go through the difficult period. Although the Corona Crisis is a global challenge and dilemma, it is necessary to plan in our geographical area based on a strategic model so that we can have a successful futurology while crossing through the crisis. Based on this, the researcher tries to use his experiences in strategic planning and existing resources and studies, to propose a" strategic radar model" to overcome the challenges posed by the corona virus pandemic or similar national and global crises in the field of education and training. This model allows the organization and the system to avoid non-scientific, non-systematic and daily actions and to ensure maximum quality of the program and the approach it has taken.

In the recent years, while scientific production and the number of high educational institutes have been increased in Iran, the spreading of immoral behaviors in conducting research has been threatening all of the research-driven institutions, in particular, department for curriculum studies and educational innovations, as a part of the research institute for education. This study was conducted in order to formulate ethics in research of department for curriculum studies and educational innovations. This essay was done through a Qualitative approach by focused group discussions and face to face interviews. The collected date from focused group discussions sessions was analyzed by thematic content analysis method. The analysis led to two core categories including the researcher’s ethical personality and ethical principles of research. The former consists of humility, patience, cultural sensitivity, and collaboration. The latter has nine subcategories including the benefits of research, academic integrity, observing the colleague rights, observing the rights of participants, avoid of plagiarism, publication of obtained data, writing the report in a simple way, critic’s acceptance and scientific criticism. In conclusion, the obtained date by this research is able to play a role in making moral decisions regarding research and creating a confident and respectful atmosphere among the institution users. Furthermore, it has the capability to be used as a base for further discussions and also developing the culture of ethical personality

The aim of this article was to recognize the educational needs and interests of literates and illiterates in the age group of 10-49 years old in order to find the operational solutions to meet their needs and educational interests. The method of this research was survey and its statistical population included scholars, local reference groups, managers and experts of literacy movement organization, education departments, educators, literates and illiterates in Iran. The research sample included 391 persons who were selected through stratified-random sampling method. The research tools included a researcher-made questionnaire, open and semi-structured interviews and the focus group. The data was analyzed using one sample t-test and the qualitative content analysis method. The results showed that literates and illiterates in the age group 10-49 years old have good inner motivation for learning, therefore when developing the educational content, their interests, attitude, knowledge and skills should be considered.

The main objective of this study was to identify educational innovations from the perspective of methods of production, adaptation and implementation in Iranian general education based on global experiences and the related literature. The research question concerns methods of production, adaptation and implementation in Iranian general education. It was a mixed method research which tried to study the domestic and foreign documents and to get the consultation of experts through a qualitative method, comparative data, categorization and analysis. The research sample included Malaysia, India, Singapore, Australia and USA. The research instruments included documents, rules and regulations and research carried out on the related topic in Iran and the above mentioned countries, interview with experts and a researcher-made questionnaire. This study examind the process of the production, adaptation and implementation of educational innovations in these countries and tried to develop a model through scientific validation, so that it could be applied to Iran’s domestic situation.The results showed that the present condition of our education system is not ready to accept the suggested model and the situation is not ready for its implementation. Majority of the experts believed that the situation should be prepared in advance and a school should be established based on the characteristics of the suggested model, before the realization of educational innovations in our education system.

Nowadays due to the economic and technological demands of modern human being, the responsibility of formal and general educational system is multiplied. So, curriculum developers are faced with special considertion for organization, content, plan, and methodolodies. As a result, educational and cultural organizations in the developed countries have special consideration for economy curriculum and economic education as the main curriculum responsible for instructing cognitive, attitudinal and behavioral objectives, along with basic and necessary skills such as reading, writing, math, literature, history, …. They believe that such curriculum are necessary for life management and realization of favorable behavior in individual life and social interaction. Looking at necessity and nature of economy curriculum at the heart of the formal and general education (primary school and guidance school), we tried to show a picture of present status of this curriculum in the world. Also, we introduced the developmental strand of rich literature on “realization of cognitive, attitudinal and behavioral objectives” in the field of economy that is generally named “economic eduction”. Finally, we presented an operational plan in oredr to go beyond the present situation and introduced the neglected economy curriculum within national curriculum to Iranian policy makers and curriculum developers.

In the past, philosophy of education and curriculum designing focused on specialization and single disciplinarity approach. But since the turn of the 20th century, by a vast literature of realizing real and new educational needs and competencies beyond a single discipline, and criticizing the limits of that narrow approach to the reality, defining integrated curriculum or non-disciplinarity approaches has been a topic of discussion. Over the last decades, theorists offered six basic categories for non-disciplinary works: Parallel Disciplinary Approach, Interdisciplinary Approach, Multi-Disciplinary Approach, Cross-Disciplinary Approach, Plural-Disciplinary Approach and Supra/Trans-Disciplinary Approach. Through these approaches, integration seemed to be a matter of degree and method from fundamentally different starting points. Economics also is essentially an integrated discipline from different social sciences, mathematics, economic subjects, knowledge and ideas, and even methodology of natural sciences, and inevitably, its curriculum, educational programs and courses can not be designed unless benefited from these literatures and approaches in the curriculum designing subject area. The present article briefly defines the non-disciplinarity approaches and shows their implications, applications and theoretical capacity in designing different possible curriculums and graduate educational courses in Economics

Curriculum planning and curriculum development is one of the most important issues in education. Therefore, it is vital to continue working on its qualitative enhancement.This article looks at improving processes as a tool for the total quality management. Such processes are among the practical steps that results a better curricula to the benefit of ahigher education system for students.

This paper tries to examine the significance of various theories and styles of management in creating innovations in an organization. Therefore, we firstly analyze the positive and negative factors from the standpoint of different theories, from classical to the systematic, judicial, circumstantial, learner organization, and chaos theory. We then discuss in detail the significance, role, and impact of each of these theories on producing thought and enriching the talents of the personnel. The studies show that in having an innovative manager and personnel are not enough in order to create innovations in an organization. Besides these two factors, the structure, strategy, environment, measures and organizational life cycle, the controlling power on human resources, culture, attitude, and style of management should persuade innovation and support it. It will be shown that the systematic and cooperative systems, specially the theory of learning organization and cooperative and empowering styles in creating innovation by the personnel of the organization, are more efficient than other theories and styles. The nature and concept of learning organization, and cooperative and empowering styles help the personnel of an organization to get a joint understanding of the strategic thinking, and also share their knowledge and experiences. Moreover, they motivate the organization personnel to get together, gain a consistent and logical action and provide the infrastructures for innovation and change in the organization through group thinking.