hossein aflaki fard

The purpose of this study was to investigate the relationship between teacher self-efficacy in classroom management and the professional qualifications of primary school teachers.

The statistical population under study included elementary school teachers of Ardal city, from among them, 100 people were selected by available sampling method.

Standard questionnaires of teacher self-efficacy in classroom management and teachers' professional qualifications were used to collect data. The collected data were analyzed using Pearson's correlation coefficient. These findings show that teacher self-efficacy in classroom management is an important and determining factor for teachers' professional qualifications. Based on this, investing in improving teachers' self-efficacy in classroom management can be an effective strategy to improve their professional qualifications and, as a result, the quality and effectiveness of the education system.Discussion and

The results showed that there is a strong positive and significant correlation between teacher self-efficacy in classroom management and teachers' professional qualifications, including cognitive skills, attitudinal and behavioral competence, managerial competence and overall professional competence. Also, teacher self-efficacy in classroom management could significantly predict teachers' professional qualifications.Keywords: teacher self-efficacy, classroom management, professional qualifications, primary school teachers

The aim of the present research was to predict academic engagement based on problem-solving skills, mediated by academic self-concept in female high school students. This applied study utilized a descriptive-correlational approach with structural equation modeling. The population of this research included all female high school students in Marvdasht during the academic year 1401-1402. A clustered random sampling method was employed, where three schools were randomly selected, and two classes from each school were chosen, totaling 160 students who completed the questionnaires. The measurement tools included the academic engagement questionnaire by Fredell and Paris, problem-solving skills by Heppner and Petersen, and academic self-concept by Yessen and Chen. Data analysis was conducted at two levels, descriptive statistics and inferential statistics. Descriptive analysis involved examining means and standard deviations, while inferential analysis utilized multivariate regression through the Baron and Kenny (1986) model and structural equation modeling with LISREL and SPSS software. The findings indicated that problem-solving skills, mediated by academic self-concept, were able to predict students' academic engagement. Furthermore, the model demonstrated an acceptable fit.

The aim of the research was to provide solutions for the development of Technological Pedagogical Content Knowledge (TPACK) among biology teacher students. The research method used was descriptive-analytical, and it focused on explaining the concepts and strategies for developing TPACK among biology teacher students. The data collection tool in this research involved extracting information from documents, library sources, texts, and specialized internet resources in the field. There were no time constraints imposed on searching and gathering information from databases in order to ensure comprehensiveness in the research. Data analysis was conducted using a descriptive approach, with a reflection on different approaches and types of studies, and their categorization was carried out. The results of this research indicate that enhancing TPACK in biology teachers is an ongoing process that requires a combination of professional development, collaboration and networking, access to resources, accessible tools, acceptance of innovation, and continuous support. Improving these areas enables teachers to effectively prepare students for the challenges and opportunities aligned with the rapid advancement of technology. Investing in the development of TPACK among biology teachers is essential for cultivating a generation of scientifically literate individuals who have the ability to navigate and participate in a technology-influenced world.

The aim of the current research was to compare the effectiveness of problem-solving teaching method and flipped teaching method on mathematics anxiety among students. The research method was quasi-experimental with a pre-test, post-test design including a control group. The statistical population consisted of all sixth-grade students in Marvdasht city during the academic year 1401-1402. Cluster random sampling was used, where two elementary schools were randomly selected in Marvdasht. Afterward, the mathematics anxiety questionnaire was administered to sixth-grade students in these schools, and those with higher scores were identified as the cluster samples. From these clusters, students were randomly assigned to two experimental groups (25 students each) and a control group (25 students). The measurement instrument was the revised Mathematics Anxiety Scale by Plichta and Parker, with confirmed validity and reliability. Results showed that the problem-solving teaching method significantly reduced mathematics anxiety (p < 0.01), explaining about 23% of the variance in anxiety scores. Similarly, the flipped teaching method also significantly reduced mathematics anxiety (p < 0.01), explaining approximately 47% of the variance in anxiety scores. The adjusted post-test mean score for mathematics anxiety was lower for the flipped teaching method (39.57) compared to the problem-solving method (34.77), indicating that the flipped teaching method was more effective in reducing mathematics anxiety among students. These findings suggest that employing innovative teaching methods such as flipped and problem-solving approaches in mathematics instruction can significantly reduce students' mathematics anxiety and improve their performance. This insight could be valuable guidance for educational policy-makers and managers to improve the teaching and learning process in mathematics education, thereby preventing negative emotions associated with mathematics anxiety.

From the perspective of various researchers, considering the executive factors of the non-implementation of the fundamental transformation document of education, more attention should be paid to factors that can play a fundamental role in the implementation of the document. These factors include: awareness, attention, motivation, implementation of chapters and strategies recorded in the document by teachers of various educational levels, especially secondary school teachers. Research Questions: Main question: What rank do the factors affecting the motivation of secondary school teachers in Marvdasht city have in implementing the fundamental transformation document of education? Three sub-questions are: How is the ranking of individual factors, occupational factors, and environmental factors on teachers’ motivation in operationalizing the fundamental transformation document of education?

The research method is descriptive considering its nature, applied considering its purpose, survey considering its implementation method, and quantitative considering the type of data. The research population included secondary school teachers in Marvdasht city in the academic year 2023-2024 (1850 people); to determine the research sample, a stratified random sampling method was used and the sample was selected (98 people); the research tool was a pairwise comparison questionnaire, a nine-option standardized spectrum (Saati, 1980); validity and reliability (Cronbach’s alpha .88) were confirmed; data analysis was done with Choice Expert software and Hierarchical Analysis (AHP).

The findings showed that: the occupational factor of teachers’ motivation ranks first, the individual factor ranks second, and the environmental factor ranks third; the inconsistency rate of the matrix and the component of the occupational factor indicated the compatibility in the judgments of experts and teachers; the first to fifth components of the occupational factor: salary and reward, nature and working conditions, job responsibility, job security, supervision and monitoring; the first to sixth components of the environmental factor: facilities and budget, school and community communication, community support for the teacher, educational system structure, local culture of the region, political changes and developments; the first to fourth components of the individual factor: meeting individual needs at work, attention to the level of experience and education, commitment and possibility of individual growth, job compatibility with interest and individual ability were obtained.

Among the main factors, respectively, job factor, individual factor and environmental factor, teachers' motivation have higher ranks. Therefore, success in implementing educational programs and activities and the optimal implementation of the fundamental transformation document of education requires the provision of facilities, conditions, and motivations that can pave the way for achieving high educational goals in communication and interaction.

Introduction and goal: 

The purpose of the current research is the effectiveness of positive thinking training on the psychological and occupational well-being of teachers.

The experimental research method is a pre-test-post-test type with a control group. Its statistical population includes all secondary school teachers of Farashband city, among whom 30 people were randomly selected as samples (15 people were randomly assigned to the experimental group and 15 people to the control group). The current research tool is psychological well-being questionnaire in 1989 by Rief, standardized job commitment questionnaire by Blau (1997), and positive thinking protocol based on Seligman's theory (2005). Research data was analyzed by SPSS software and multivariate analysis of covariance test.

The results showed that teaching positive thinking skills has a significant effect on teachers' psychological well-being and job commitment. The findings of this research highlight the necessity of using positive thinking training programs in order to improve the psychological well-being and job commitment of teachers.

Teaching positive thinking skills to teachers has a significant effect on their psychological well-being and job commitment. These skills help teachers to face challenges and act with more motivation, self-efficacy and hope in the teaching profession.

The purpose of this study is a comparative study of work and technology education curriculum in the primary education system of Iran, Finland and Singapore. The method of this research is qualitative using a comparative method based on comparative analysis. The field of research includes scientific information, documents about work and technology education in the primary education system of the world. For sampling, the method of targeted sampling was used. According to the successes of Finland and Singapore in the field of labor and technology education, these two countries were selected as a sample and compared and compared with Iran. The method of collecting documentary information is by filing method. In order to analyze the data, George Brady's four-step method has been used. The results showed that the similarities are: in terms of status, in the compulsory program at lower levels of education (elementary course); In terms of logic and reasoning, in preparing students for their future careers and careers; In terms of purpose, in introducing them to jobs, preparing them to learn professions and jobs; In terms of content and educational materials are generally consistent; In terms of teaching methods, in using active, participatory and team teaching methods, practical project, problem solving; In terms of evaluation, in the evaluation by the working method of the research folder, evaluation of the practical self-assessment project, oral-written questions; In terms of the role of the instructor, in the role of the instructor as a guide and management of class activities; In terms of the role of the learner, they are similar to the role of the learner as a questioner and the connection and synergy between what is new and what has been learned in the past and how to apply what has been learned in the real world. However, the differences are: in terms of position, in the degree of diversity and scope of the curriculum, work and technology, and the degree of integration of this program with the programs of other courses; In terms of logic and reasoning, the extent to which everyone's work, education and life are related to technology; In terms of purpose, in the amount of attention paid to the development of problem-solving skills, environmental, critical thinking, learning technological literacy; In terms of content and teaching materials, in the field of diversity in educational content and the degree of emphasis on the concepts and principles of work and technology, in terms of teaching methods, in using teaching methods based on maximum student freedom of action, semantics in teaching, Communication teaching method; In terms of evaluation, in the certification of skills and evaluation by teachers and students; In terms of the role of the educator, in the role of the teacher as a member of the family, to make the educational content meaningful for the students by adapting the content to the real world; In terms of the role of the student, there is a difference in the degree of students' freedom of action in activities, restricting education and activities to the classroom.

. The aim of the current research is the effect of cognitive therapy training based on mindfulness on job burnout and quality of life of cultural women working in education and training in Marodasht city.

The research method was semi-experimental and pre-test-post-test with a control group. The statistical population of this research included cultural women working in education in Maroodasht city in the academic year of 1402-1401. In order to initially sample in a staged cluster from the schools of Marovdasht city, 6 schools were randomly selected and the cultural women working in those schools who volunteered to participate in the research were placed in two experimental (30 people) and control (30 people) groups by random replacement. were given And they were measured through the job burnout questionnaire and the quality of life of the World Health Organization. The collected data were analyzed at two levels (descriptive statistics and inferential statistics). At the level of statistics, mean and standard deviation were used, and at the level of inferential statistics, covariance analysis was used.

Cognitive therapy training based on mindfulness has a positive effect on reducing job burnout and increasing the quality of life of cultural women working in education in Morvdasht city.

Cognitive therapy training based on mindfulness as a mode of promoting self-awareness thinking, especially among female teachers working in culture, along with other trainings, can have useful results.

The aim of the current research was to analyze the content of the textbook of experimental sciences in the second year of elementary school 1400-1999 in terms of the active or passiveness of the text, questions and images.In this content analysis, the unit of analysis was sentences, questions, and pictures.Due tolimitedness of the statistical population, which included experimental science books of the fourth, fifth, and sixth grades, the sampling method was not adopted and the entire statistical population was selected for analysis The data collection method was analyzed under the title of experimental science books of the second elementary school with reference to William Rumi's method, and descriptive statistics were used to analyze the data.The results obtained for the fourth book are as follows that the text, images and questions were active and dynamic according to the findings.The results obtained for the fifth book are as follows that the text, images and questions were active and dynamic according to the findings.It was dynamic.The results obtained for the sixth book are as follows that the text and images are considered active and dynamic according to the findings.The questions also show that the questions are inactive according to the engagement coefficient.

Textbooks are one of the most important learning factors. The purpose of the current research was to analyze the content of Persian reading and writing books of the second grade elementary school in terms of paying attention to the components of critical thinking skills. To achieve this goal, first the components; Inference, inference, evaluation of evidence and reasons, recognition of presuppositions, and interpretation were determined as components of critical thinking based on reviews of related articles, studies and Lipman's critical thinking model. For each component, some examples were also identified. The method was analytical-descriptive and content analysis. The statistical population is the Persian reading and writing books of the second grade of elementary school. the sample size of which was considered equal to the statistical population. Data collection tools were developed by the researcher in the document delivery stage, the form of receipt and in the content analysis stage, the content delivery verification form. The unit of analysis of this study is the page (text, exercises and images). Descriptive statistics indexes were used to analyze the data. Content analysis of Persian reading and writing books showed that among the components of critical thinking skills; The component of inference, interpretation, and interpretation had the highest frequency compared to other components in the reading and writing books of the second grade elementary school.

Due to the spread of the coronavirus in the world, education was shifted to a virtual environment, and the continuation of the architectural education process, as well as training courses, due to the closure of universities, became possible only in the virtual context. This causes problems in the way of teaching and the result is a decrease in learning efficiency. For this purpose, in order to understand the current situation and improve the process of teaching architectural design in the corona pandemic, in the present study, the factors affecting students' satisfaction with the virtual architectural design studio have been developed and evaluated. The present research is mixed Method Approach using the research and has been done in 3 stages. First, the 7-step meta-synthesis method of Barrow Su and Sandlowski has been used and the initial conceptual model of the research has been formed. Kappa-Cohen coefficient was used to evaluate the reliability of qualitative meta-combination research. Then, in the second stage, by distributing a questionnaire among the instructors of the studio, a supplementary model of the research was obtained, and in the third stage, in order to quantitatively validate the proposed model, various tests and confirmatory factor analysis were used. Also, to check the accuracy of the hypotheses and test the proposed model, we have used structural equation modeling and path analysis method by Smartpls3 software. After confirming the favorableness of the path coefficients and the significance of the coefficients (t-value), we have studied the research model based on various indicators, the results of which showed the suitability of the proposed model. After performing the above steps, the scientific adequacy of the research model was confirmed. Thus, the research model with 4 dimensions: technical facilities and equipment, teaching quality, learning quality and educational content quality with 12 components and 31 indicators was finally approved.

The purpose of this study was to analyze the content of sixth grade social studies textbooks based on social skills components. The research method was qualitative and the content analysis method was beyond the readability level and the statistical population included the sixth book of social studies. To review the sixth elementary social studies textbook based on the skill component and method beyond the randomly selected statistical sample, three texts of 100 words from the beginning, middle and end of the textbook were considered. Based on the component of social skills in the Fry method, according to the findings, it can be said that in the sixth elementary social studies book, social skills are presented in different chapters. The most attention in the field of communication skills is in the category of communication skills, the most attention in the field of self-governance skills is in the category of skills of consulting with others and the most attention in the field of courage is in the category of self-recognition skills. The principle of simplicity or difficulty is simply not observed in the book, and the authors of the textbooks have not arranged the content according to a specific pattern. Also, based on the Fry index chart, it was determined that the contents of the book are suitable for the twelfth grade, and these contents are difficult for sixth grade students and do not fit their reading level.

The aim of this study was to explain the mediating role of social skills in the relationship between mindfulness and students' aggression. The statistical population of this study includes all high school male students in District 2 of Shiraz, whose number was 8115. To determine the sample size, 360 people were selected as a sample using one-stage cluster random sampling method. Data collection tools included three questionnaires: Bass and Perry Aggression, Matson Social Skills and Bauer Mindfulness. The reliability coefficients of the questionnaires were 0.91, 0.86 and 0.89 by Cronbach's alpha, respectively, which indicates the optimal reliability of the instrument. Is. In order to analyze the data, descriptive statistics of mean and standard deviation were used and at the level of inferential statistics, Pearson correlation coefficient significance test and simple regression analysis, simultaneous multiple regression analysis and hierarchical regression by Baron-Kenny method were used. Showed that interconsciousness is able to reverse aggression. Mindfulness is able to predict social skills. Social skills play a significant mediating role in the relationship between mindfulness and aggression variables. Keywords: Mindfulness, Aggression, Social Skills

The intergenerational position expresses the social position of one generation, which makes it different from the people of another generation. In other words, historical experiences, inventions, tremendous developments and issues of this kind that occur in the life of a generation form a distinctive mentality within that generation, which is not necessarily compatible with that of the generations before and after it. The goal of the present study is to explain the intergenerational education in Iranian elementary curriculum. The method of this research is descriptive and content analysis type. The researcher has used the content analysis method based on attention to content indicators. The statistical population of this research included all elementary education textbooks. The sample size was selected using the purposeful sampling method of social studies books (third, fourth, fifth and sixth grades). The Shannon entropy was utilized to analyze the data. The findings indicated that among the ten indices used to analyze the content of the social studies book, the highest importance coefficient (0.1799) and informational load (1.327) were attributed to family values as the first priority, while social values received the second priority with an importance coefficient of 0.17069 and an informational load of 1.259. Economic values, artistic values, values of internationalization, national values, scientific values, religious values, political valuesand individual values were ranked from third to tenth positions respectively.

This study was applied in terms of purpose and correlative in nature and method. The statistical population consisted of 130 professors of Marvdasht Boys' Technical School out of which 97 were selected by simple random sampling method based on Morgan table. The samples were evaluated by Parsons Organizational Entrepreneurship Questionnaire, Sharon Lawson Knowledge Management, and Organizational Agility by Jank. The collected data were analyzed in two levels. In descriptive statistics, mean and standard deviation and inferential statistics, Pearson correlation coefficient and multiple regression analysis were used in concurrent and hierarchical Baron-Kenny methods. The results showed that knowledge management plays a significant mediating role in the relationship between entrepreneurship variables and organizational agility.

The aim of the present study was to mediate the role of goal orientation in the relationship between emotional intelligence and students' academic performance. The research method was applied in terms of purpose, for which descriptive-correlation method was used. The statistical population consisted of all first-year high school students in Camfirooz. To determine the sample size, 150 students were selected using multi-stage cluster sampling method. Data collection tools included three questionnaires of Fam and Taylor's academic performance, Buffard's and colleagues' goal orientation, and emotional intelligence, which confirmed the validity and reliability of the tool. In order to analyze the data, the descriptive statistics of mean and standard deviation statistics and the methods of inferential statistics, Pearson correlation coefficient and multiple mediation model test were used using Pritcher and Hayes statistical program. The results show that there is a significant relationship between emotional intelligence and academic performance. There is a significant relationship between goal orientation and academic performance. Emotional intelligence has a significant relationship with goal orientation. Orientation-oriented performance plays an intermediate role in the relationship between emotional intelligence and academic performance.

This study investigated the role of teachers' assessment of school environment health in predicting their mental health and happiness.         

This was a descriptive-correlational study. The statistical population was a group of 254 primary school teachers in the city of Darab, Iran, from whom a sample of 160 was selected by stratified sampling. Happiness and mental health were measured using the Oxford and Gildberg questionnaires, respectively, and teacher’s assessment of environmental health was determined using a researcher-made questionnaire, all the questionnaires being valid and reliable. 

On the whole, 57.23 %, 37.73% and 5.00% of the teachers judged the school environment health to be desirable, moderate and undesirable, respectively. As regards the teachers’ assessment of the school environmental heath, there were statistically significant differences between male and female teachers, local and nonlocal teachers, their field of study (primary education and other fields), schools for boys and for girls, their previous knowledge of health, type of employment (life tenure versus others), and whether they were teaching in health promoting or ordinary schools (p<0.05). The teachers assessment of school environmental health was significantly correlated with happiness and mental health (p<0.0001); their assessment of environmental health could predict 19.8% of happiness changes and 10.2% of mental health changes.        

Judgment of the school environment health by teachers as unfavorable would affect their happiness and mental health.

The purpose of the research was to investigate the relationship between time management and creativity and self-regulation of elementary school students. The present study was carried out in accordance with the purpose and nature of the application which has been used for descriptive-correlative method. The statistical population of this study was 730 students of Saadabad primary school. The sample was selected using a multistage cluster sampling method. A sample size of this study was three questionnaires: self-regulation learning strategies, creativity Torrance and Time Management Questionnaire. For data analysis, descriptive statistics (mean and standard deviation) and inferential statistics of correlation coefficient and multiple regression were used. The results showed that there is a meaningful relationship between time management and creativity and self-regulation of students. Time management has significant relationship with students' creativity dimensions. There is a meaningful relationship between time management and self-regulatory dimensions of students. Keywords: time management, creativity, self-regulation

Among the vulnerable social groups in the community, women are the head of the family who face challenges due to the lack of or poor supervision of the husband and their social life. In today's changing conditions, the quality of life, happiness, and social well-being of this cortex are an important issue. Hence, studying the quality of life and their happiness can be an important step in identifying their needs and socio-advocacy policy. The aim of this study was to compare the quality of life and happiness of mothers of the family head and unmarried mothers in Jahrom city. The research method was causal-comparative. The statistical population of this study included all mothers of head of household and non-guardian mothers living in Jahrom city. A sample group of 100 people (50 female head of household and 50 non-family members) were selected using purposeful sampling and assessed by two World Health Organization Quality of Life Questionnaires and Oxford Happiness Questionnaire. The collected data were analyzed at two levels of descriptive statistics (mean and standard deviation) and inferential (variance analysis). The results showed that there is a significant difference between the quality of life and happiness of the mothers of the head of the family and non-nursing mothers and the average quality of life and happiness of the head of household mothers is lower than non-nursing mothers. The dimensions of the quality of work life and dimensions of happiness in supervised mothers There is a significant difference between the family and non-guarded mothers...

The objective of this study show the impact of games on social development of female students was fifth grade. This study applied a method using a semi-experimental with pre-past test ,control group and test conducted., 30 students as a sample , and were distributed self-esteem questionnaire for children and Weiland questionnaire, for both parents. Test group in 8 sessions doing of dramatic games .Data collected were analyzed using SPSS software test and analysis of covariance, the result of such that was F equal to 643/25 has the freedom grade (1 and 27) at the level of 001/0has meaning and because of this amount of less than 05/0, we conclude that the experimental and control groups have the different social development. In other words, the game show a significant impact on student's social development.

The aim of this study was to investigate the relationship between parenting style and family communication patterns with self-tuning is sixth grade girls. The nature and objectives, the study and application of correlation method is used to implement. The study population included all sixth grade girls were studying in 1395 the city was Darab. Using multi-stage cluster sampling, 150 students were selected as sample. Parenting Styles responded to the questionnaire (1973), family communication patterns Ritchie and Fitzpatrick (1990) Self Regulated Boufard et al (1995). The reliability and validity were approved. Analysis of data from the questionnaires was conducted at two levels of descriptive and inferential statistics. Descriptive statistics such as mean and standard deviation statistics are used. Inferential statistics test, Pearson correlation and multiple regression were used. The results showed that between authoritarian and permissive parenting style motivational beliefs significant inverse relationship exists, Communication pattern dialogue is a direct and significant relationship with motivational beliefs, Permissive parenting styles significantly able to predict motivational beliefs is reversed. Dialogue and communication patterns are able to predict significant positive motivational beliefs and communication patterns of conformity to significantly reverse motivational beliefs are unable to predict.