فهرست مطالب hossein baghaei

The aim of the present research is to investigate the antecedents and consequences of professional competence of school managers with an emphasis on environmental sustainability and sustainable development. The research method is applicable in terms of purpose, and mixed (qualitative-quantitative) in terms of implementation. The statistical population of this research in the qualitative section included experts and professors in the field of education in Tehran, who were sampled purposefully; and in the quantitative section, school managers in Tehran who were selected through random-stratified sampling for the validation of the research model. In the qualitative part of the research, data and information were collected through interviews with experts and professors in the field of education, and then the model of professional competence of school managers as a key driver of sustainable development was validated based on a questionnaire. MAXQDA 18 and PLS-Smart 3 software were used for data analysis. The research findings indicated that the model of professional competence of managers includes competence-building skills, managerial competencies, ethical competencies and professional behavior, manager development, social indicators of managers, establishment of work groups for performance improvement and green competence, attitude competencies, knowledge competencies, educational competencies, commercialization competencies of knowledge, skills and technology, work ethic, consumption pattern improvement, participation in development, and moving towards national empowerment, leading to the realization of work ethic results, consumption pattern improvement, participation in development, movement towards national empowerment, diversity management, and enhancing the relationship between humans and nature.

This study focused on the structural modeling of competencies of high school managers in Tehran as a driver for sustainable development.

From the perspective of its objective, this research is developmental-applied, and in terms of data collection, given the nature of the study, it is descriptive-survey. The statistical population in the quantitative section includes high school managers from districts 2, 5, 6, and 8 in Tehran, who have experience in managing high schools and are active in executive and research activities in the field of education. Therefore, the sample size for the forthcoming research is 384 individuals, for which 384 questionnaires were used for data analysis. To measure the research variables, questionnaires by Shamsudin & Chutipattana (2012) and Wayla & Tolud (2021) were utilized. The reliability of the questionnaire was calculated based on Cronbach's alpha, and the validity of the questionnaire was based on confirmatory factor analysis. In the present research, the structural equation modeling method was used for data analysis. The software used for data analysis were SPSS-22 and SMARTPLS-4.

According to the research findings, the professional competency model of school managers includes competency enablers, management competencies, ethics and professional behavior competencies, manager development, social indicators of managers, the establishment of work groups to enhance performance and green competency, attitudinal competencies, knowledge competencies, educational competencies, commercialization of knowledge-skills and technology competencies, hardworking spirit, consumption pattern modification, and participation in development towards national authority, which lead to the realization of results such as a hardworking spirit, consumption pattern modification, and participation in development.

The professional competency model of school managers in high schools, with the expansion of professional competency, can assist managers and planners of educational systems in improving educational and training conditions.

A part of the important missions of the higher medical education system is formed in the official curricula and an important part of it is formed through the hidden curriculum. Therefore, in order to fulfill its missions, the higher medical education system cannot ignore the part of the hidden medical curriculum. This study was conducted with the aim of predicting medical ethics through hidden medical curriculum components among students of medical sciences universities in Tabriz.

 In this cross-sectional study, the statistical population included all students of medical sciences universities in Tabriz. The statistical sample of this study was made up of 400 students from the fourth year and above of medical schools of the national and Azad universities of Tabriz based on Morgan's table. Due to the equality of the statistical population from each of the universities of medical sciences (only the faculty of medicine), 200 samples were selected by multi-stage (quota) sampling method. The tool of data collection was the hidden medical curriculum and medical ethics questionnaire. Pearson's correlation test and multiple regression were used to analyze the data.

The correlation between the medical ethics variable and the hidden medical curriculum components shows that the relationship between medical ethics and the curriculum (0.104), clinical/specialist education (0.144), educational content (0.133), physical space Social (0.195), incentive and punishment system (0.146), organizational structure (0.126), respect for rights (0.100), ethical behavior (0.104) and sense of responsibility (0.122) are positive and statistically significant. The relationship between medical ethics and personal/environmental background (-0.189) and perspective and career/financial pattern (-0.321) is negative and statistically significant. No significant relationship was found between medical ethics and evaluation and attitude and participation.

The components of the hidden medical curriculum have a positive relationship with the medical ethics of students, and some of the components of the hidden curriculum in line with the development of medical ethics should be given serious attention in medical sciences universities of Tabriz.

The purpose of this study was to design a competency-based curriculum design model for student-teachers in the development of social science education. The present study was applied in terms of purpose and qualitative in terms of implementation method. The statistical population included professors and elites in the field of sociology and the field of curriculum planning and professors of Farhangian University. 17 people were selected as the sample size by purposive sampling method based on the theoretical saturation rule. Semi-structured interviews were used to collect data. Data obtained from interviews were analyzed using MAXQDA tool and coding method. After coding, a suitable model for a competency-based curriculum was designed for the student-teacher of Farhangian University in the social studies course. The findings were validated in two ways. First, the whole coding process was given to 3 participants in the research and 3 experienced experts in the field of quality work outside the research, and they were asked to express their views and opinions, which in some cases were corrected. Also, for the reliability of the results, 2 colleagues with experience were asked to randomly codify 3 interviews from the beginning, which resulted in a coding agreement coefficient of 0.84. The findings of this study showed the characteristics of competency-based curriculum elements for purpose, content, learning activities, and teaching-learning teaching methods and evaluation, respectively. The results of this research can be used for Farhangian University staff and in educational programs.

 The sentiment of responsibility is a productive skill for students to attain lifetime achievements.

 The current study was conducted to detect cognitive and behavioral factors efficacious on the curriculum by stressing students' responsibility.

 The research scheme was qualitative-quantitative mixed with an exploratory theme. The statistical population comprised all curriculum experts and educational group leaders of Tabriz secondary schools in 2021-2022. Moreover, 205 people from the statistical population were selected using total sampling. To collect the data, the researcher utilized the 35 questions of their inquiry contingent on six dimensions of value, institutional, cognitive, personal and individual, emotional, and functional factors while developing self-management strategies that were performed on the research's sample. Additionally, the analysis of structural equations was done using SPSS version 25 and Amos version 24 to examine the data.

 The study's findings illustrate that all the indicators had proper proportions of measurement for value, institutional, cognitive, personal and individual, emotional, and functional factors and developing self-management strategies. Based on the results of factor loadings (influence coefficients), cognitive factors (β=0.942) and value factors (β=0.923) have the most impression, whereas institutional factors (β=0.840) have the minimum impact on rational and behavioral factors affecting curriculum.

 The obtained results demonstrated that value, institutional, cognitive, personal and individual, emotional, and functional factors, and developing self-management strategies are considered cognitive-behavioral features effectual on curriculum. Furthermore, noticing these items in schools' educational and training program compilation provides a platform for students' growth, appertaining their accountability.

One of the most important concerns of the educational system is the training of responsible people, which is very important for the future and life of students. Students' responsibility is one of the significant and serious issues that exist in the curriculum of all educational systems in different forms. Based on this, the main goal of this research was to represent the experiences and perceptions of teachers regarding the responsibility of female students of the first year of secondary school in Tabriz city.

The approach of the present study is a qualitative interpretive phenomenology. The statistical population of the study was teachers in the city of Tabriz, using a purposive sampling method, 18 people; They formed the research sample. Saturation of the theoretical idea was the criterion for the number of samples. Semi-structured interview tools were used to collect data. After recording the interviews and implementing them, the data and information were analyzed by Dickelman, Tanner and Allen (1989) method. For the accuracy and robustness of data and information in the present study, 4 criteria of acceptability, reliability, verifiability and transferability were used.

From teachers' experiences and perceptions about responsibility of female students in junior high school, 7 main topics including the meaning and concept of responsibility, dimensions of responsibility, necessity of responsibility, responsibility education requirements, responsibility curriculum and strategies for promoting responsibility education and 19 topics Subsidiaries were identified.

Educating responsible Human is the end of most societies and educational systems. Responsibility education, both in the form of formal and informal education, should be given more attention by educators and parents.

Competency-based curriculum is one of the new approaches in the field of education that can provide the basis for the growth of learners; Therefore, the main goal of the current research was to identify the requirements for implementing a competency-based curriculum for student teachers at Farhangian University in social studies.

This research, which is applied in terms of purpose and quantitative and qualitative (multi-method) in terms of method, quantitative descriptive survey method was used to determine the validity of the questionnaire and qualitative content analysis method was used to identify the requirements of curriculum implementation. The data collection techniques were a questionnaire designed to determine CVR and CVI content validity, which was sent to 11 professors of curriculum planning, sociology, and Farhangian University, and 30 items were approved; And after that, during face-to-face and telephone interviews, interviews were conducted with 9 professors of sociology, curriculum planning and professors of Farhangian University. Data analysis was analyzed using Max Kyoda qualitative data analysis software and coding method.

The findings showed that the requirements for the implementation of a competency-based curriculum in the social studies course include: requirements for student teachers to familiarize themselves with their role, emphasis on the central issue, attention to the role of scientific awareness, emphasis on active teaching methods, individual differences of learners, attention to Values and norms, effective interaction in learning, evaluation, development of various skills, attention to social issues, exploration, content of books and research are central.

The results of this research can be used for professors and curriculum planners of social studies course as well as professors and student teachers of Farhangian University.

The purpose of this study is to provide a model of physical education curriculum for primary school children based on the biophysical field of the document of fundamental change.
This study applies the mixed method in its design. In the qualitative part, semi-structured interviews were conducted with 16 experts and specialists of the physical education curriculum through a theoretical sampling method until the theoretical saturation was reached. In the next stage, 384 physical education teachers in Tabriz were randomly selected and evaluated using a questionnaire obtained from the obtained indicators. Research tools included library study, interviews and questionnaires. In the qualitative part, the open, axial and selective coding method based on the Glaser model was used, and in the quantitative part, the structural equation method (Smart PLS software) was implemented.
Results and The belief, socio-emotional, cognitive, biological, sports, skill-physical, informational and educational elements were identified as the basic components of the physical education curriculum of elementary school students based on the biophysical field of the fundamental transformation document.  Therefore, it is recommended to use the results of this study to improve the physical education curriculum of students.

The present study was conducted with the aim of checking the amount of considering the component of constructivism presented in the social science textbooks of the secondary school. the research sample were consisted of all social science textbooks at the secondary school level in the academic 92- 93. Shannon entropy method was used for content analysis.The obtained result from data analyzing showed the group iteraction was considered more than other components and there was less notice to the physical environment for learning and, assessment of group work, performance assessment, self-assessment, build Knowledge, evaluation of the learning process, Learning situation. retest reliability of the survey instrument was used to determine the value of the correlation coefficient 0/86 was obtain. According to recent research findings and to review high school social science curriculum is necessary to pay more attention to neglected component.Conflict of interest:According to the authors of the present article, there was no conflict of interest.

Sociology course enables students, as part of the youth of the community, to acquire the knowledge necessary to understand society, learn social skills related to adaptation to social life and different stages of life, and how to analyze sociological insights. Learn. The purpose of research is to formulate and validate the model of high school social sciences curriculum based on the constructivist approach. In terms of research type, it is applied research and in terms of method, it is survey. In order to design a curriculum model based on the constructivist approach, data were collected in a documentary manner. The population and the statistical sample of women were curriculum specialists, teachers and social science departments who were purposefully selected. The data related to the design and validation of the model have been analyzed in two ways: quantitative (statistical) and qualitative (interpretive). Finally, based on the constructivist approach, a model was designed and validated using the interview method, and 82.6% of the interviewees, with an average score of 4.11, evaluated the presented model as appropriate.

Considering components of the hidden curriculum in medicine in the higher education system is a useful adjunct to the formal curriculum since the learning and function of medical students are strongly affected by these components. The current study compares the hidden medical curriculum of Tabriz state and non-state Universities of Medical Sciences from the students’ perspectives.

In the current descriptive-comparative study, the statistical population included the total students of Tabriz state and non-state Universities of Medical Sciences. The statistical sample of the given study consisted of 400 students from senior and higher academic levels at the Tabriz state and non-state Universities of Medical Sciences based on Morgan’s table. Two hundred students from each university were selected using stratified random sampling. The data collection tool was a researcher-created valid questionnaire. The validity and reliability of the given questionnaire in respect to its components were 0.94 and 0.76, respectively. In the analysis of data, an independent inferential T_test was utilized.

The results of the analysis found that from the students’ perspectives, the mean scores of the hidden curriculum in medicine in the Tabriz state university of medical sciences ranked the following components higher than the Tabriz non-state university of Medical Sciences: (1) Education, including curriculum and goal-setting, clinical education and content, (2) Socialphysical environment, (3) Regulations and rules, including reward and punishment system, organizational structure, respect for rights and value system and (4) Relations, including moral behavior, approach, participation, and responsibility. However, in the fifth component of contexts and perspectives, including personal-environment/family context and professionalfinancial perspectives, there was no significant difference between the hidden curriculum of Tabriz state and non-state Universities of Medical Sciences

The components of the hidden curriculum in medicine affect the learning richness and function of students and should be taken into consideration by universities of medical sciences, particularly non-state universities.

The “hidden” curriculum, alongside official education, can transfer ethical and professional values and principles to medical students and show them the importance of medical ethics. Ethical issues are essential factors influenced by the hidden curriculum in the medical educational system; these issues are also instruments for medical students as they develop their professionalism and idealism. The current study aims to provide an empirical study model of this hidden curriculum and its role in transferring knowledge of medical ethics.

The current research is qualitative in the phenomenological type. The statistical population consisted of professors along with students in their fourth and upper years of various medical disciplines at the Tabriz University of Medical Sciences during 2019-2020. The sample group, according to the qualitative nature of the research, was compiled to a theoretical saturation to be 36 professors and students. The data were collected through semi-structured interviews. Analysis was done using thematic coding and Smith`s method. To maintain quality and accuracy, interview content was analyzed by two authors to reconstruct the reality. The data and their interpretation were then provided to the professors to confirm their accuracy. To ensure stability of the data, the interviews were conducted in a suitable atmosphere and in compliance with the interview conditions and isolated from bias and personal opinion.

A total of 67 concepts were extracted that were consequently categorized into five main themes: 1. Objectives and Curriculum; 2. Physical Space; 3. Backgrounds and Perspectives; 4. Laws and regulations; and, 5. Relationships. A model for studying students’ experiences of the hidden curriculum and medical ethics was presented.

Since medical professors and senior students are dealing with patient health, it is essential to acknowledge the concept of medical ethics as a “hidden” curriculum alongside scientific and professional issues in designing medical curriculum.