فهرست مطالب parisa irannezhad

Preschool education improves in order to increase the efficiency and progress of educational conditions for children. The aim of this study was to make a comparative comparison of preschool education in Iran and South Korea.

The purpose of this study was a user-based one and its nature was analytical-descriptive. The statistical population in this study was all documents existed in Preschool Educational Systems of Iran and South Korea consisted of articles and reports which were uploaded on website of Academic Center for Education, Culture and Research, documents on Ministry of Education website, theses related to the preschool systems of different countries which were recorded on irandoc website, and a collection of articles of scientific congresses all about preschool systems which have been held in 2020. The data were collected by library and note taking methods. Then the data were analyzed in a content descriptive-analytical manner in line with Jorj F Berdy's four-stage approach (description, interpretation, comparison and coherence).

Research findings indicate that enrollment in preschools in both countries is compulsory. Unfortunately, there is no rules and regulations for preschool instructors' admissions in Iran, the teachers often have low educational degrees and qualifications, and sometimes the retired staff are employed. In contrast, in South Korea, a two-year course along with university approval and higher qualifications are necessary for acceptance in preschools. The ratio of instructor to student in Iran is 1 to 25, though this ratio is 1 to 21 in South Korea, which considered as a significant numerical advantage. In terms of governmental funds and expenditures on preschool education, both countries have spent less budgets than developed countries. In Iran, educational space, environment and facilities are inadequate with regard to the age of the child compared with South Korea. In contrast to South Korea, management in Iran is more centralized and focused.

The shortcomings of preschool educational systems in Iran have reduced the quality of education and nursing the children. Therefore, these centers often do not have the necessary conditions and motivation for entering the preparatory period. It seems to be difficult to achieve appropriate development for these centers unless government shows a strong participation and investment. On the other hand, the quantity and quality of preschools education are facing very serious obstacles, especially with regards to children from low-income families and bilingual areas and provision of experienced educators, and all these become true along with proper culture development, more government participations, and improvement of quality and quantity of preschool centers.

This study aimed to examine the role of informal learning and the organizational learning capacity in learning motivation and professional ethics of faculty members in the Eastern Azerbaijan ′s Universities.

It used survey approach. Statistical population included 2500 individuals of faculty members in Eastern Azerbaijan from which 400 people were selected using random sampling. Data was collected using four standard questionnaires. To analyze data and examine the relationships of the variables, correlation method and stepwise regression were used.

Results showed a positive and significant correlation between informal learning variables and learning motivation and professional ethics. Also, a positive and significant correlation was found between organizational learning capacity, learning motivation, and professional ethics. Maximum correlation coefficient belonged to informal learning and learning motivation (r=0.73). Based on the findings, the regression model for predicting learning motivation and professional ethics through informal learning and learning capacity is significant.

Regarding the findings, it can be concluded that any increase in informal learning and organizational learning capacity is associated with increased academic motivation and professional ethics; hence, attention to informal learning and learning capacity in East Azarbaijan universities It can be of great importance in increasing the learning motivation and professional ethics of the faculty members of the universities of East Azarbaijan.

Avalidation of the performance management model of faculty members based on the components of intellectual capital. From the viewpoint of information gathering, it is a survey descriptive. Survey research community, All faculty members of Karaj Islamic Azad University. . Data gathering tool, two researcher- made questionnaires design a performance management model for faculty embers based on the components of intellectual capital, one functional executive management, and a questionnaire on the appropriateness of the model from specialists and a standard capital questionnaire The Idea of Benati (2004) and the acquired data, Bastat In order to investigate the dimensions of performance management” intellectual capital and also to evaluate the appropriateness of the model with the opinion of experts, one- sample T- test was used. The results of this study showed that all variables were considered to be relevant. In other words , Performance management in the 27lh and 1,Z7th components an dimensions of intellectual capital in 3 dimensions of human capital , structural capital and customer (communication), and 42 components were identified. The Cronbach’s alpha coefficient of the performance management questionnaire (98%) and the questionnaire of the model’s appropriateness are obtained by experts (81%) . Also , the Cronbach’s alpha coefficient is the standard questionnaire of Intellectual Capital Benati (2004) of 87% . The confficients for the three questionnaires are indicative of the reliability of the instrument of measurements. The results of this research indicate that the model is highly specialized by experts

The purpose of this study was to design a genuine leadership model for professors with a humanistic approach in higher education organizations. The research method used in this study was purposeful, practical and fundamental. The research method was descriptive-survey in terms of data collection method and in terms of data type, the research method was exploratory. The statistical population in the qualitative part of the study was academic community experts and university officials who were selected for this section using theoretical saturation principle and purposeful sampling. The statistical population of the quantitative part of this study was the faculty members of Iran University of Medical Sciences (951). Using Cochran's formula, 275 individuals were selected as sample. It should be noted that the subjects in the quantitative section were selected using stratified random sampling method. Data collection was done through review of theoretical foundations, in-depth interviews and researcher-made questionnaires. The validity and reliability of the instrument were all confirmed. The method of data analysis in the qualitative part of the theoretical coding was based on the data theorization method. In the quantitative part, Pearson correlation tests, confirmatory factor analysis, and exploratory factor analysis were used. The results of the present study showed that the components of genuine leadership with humanistic approach in higher education organizations include, components of self-awareness, balanced information processing, transparency in relationships, inter-organizational justice, organizational culture, organizational support, organizational citizenship behavior, Inter-organizational trust was a management strategy and empowerment of self-efficacy, positive self-concept, interpersonal relationships, reasoning and rationality.