فهرست مطالب reza hoveyda

The current qualitative study aimed at identifying factors behind organizational trauma among the primary school teachers using an exploratory approach. To do so, 20 experts were interviewed and then the data were analyzed using content analysis method. Findings showed that discrimination and inequity, financial abuse, low level of welfare and livelihood, difficulty of assigned responsibility, disease and death, not being professional, tough conditions for occupational promotion, loss of quality, and personal problems (individual factors), politicization of education, insufficient budget and credit, weakness of management, recruitment of inefficient personnel, bureaucracy, lack of organizational support, centralism, poor performance evaluation and reward system, and inappropriate payment (organizational factors), unfavorable condition of workplace, neglecting the education, beneficiaries’ dissatisfaction and protest, teachers’ inappropriate socioeconomic position in society, the decline of education, students’ family problems, having unrealistic expectations of teachers, poor performance of media on the education (environmental factors), limited access to the technological requirements, the cost of technology, inability to utilize educational technologies, lack of appropriate support and utilization of available technologies, riskiness of technology and rapid technological growth and changes in education (technological factors) were recognized as the factors behind the organizational trauma among the primary school teachers. Using the results of this study, the educational policy makers and managers could think how to manage the phenomenon of trauma in the identified domains.

The purpose of this research was study the relationship between organizational structure and organizational learning capabilities in Isfahan university. Present research is practical and the method was descriptive correlative. Statistical population of the research included all Isfahan university staff in four Vice Chancellor: Financial and Administrative, Educational, Research, Socio-cultural and student affairs university, 344 persons in year 2015/2016. That based on Krejcie and Morgan table,182 persons selected as sample. With regard to the main purpose of this research stratified sampling was used. To collect information researcher has used two questionnaire, one organizational structure designed based on Robbins organizational structure (1987) and Cheng and Howang (2007), and the other Chiva et. Al (2007). collected data were analyzed using ,statistical inferences and descriptive statistics using software SPSS 23. Findings showed: the organizational structure has a and negative relation with organizational learning capability and its dimensions (P). furthermore Variance Analysis Results Showed organizational structure and its dimensions can predict organizational learning capability. Also t-Test and variance analysis showed that there is no significant difference among employees understanding from organizational structure based on demographic features except for years of service (p≥0.05); and significant difference among organizational learning capability based on demographic features except for sex (p≤0.05).

The purpose of the present research is to determine the effect of intelligent leadership on the educational performance of the faculty members of the public universities of Zahedan city, Iran, with the mediating role of critical thinking. This is a descriptive-correlational study based on structural equation and the statistical population consists of all the faculty members of the public universities of Zahedan city. The sample size out of 666 people was calculated to be 120 based on Cochran's formula via stratified random sampling. For data collection, a (researcher made) intelligent leadership questionnaire, critical thinking questionnaire, and (standard) educational performance questionnaire were used. The content validity of the questionnaires was confirmed by experts and the construct validity was confirmed using factor analysis. The reliability values of the questionnaires were calculated to be 0.97, 0.93 and 0.99, respectively using Cronbach's alpha coefficient. For data analysis, the SPSS23 and PLS statistical software were used. Research findings showed that intelligent leadership with a path coefficient of (0.33) was effective on educational performance; and intelligent leadership with a path coefficient of (0.58) was effective on critical thinking; and critical thinking with a path coefficient of (0.28) was effective on educational performance.