فهرست مطالب samad izadi

The purpose of this research was to develop and validate a tool to measure the effectiveness of the teaching process of student teachers in the 4th internship course.Content analysis was used to design the tool.First, the existing rubrics and textbooks of internship 4 in Farhangian University were analyzed and the semantic codes that included the concept of teaching effectiveness in its various fields(design, implementation, evaluation) were selected.66 semantic codes were extracted and after obtaining experts' opinions and making corrections, 66 items were reduced to 56 items.In the pilot implementation, the intended tool was implemented among a sample of 42 student teachers and the questions that needed to be revised were modified and finally, in the next step, 384 student teachers completed the questionnaire.The content validity of the research was confirmed by ten expert professors and its construct validity was investigated by factor analysis. Based on exploratory factor analysis with Varimax rotation, 56 items were placed in 4 factors, and these four factors in total explain 61.574% of the variance of the total scores. the results of the first and second confirmatory factor analysis and Cronbach's alpha coefficients supported the 4-factor structure of 56 items and confirmed its validity and reliability.

The present study was conducted with the aim of synthesizing the literature related to international educational and research cooperation in order to identify the consequences of the development of international educational and research cooperation. This research has been carried out in terms of practical purpose and with a mixed qualitative method. The statistical population is all the studies conducted in the period from 2005 to 2022. In this regard, 38 researches were evaluated and finally 19 researches were purposefully selected and by content analysis and composition of related literature, a total of 85 codes, 9 concepts, and 5 key categories were identified and analyzed during the search process and systematic combination of texts. And its validity was confirmed through Cohen's Kappa test. The results of the analysis showed that the most important key components identified include: economic development; increasing the quality of education and research; development of international political relations; The development of multicultural space, international reputation and prestige. This research provides a deep understanding of the existing literature on the subject of research by identifying the consequences of the development of international educational and research collaborations.

The present article was carried out to design and validate the communication model of teachers and the curriculum planning system in the process of developing and implementing the Primary school curriculum in Iran. The research approach was qualitative and the research method was theoretical research. To collect data, three strategies were used: a review of upstream documents, a review of countries' experiences, and interviews with curriculum planning and education experts. For this purpose, four upstream documents include the document on the fundamental evolution of education, the national curriculum document, the strategic document of the deputy of primary education and the set of approvals of the Supreme Council of Education, and the curriculum planning system of the four countries of Indonesia, Malaysia, Pakistan, and Australia were investigated. Also, interviews were conducted with ten professors of curriculum planning and familiar with the elementary school's curriculum in Tehran, Mashhad, Mazandaran, and Birjand universities in person or by phone. The selection of samples in each section was made purposefully. The data were also analyzed by thematic analysis. Validity of the data was achieved through triangulation and member checking, and Guba and Lincoln's criteria were used to increase the reliability of the data. The communication model of teachers and curriculum planning system was designed based on the eight stages of the process of developing and implementing the curriculum, as well as the components of the purpose of communication/ participation, the level of communication/ participation, communication/ participation structure, participants, and communication channels. In the end, to validate this model, a focus group meeting was held and necessary reforms were made. The communication model of teachers and the curriculum planning system facilitates teachers' participation in the curriculum planning process and causes the effective implementation of curricula.

The purpose of this study was to investigate the use of curriculum leadership among primary school principals. The research method is qualitative and phenomenological and in terms of purpose is one of the applied researches and has been done by qualitative analysis method. The statistical population of the study was the principals of public primary schools in Sari city in the academic year 1399-1400. The sampling method was purposeful and snowball method. The interviews continued in a semi-structured manner until the interviewees' answers were saturated. The results showed that the use of curriculum leadership by school principals in the educational atmosphere is more than other dimensions and the dimensions of curriculum implementation, curriculum development and review and evaluation are in the next ranks, respectively. In the end, according to the research findings, in order to improve the level of familiarity and employ their role managers as curriculum leaders, suggestions were presented.Keywords: Curriculum, Curriculum Leadership, Primary School Principals

The current research was carried out with the aim of designing a higher education model using the approaches of internationalization and validation. Research

The participants of this study included 20 experts, professors and researchers in the field of higher education, who were selected through purposeful sampling and then interviewed in a semi-structured way. The data was coded with the help of MAXQDAv2020 Software, and to validate the research model, Strauss and Corbin’s acceptability indicators were used. Members’ observation and researchers’ self-review were used as the research tool.

According to the findings, the most important institutions influencing the internationalization of higher education included macro policy-making institutions, intermediary institutions for policy implementation, executive institutions, executive policy-making institutions, and programmatic policy-making institutions. Also, the most important functions of these institutions in the internationalization of the higher education were the functions of policy making, regulation, facilitation and service provision.

According to the results, in addition to the structure within the universities and higher education, the institutions and the entire environment outside the university were also involved in the direction of internationalization. Therefore, internationalization will occur when the institution of the university along with the whole country and the system move towards internationalization with serious determination and will, policy, program, document, law and vision. Moreover, the role, function, and relationship of each of these institutions should be determined so that the right step can be taken in this direction

One of the factors playing an important role in improving the quality of the curriculum, especially that of children with special needs, is the quality of teachers’ teaching. Considering the limited budget resources devoted to the education system and the need to use these resources optimally, identifying the variables affecting the quality of teachers’ teaching is of great significance and provides the basis for genuine academic progress. Among the effective factors in improving the quality of teachers’ teaching are cognitive factors such as content knowledge, cognitive skills, teaching experiences, and teaching emotions (positive or negative) experienced by teachers during the teaching process. The quality of teachers’ teaching can have positive or negative effects on students’ learning. Previous research shows that most studies examining factors influencing the quality of teaching have mainly focused on cognitive factors, such as teachers’ subject knowledge, cognitive skills, and educational experiences (Kington, Sammons, Day & Regan, 2011). However, the emotional aspects of teaching and teachers have been paid less attention, even in recent research (Anttila et al., 2016). Any research shedding light on these aspects of teaching can provide useful information to educational planners, policymakers, and school administrators and, especially, help teachers increase their positive emotions and self-efficacy. This, in turn, can improve the overall status of the educational system and facilitate curriculum implementation.

1. Can epistemological beliefs predict special education teachers’ self-efficacy? 2. Can epistemological beliefs predict special education teachers’ teaching emotions?

This research adopted a descriptive survey and applied design. The statistical population included all primary teachers working in special needs schools in Mazandaran province in the academic year 2018-2019. The teachers were classified into three groups: mentally retarded, blind, and deaf. The study participants were selected from teachers in Babol, Mazandaran province, using cluster sampling. Three questionnaires, namely, Schommer’s epistemological questionnaire (1998), teacher emotions questionnaire (Frenzel et al., 2014), and teacher self-efficacy questionnaire (Tschannen-Moran & Woolfolk Hoy, 2001), were used to collect data.

The results showed that the total score of self-study with learning ability (r = -0.29), simple knowledge (r = -0.24), quick learning (r = -0.29), and the total score of epistemological beliefs (r = -0.34) had a negative and significant relationship. However, the relationship between definite knowledge and self-efficacy was not significant (r = 0.18). The results showed that the comprehensive involvement component had a negative and significant relationship with learning ability (r = 0.33), simple knowledge (r = 0.27), and epistemological beliefs (r = 0.31). The learning strategies component had a negative and significant relationship with quick learning (r = 0.27), definite knowledge (r = 0.39), and epistemological beliefs (r = 0.23). The classroom management component had a negative and significant relationship with learning ability (r = 0.22) and quick learning (r = 0.22). The results showed that among the components of epistemological beliefs that were entered into the regression equation, only learning ability was found to be a predictor variable (Beta = -0.32, P < 0.01). The value of F = 10.02 (94, 1) revealed the statistical significance of the relationship at the level of 0.01. The adjusted squared multiple correlation was 0.09, which shows that about 9% of the variance in teachers’ self-efficacy can be explained by the learning ability component. The results showed that the components of simple knowledge (Beta = -0.48, P < 0.01), definite knowledge (Beta = -0.31, P < 0.01), and learning ability (Beta = -0.27, P < 0.01) entered into the regression equation as predictor variables. The value of F = 17.95 (92, 3) showed the statistical significance of the multivariate relationship at the level of 0.01. The adjusted squared multiple correlation was 0.35, which shows that about 35% of the variance in teachers’ sense of pleasure in teaching can be explained by the components of simple knowledge, definite knowledge, and learning ability.

Considering the fact that epistemological beliefs predicted the special education teachers’ self-efficacy, the findings showed that the three components of the epistemological belief of inherent ability, simplicity of knowledge, and quick learning had an inverse and significant relationship with teachers’ self-efficacy. Among the components, the inherent ability to learn was found to predict self-efficacy. Teachers who believed that knowledge was simple, learning was dependent on innate abilities, such as intelligence, and learning can happen quickly and not gradually felt low efficiency in teaching students with special needs. On the other hand, teachers who believed that knowledge was relative and complex, the ability to learn was acquired, and students’ learning can happen gradually felt more worthy and efficient in their teaching and were more likely to use appropriate educational tools to improve their students’ learning. Given that epistemological beliefs predicted special education teachers’ teaching emotions, the results indicated that, except for the definite knowledge component, there was a positive relationship between the components of epistemological beliefs and negative emotions in teachers. In other words, the ability to learn had a negative relationship with pleasure and a positive relationship with shame. In conclusion, it can be said that the teachers had cruder epistemological beliefs than expected.

The current research was conducted with the aim of studying the understanding and perceptions of faculty members about the current and desirable state of academic freedom. For this purpose, a mixed (qualitative and quantitative) research approach was chosen. Research tools included interviews and researcher-made questionnaire (75 questions), including five subscales (dimensions of academic freedom, challenges to academic freedom, requirements of academic freedom, institutionalization strategies and limits of academic freedom). The content of these questions were based on the results of the qualitative section (interviews and research literature). Questionnaire’s questions were developed based on codes extracted from interviews and literature. The variables were selected based on main and sub-categories and the relationship between them. The statistical population of the research in the qualitative part included 13 experts and in the quantitative part included 325 faculty members of the country’s universities who were selected based on Cochran's formula and multi-stage random sampling method. Data were analyzed using SPPS and LISREL software and descriptive and inferential statistics. The findings of the research in the quantitative part indicated that in the status quo of academic freedom, the dimensions of ethics and academic profession under the component of the limits of academic freedom with an average of 52.3 and 26.3 had the highest average and political and policy maker’s dimensions with an average of 22.2 and 37.2 had the lowest average and rank among the components of academic freedom. Moreover, the desirable condition of the results indicated that contextual and structural dimensions under the component of requirements with an average had the highest average and the governmental and institutional dimensions under the components of academic freedom challenges had the lowest average and rank among the components of academic freedom.

This study was conducted with the aim of explaining the family role in the spiritual curriculum. In terms of purpose this research is an applied-developmental one and in terms of type and method of data collection, it is a mixed research. In the qualitative part of the study, in addition to valid documents and articles, semi-structured interviews were used and in the quantitative part, a researcher-made questionnaire was employed to collect the data. The results indicate that the position of family in the spiritual curriculum is explained through 18 important components. The importance of these components in the spiritual curriculum is such that if families pay more attention to them, the successful implementation and effectiveness of the spiritual curriculum will be feasible. Therefore, it is expected that by explaining the importance of the family in spiritual education of children, it can be associated with school for improving the spirituality of society. Faith and trust in God and recourse to the Imams, encouraging children to be honest and truthful, human and polite relations of parents with each other and with others, and finally, compassion and appreciation and responsibility are respectively the five important components that explains the position of family in the spiritual curriculum.

The purpose of this study was to investigate the attention to resistance indexes (production and consumption management) in fifth and sixth grade elementary school textbooks.

The research was applied in terms of purpose and in terms of nature, descriptive-quantitative using the content analysis approach. The statistical population of the study consisted of fifth grade (6 books) and sixth grade (8 books) textbooks using purposive sampling method. In total, 1655 pages of textbooks were analyzed. The data collection tool consisted of a coded list based on the resistance economy indices and components, first extracted from the statements of the Supreme Leader, and then approved and modified based on past research and the views of relevant experts. Experts familiar with the field of resistance economics also validated the validity and Scott's formula of reliability was 0.86. Shannon entropy method was also used to analyze the textbook contents.

The results of the analysis showed that in general, the "consumption management" index paid more attention to "production management". Also, the analysis of resistive economics components based on Shannon entropy showed that the components of "saving and not wasting" with the coefficient of 0.33; "not declining the community property" with the factor of 0.32; 0.26% and "support for domestic production" with a significance factor of 0.07 rank first to fourth in the textbooks, but in terms of "consumption of domestic production"; "production of quality goods"; "self-sufficiency in the production of critical products" with zero significance factor was overlooked.

In recent decades, significant increase with high growing numbers of students, has made financing of public universities into one of the major challenges higher education and government. However, the main source of financing public universities is government funding, but focusing purely on this procedure and the neglect of other methods is ineffective for various reasons. The purpose of this study was to investigate Issues and problems of financing and diversification of financial resources in public universities. The research method was qualitative phenomenology. The study population included administrators of public universities and experts in financial management and economics of higher education. Using purposive sampling method, 23 semi-structured in-depth interviews were conducted with them. To validate the qualitative findings, the Guba and Lincoln criteria were used. The findings were analyzed by Strauss and Corbin coding model. Analysis reveals that participants researched before any attempt emphasize to determine the status and role of higher education and attention to mission of the university. In their view, financing public universities in Iran is influenced by social-cultural and political -economic conditions of the country, according to the Spatial planning in the creation of a university and course of study, Ability of managers to earn, transparency of laws, absence of Cumbersome bureaucratic, a knowledge-based university, field structure, Relations of University to Other sectors However, The evidence indicative of earn thinking in public universities is weak.

Spiritual Curriculum Model: An Exploratory Research Based on Grounded TheoryAbstractThe aim of this study is to determining the main and sub-categories of the spiritual curriculum in order to present a spiritual curriculum model using grounded theory. The research data were collected through interviews with 14 curriculum planning experts , including university faculty members and curriculum planning staff of the Ministry of Education, who were selected by purposive and snowball sampling and analyzed in three stages of open, axial and selective coding and based on that, a qualitative research model was designed. The results show that the spiritual curriculum model has 5 main categories, 29 sub-categories and 97 subsidiary in the form of a paradigm model including causal conditions (Islamic system, Human honorable of creatures and purposeful and meaningful life), contextual factors (social factors, Cultural factors, economic factors, educational factors and individual factors), intervening conditions (cultural barriers , educational barriers, attitudinal barriers, social barriers, family barriers, structural barriers and individual barriers), interactive strategies (cognition, education, structural strategies, reasoning, art and aesthetics and religious factors) and consequences (cultural consequences, individual consequences , social consequences, structural consequences, moral, faith, purposeful and meaningful life, cognition) are presented.

One of the common goals of the education system worldwide is to make education more effective and more successful. Systematic and active learning methods are designed to achieve this educational goal; but proper use of this method in teaching the content of different courses is another issue that requires special research. The purpose of this study is to investigate the increase of student writing creativity in creative writing lessons before and after the independent variable and compare the results of teaching these two methods with the use of two constructivist methods flip classroom and lesson study.This research is a causal-comparative and quasi-experimental research with a practical purpose. The statistical population of this study consisted of students of elementary education teachers of Farhangian University of Mazandaran and the statistical sample is two 35 member - matched groups. Amongst genres of creative writing, four genres were selected in consultation with experts in the field. The elements of each genre were identified according to different sources and each element was weighted relative to its importance in the relevent genre. Writing in these four genres was received as pre-test and post-test in both groups and each element in the student writings was analyzed and graded from the perspective of Torrance's creativity criteria of fluidity, authenticity, flexibility and expansion. The results were analyzed by SPSS software. Comparison of the pre-test and post-test results in both groups showed that the flip class method and the research method showed a significant improvement in both groups. And comparing the two methods with each other showed that the research lesson had a significant effect on the creativity of the students' writing compared to the flip class.

Today it is very important to pay attention to the practical dimensions of the topics presented in the curriculum. In this regard, many studies have examined the dimensions of the curriculum, especially in the field of employment and helping to develop the economic power of individuals and society. In the tourism industry, the hotel industry is one of the most attractive areas in recent years with a significant human resource education approach. Aim of current research is to assess the internal and external quality of hospitality training programs based on Francis Klein's elements in 9 factors . The statistical population of the study includes: all teachers (20 teachers), employers (70 employers), and students of Sari Hotel-Applied Science Center (100 students), which due to the small size of the community, the sample size is equal to the size of the community. It’s been chosen. The results of the research showed that in all the components studied (curriculum objectives; educational content; learning activities; teaching-learning strategies; educational materials; grouping; time; place; evaluation; customer satisfaction; employment of graduates; ), The desired mean is higher than the average (3), which indicates the optimal status of the studied variables.

The aim of this study was to determine the challenges of developing the smart schools from the viewpoint of administrators and teachers of these schools in Babolsar district. The method of collecting information was descriptive, of the kind survey and analysis. At the first step, the information and the questions of this research was obtained through survey and interviews with the main officials of the smart schools’ project in department of Education and Training in Babolsar district. So, the questions related to the questionnaire were collected in a list. Finally, in order to answer the question, the questionnaire was distributed among 21 administrators and 131 teachers in these schools. The results showed that low use of internet among teachers, the weak experience among teachers in using modern teaching methods and the lack of reliable electronic content of lessons were the main challenges of development in the smart schools. The lack of required foundations such as local network and internet connection, the lack of preparation and the necessary backgrounds for using information technology in management of school, lack of motivation and interest in the teaching profession and lack of motivation among students to use the equipment were the least challenges of development in the smart schools in Babolsar district. Finally, if we identify the challenges of the smart schools and equip them with eqipments, the science will exceed the textbooks. Therefore, teaching and learning methods will be expanded from mere remembering to critical thinking and evaluation of information sources.

Academic freedom is one of the fundamental principles governing higher education systems, which has a long background in universities of the world. Scientific freedom is a relative concept. Whenever it comes to speaking of relativism, the meaning of the concepts should be examined in social structures and context. For this reason, a permanent and universal method is not used, but rather it should be investigated in the setting of the needs and requirements of time and place. The idea of using a universal project in this field has faded away and should be replaced by cultural and local ideas. The concept of scientific freedom is highly influenced by the cultural beliefs of societies. Therefore the general purpose of this paper is to study the scientific freedom of higher education in Iran. The statistical population included faculty members of universities and institutes of higher education as well as scientific experts of this field, 13 of them were purposefully selected for deep interviews. The method of adjusting participants and reviewing colleagues was used for validity of the tools. Open and axial coding has been used for data analysis. The findings of the research included five dimensions of scientific freedom (challenges, strategies, prerequisites, requirements, and extents of academic freedom), 17 main categories and 148 conceptual propositions (sub field) whose relationships between them were also drawn in the research model.

The world surrounding human beings perpetually undergoes transformations and the universities are not an exception in this regard. The condition for survival amid this is to identify and control these transformations and the science that can assist human beings in this respect is “Futures Study” whose goal is to eliminate the ambiguity of the future, to establish the opportunities for certain future and, increase human control over the future. This issue is much more tangible than ever in medical universities dealing with the public health of the society and it is required to highly focus on their quantitative development.

The present study is a mixed-method study carried out in the medical universities of Iran in 2018-2019. First, in the qualitative approach, the components and indicators of the health professional education’s quantitative development have been identified by the classical Delphi method according to targeted sampling from ten experts with content analysis that was identified and coded. In the quantitative approach, having analyzed the indicators using Scenario Wizard software, several scenarios have been designed for the quantitative development of education.

The study findings suggest that at least 6 components and 32 indicators can be introduced in the quantitative development of medical science education, on which some robust scenarios can be considered for futures including the optimistic, intermediary, and pessimistic ones.

This study directs the researchers toward the quantitative development components and the indicators of medical science education in Iran and how they can be exploited to realize promising futures.

The purpose of this research was to study of barriers to the adoption and application of ICT in primary schools from the viewpoint of teachers in Babol. The statistical population of this study was primary school teachers in public schools in Babol city in the academic year 96-97. Using systematic random sampling 280 persons were selected as sample. A researcher made questionnaire (Barriers to adoption and use of ICT) was used to collect data. The Content validity using CVR is 0.90 and the reliability coefficient of the questionnaire was also obtained through Cronbach's alpha coefficient of 0.90. SPSS software and exploratory factor analysis were used to analyze the data. The findings indicate that the priority of motivational, skill, educational and cultural infrastructure barriers from the viewpoint of teachers in Babol is the barriers to the adoption of ICT. In addition, barriers to the application of ICT are considered as the priority of barriers of technical equipment, attitudes, educational barriers and human barriers from the viewpoint of teachers in Babol is the barriers to the application of ICT. Information technology in the education is a culture, a program and an educational process that requires cultural foundation and the transfer of information technology culture. Accordingly, the educational system should be addressed by addressing barriers to admission and application by teachers as an important element in the educational system.

Futures study is a science that, given changes in society, identifies future trends for making appropriate and practical decisions. Universities benefit from futures study research to improve their efficiency and make effective decisions. This is increasingly seen in medical sciences universities, which are responsible for public and specialized health education, and their quality development should be addressed. The purpose of this study was to identify components and key indicators of the qualitative development of medical sciences education and writing scenarios based on these.

The present study is a mixed methods study carried out in the medical universities of Iran in 2018-2019. In this qualitative approach, the components and indicators of qualitative development of medical sciences education were identified by the classical Delphi method according to targeted sampling from 10 experts with content analysis that was identified and coded. Following the qualitative portion, a quantitative approach using Scenario Wizards software was used to design robust scenarios.

In all, 13 components and 48 indicators were identified in the qualitative development of medical sciences education from which robust scenarios can be considered for futures study,including optimistic, intermediary, and pessimistic scenarios.

These results indicate how using each of the medical sciences education’s qualitative development components and indicators can lead medical sciences universities to consider favorable and unfavorable futures for planning and direction. Recognizing correct components and drawing scenarios for desired futures is essential.

Learning process is of great importance in architecture courses, especially for the newcomers. The main issue of the present study is achieving an effective instructional pattern for teaching architecture and “Architectural Design Basics” have been considered herein as the case study. The proper patterns of instructing preparatory architectural designing lessons were identified through exploring the various teaching patterns in the area of educational sciences and architecture teaching. Then, changes were made in line with these lessons’ goals to attain a teaching pattern and its specifications based on the intragroup professor-student collaboration (IPSC). The current research has been conducted to investigate this pattern in teaching preparatory architectural designing II and its completion and correction as well as its transformation to an effective instructional method. To do so, use was made of the qualitative research method of grounded theory so that the strong and weak points of this pattern can be better recognized. The study population included the students who had taken the preparatory architectural designing II lessons in two universities in Mazandaran. The reason for selecting this population is the familiarity with the environmental conditions due to the researcher’s history of teaching in them. The information-gathering instruments in this study are observation, questionnaire, and interview. The study results signified the increase in the students’ motivation, meeting the need for the students’ approval and collaboration in this method and its effectiveness on the group activities. Amongst the other advantages obtained as a result of the professor’s presence in the group, the importance of asking for the students’ ideas, the correct task division in the group and more importance of the learning process with respect to the product can be pointed out.

The aim of this study was to develop a standard model of teachers' professional competence on the basis of high-level documents.

This was an applied research in terms of purpose and was a sequential exploratory mixed study in terms of data collection. Data collection tools in the qualitative phase were the analysis of the content of high-level documents (Fundamental Reform Document of Education (FRDE), National Curriculum, Comprehensive Scientific Map of the Country, and 20-Year Perspective Document for Iran) to extract the components. In order to ensure the validity of the content analysis checklist, content and face validity method and expert opinion were used. The data in qualitative phase were analyzed through three open, axial and selective coding methods. The findings included 69 symbols in the open coding, where they were classified in the form of 4 concepts including recruitment, teacher education, teacher retention & promotion and evaluation in the axial coding. In the selective coding stage, a standard model of teachers' professional competence on the basis of high-level documents was developed. The research instrument in the quantitative phase was a researcher-made questionnaire derived from the qualitative results of the research. The face and content validity of the questionnaire was confirmed by experts in the field of education. Confirmatory factor analysis, convergent validity, and divergent validity were used to evaluate the construct validity, and hybrid reliability was used to evaluate the construct reliability. As well as, in the quantitative phase of research, structural equations under Smart PLS software were used to evaluate the standard model of teachers' professional competence.

According to the results of t-statistic, all factor loadings were significant at 99% confidence level and played a significant role in developing the standard model of teachers' professional competence on the basis of high-level documents of Education.

The proposed model enjoyed an appropriate quality and was approved. Managers, teachers, and administrators in the education of teachers can employ the symbols, concepts, and categories identified in this study in their future planning to shape the teachers' professional competence.

The basis for educational planning and designing is the needs assessment. This research was conducted with purpose of studying educational needs assessment of physical education teachers in Mazandaran province.

In this research, mix methods qualitative and quantitative were used. A purposive sample of 20 informants was selected. Based on qualitative findings, an initial 47 items questionnaire was designed. After reviewing its validity and reliability (α=0/983), finally was conducted on a sample of 228 teachers from Mazandaran province schools.

Finding in qualitative part are presented as follows: Such indicators as need for training Physical Education Teachers: 1.related to management and leadership; 2.related to teaching and learning; 3.related to professional competencies; 4. related to ethics and law; and 5. related to technology and research; Also, according to the teachers, there are educational needs in all and priority needs were significant at the level (p = 0.05).

physical Education Teachers of Mazandaran Province have educational needs in the considered indicators. And can be said teachers do not receive appropriate training or their training is not enough.

This research aims to identify the dimensions and components of the application of studying mathematical lessons in elementary schools of Mazandaran province in order to present a conceptual model. The method used in this research has been a sequential exploratory mixed method. The research community included the experts of the field of lesson study, all teachers of mathematics and principals of primary schools in Mazandaran province numbered 10700 people. Sampling method in the qualitative section, the method of desirable items includes 16 people and in the quantitative section, A simple random sample of 370 people. Data collection tools Deep and exploratory interviews and A researcher-made questionnaire (85 questions) was extracted from the interviews. The method of analyzing data in the qualitative stage of the data-based method and in the quantitative stage exploratory factor analysis, confirmation, And Friedman test. The findings showed that the dimensions of studying include human aspect, structural aspect, cultural aspect, managerial aspect and pedagogical aspect. Also, the results of Friedman's test showed that According to the respondents in this research, the first priority is the pedagogical aspect, the second priority is related to the cultural aspect, the third priority relates to the structural aspect, the fourth priority relating to the human aspect and the fifth priority to the management aspect.

The purpose of this study was to investigate the status of key indicators of the education field in University of Mazandaran by assessing the external and internal environment in order to propose suitable strategies. In this research, the combined method of exploratory sequence design has been used. The statistical population in the qualitative section was composed of ten people with theoretical knowledge about strategic planning and those who were proficient in the university's situation. Through structured interview with them, the components of the questionnaire used in the quantitative research, compilation it turned out. Statistical population the quantitative part of this research consists of faculty members of University of Mazandaran, which is 356 people. The sample size of the study is 120 people and a relative stratified sampling method has been used, which ultimately contributed 102 people. A qualitative research tool was used for research, interview and review of documents and library study, and in the quantitative section, a researcher-made questionnaire was approved with a reliability of above 0.9. For data analysis, descriptive statistics and internal factor evaluation matrix, external factors evaluation matrix, SWOT matrix and IE matrix were used. In the qualitative section of the components of the questionnaire, in other words, the strengths, weaknesses, opportunities and threats of University of Mazandaran were extracted. The findings of the quantitative section showed that according to the four internal and external house (IE) matrices, education area in University of Mazandaran  is located in the competitive strategy area of ST. Therefore, considering the final score of the internal matrix (3.882), it can be concluded that despite the higher strengths of the field of education in University of Mazandaran, the weaknesses in the final score of the external matrix (2.312) indicate that the threat has overcome its opportunities. In fact, the university is in a position to use opportunities to exploit opportunities and reduce weaknesses and threats.

Managers in organizations or educational centers are a part of life-giving that provision, design and maintenance work, have crucial role in training human resources efficiently. The main objective of this study was to determine the relationship between the efficiency of Vocational technical and Kardanesh schools administrators, and transformational leadership style. This research is a descriptive - correlation, and its population of 916 trainers in vocational technical and Kardanesh schools in Mazandaran province. The sample size is 270, according to Morgan table, a multistage cluster sampling method was chosen.Two types of questionnaires were used to collect data: Bass & Avilio transformational leadership questionnaire and another questionnaire to measure the effectiveness of managers.Transformational Leadership Questionnaire reliability, using Cronbach's alpha coefficient / 89. And efficiency managers Questionnaire, 90 /. Were estimated. The results indicate that, from the perspective of trainers, managers have, middle and high effectiveness, and, in general, between transformational leadership and principals, and their efficacy, a significant relationship exists.
Between all the components of transformational leadership including: the desired mental persuasion, motivation, inspiration and personal considerations, and efficient management, the statistically significant relationship exists. Thus, managers with low transformational leadership style led to lower efficiency, and consequently managers with high transformational leadership style, which is high efficient management

The main goal of this study was to determine and validate a model of effective teaching with reference to teacher-student supportive approach. This study was a descriptive study performed using a survey. The statistical population consisted 2200 university students, 6 experts in teacher education and 6 faculty members who were selected using a stratified sampling selection. The participants were given a questionnaire, developed by the consensus of 6 experts. In order to ensure of the validity of the questionnaire experts comments were considered while for attesting the reliability, alpha Cronbach was used. The gathered data were tabulated and analyzed using Spss and Amos. The results showed that four factors including the development of resources and the support of the faculty members, developing the structure of curriculum, the process of teaching- learning and the student support were determining. In other words according to the results of a factor analysis, these factors can be used as criteria to determine the quality of education at teacher-education University.