جستجوی مقالات مرتبط با کلیدواژه « آموزش و پرورش » در نشریات گروه « علوم انسانی »

The current research has sought to design a model for eliminating the digital divide in education with an emphasis on the crisis of the Covid-19 pandemic. In this regard, the purpose of this research was to identify the variables of the model and also determine the causal relationships between the variables of the model.

This research was applied-developmental in terms of purpose and mixed (qualitative and quantitative) in terms of implementation method. In the qualitative part, the variables, components, and indicators of the research were extracted using the foundation data method with the coding technique through interviews with experts, and in the quantitative part, an exploratory descriptive method was used. The statistical population of the research included 20 education experts who were selected by non-probability purposeful sampling and theoretical and snowball methods. The criterion of sample size in the qualitative part was theoretical saturation.

The results of the qualitative part showed that the model of eliminating the digital divide has the variables "obstacles to the inclusion of e-government" (intervening factors), "digital development platform" (contextual factors), "digital capacities" (causal factors), "digital content" (focal category), "eliminating the digital divide" (strategies) and "consequences". Based on the results of the quantitative part, the two variables "digital development platforms" and "obstacles to the inclusion of e-government" had the greatest impact and importance in the model and are among the independent variables and strong drivers that the managers' attention and effective monitoring of these drivers can Achieving the goals of the aid organization has been used in a small part of the comprehensive structural-interpretive modeling method to create a model and determine the causal relationships between the research variables.

It is expected that the model of removing the digital divide in education will lead to the consequences of reducing digital inequalities, reducing social inequalities, developing information and communication technology, and increasing the participation of families in the education process.

Organizational citizenship behavior plays an important role in improving the service quality of organizations, including education organization. Therefore, the aim of this study was to evaluate the relationship between the categories of organizational citizenship model in the education.

This study in terms of purpose was applied and in terms of implementation method was descriptive from type of correlation. The research population was the education managers and workers of Babol province in Iraq country, and according to Cochran's formula the sample size was determined to be 385 people which this number was selected by available sampling method. The research tool was a researcher-made questionnaire of organizational citizenship in the education with 61 items, which its data were analyzed by exploratory factor analysis and partial least squares in SPSS-22 and Smart-PLS-4 software.

The findings showed that the central phenomenon of organizational citizenship in education had 10 components in 5 categories of causal conditions, contextual conditions, intervening conditions, strategies and consequences (each one two components), which all of components had a factor loading of higher than 0.50 and all of them had Cronbach and combined reliability of higher than 0.70. Also, the correlation coefficients of the categories of causal conditions, contextual conditions, intervening conditions, central phenomenon, strategies and consequences were less than 0.45 and were indicated their non-overlapping. In addition, according to the indicators of commonality and redundancy, the organizational citizenship model in the education had a good fit and the effect of causal conditions, contextual conditions and intervening conditions on the central phenomenon, the effect of central phenomenon on the strategies and the effect of strategies on the consequences were significant (P<0.05).

The designed organizational citizenship model in the education can help to education managers, officials and planners in designing programs to improve the organizational citizenship in this organization.

Prevention of child and adolescent victimization is extremely important in terms of their physical and mental limitations, and various legal entities have duties in this field based on different laws. On the other hand, children and adolescents spend a large part of their lives in schools, and in this sense, it is necessary for the educational institution to have some facilities and tasks, and protect them from possible crimes when the students are in school. and train them to take care of themselves against crimes outside the school. According to various national and international regulations, the educational institution has a duty to provide compulsory, free and public education, and a significant part of these educations can also be effective in the field of victimization prevention. These trainings sometimes directly and sometimes indirectly lead to the prevention of victimization. Therefore, according to the importance of the role and impact of this institution and according to various regulations, the education institution should consider compulsory, public and free education with serious attention in the first step, and subsequently, to teach students trades and skills in this to pay attention and play a central role in the field of discriminatory criminal policy to prevent the victimization of students based on the regulations.

The purpose of this research is to investigate the current state of maturity of human resource management in schools. This research was conducted with a qualitative approach and a data-based method. The statistical population includes the study population of this research, all the main agents involved in the management of human resources of education in the province of Sistan and Baluchistan, including; They were teachers, school principals and human resource managers. which were selected through purposeful, criterion-oriented sampling. Data were collected through semi-structured interviews with seventeen teachers, eight school principals and eight human resource managers. In order to analyze the data, open, axial and selective coding method was used. Lincoln and Cuban criteria were used to ensure validity and reliability. The research results were organized in ten main dimensions and nineteen main axes based on the Roberts model. These dimensions include the process of human resources strategy, organizational capability development, recruitment, employee development, talent management, performance management, reward and appreciation, health and safety, internal and external communications, and data and systems management.

Youth unemployment and its social consequences in the critical conditions of the country have made entrepreneurial career training an important subject of study for researchers in various disciplines. The purpose of this research is to evaluate the researches and studies conducted in the field of entrepreneurial education in Iran. This research was conducted for the first time in Iran by meta-analysis. The purpose of the current research is to identify the prevailing trends and the content of entrepreneurship vocational education researches, to evaluate the methodology of these researches and to explain a perspective for the promotion of research in this field. To achieve these goals, 35 scientific-research articles in the field of entrepreneurship-vocational-education in the field Entrepreneurial approaches in our country were investigated using the meta-analysis method in six steps. The findings of the research were presented in four sections: overview of previous researches, findings related to research methodology and findings of the research approach, geographical distribution of researches was explained, and at the end, work methods and recommendations were presented. The findings of the research indicate that the focus of the researches on programs and application patterns is limited and they have been examined mostly from the perspective of methodology and content. Researches are mostly theoretical and have not provided educational programs and practical solutions. Applied entrepreneurship training through localization of entrepreneurship job programs at the attitudinal, strategic and operational levels of developed countries like Germany can be the key and executive solution in the field of entrepreneurship.

The present study was conducted with the aim of explaining the structural model of the effectiveness of the study program on teachers' commitment and attachment. The method of this study was descriptive-correlation. The statistical population of the research was made up of 1053 secondary school teachers of Pakdasht city in the academic year of 1400-1401. 208 people were selected as a statistical sample by cluster random sampling. To analyze information from the descriptive statistical methods of gender, education and age and by separating minimum, maximum, average and standard deviation and inferential skewness and kurtosis test, factor analysis test, structural equation method and to perform econometric operations from the software Spss 24 and Smart Pls 3 were used. The results of the research showed that the study program is effective on the commitment and attachment level of the teachers and the t-values of each of the three research variables and their related components show the intensity of the significance coefficient between the variables and their components.

The present study was conducted by examining the mediating role of teachers' performance in the relationship between organizational health and quality of work life. The method of this study was descriptive-correlation. The statistical population of the research included 105 primary school teachers in Rodhen city, of which 86 were selected as the sample size by stratified random sampling. In order to collect data, standard organizational health questionnaires (OHI-S) by Hui et al. (1996) and quality of work life questionnaire by Walton (1973) and work performance by Hersey and Blanchard (1998) were used, which were validated by academic experts and their reliability. It was also confirmed through Cronbach's alpha test. In order to analyze the data, structural equation technique was used using Smart PLS 3 statistical software and Spss version 26. Quantitative findings from the test of research hypotheses showed that the mediating role of teachers' performance in the relationship between organizational health and quality of work life has an indirect effect. Also, the results showed that all the components of teachers' performance in the relationship between organizational health and quality of work life were confirmed from a meaningful dimension in the research.

The current research was conducted with the aim of developing a model of intelligent leadership in education using a qualitative method of thematic analysis.

The current research was conducted with the aim of developing a model of intelligent leadership in education using a qualitative method of thematic analysis.

The data of this research was derived from in-depth and semi-structured interviews with 12 subject experts in the field of leadership and management in education, which was based on purposeful sampling dependent on the selection criteria and continued until the theoretical saturation of this process was reached. The validity of the research data was checked and confirmed by going back to the participants and external auditors. It was done in the form of open, axial, and selective coding in Atlas TI8 software.

The results showed that the intellectual, emotional and spiritual dimensions are the three dimensions of intelligent leadership; which includes elements such as strategic thinking, joint goal-setting, rational decision-making, motivation, self-awareness, self-management, faith in goal realization and culture building. The results also showed that the elements of knowledge management, organizational management, team management, and pragmatic management are the components of the intelligent leadership model of education managers.

The results of this research showed that intellectual, emotional and spiritual dimensions are three dimensions of intelligent leadership; which includes elements such as strategic thinking, joint goal-setting, rational decision-making, motivation, self-awareness, self-management, faith in goal realization and culture building. The results also showed that the elements of knowledge management, organizational management, team management, and practical management are the components of the intelligent leadership model of education managers. The results of this research are in line with the researches of Zaidzivant (2018), Oleksienko and Rowan (2018), Allen, Shankman, Miguel (2012), Fisher and Wildman (2016), Shishunga (2020), Nooralizadeh and Hajivand (2017) and Kikha (2016). Different emotional, spiritual and rational dimensions of intelligent leadership are aligned.

The purpose of the current research is to study power in educational organizations with a phenomenological approach. In this article, the phenomenon of power, resources, and its relative ability to explain the behavioral aspects of human resources in the organization have been investigated. Power is one of the important and necessary components in any organization, and how to acquire and apply it correctly and effectively is necessary for the survival of any system in today's world. Today's theorists consider the organization as a set of mutual relations and actions and reactions of individuals, where power is the most important factor in the nature and quality of these mutual relations. Power can be used in different parts of an organization and cause various results and consequences in that organization. Each of the sources of power and the combination of their different situations form different behavioral and conceptual models, and according to them, they create different interactive structures. The distance that those in power feel toward others makes them more likely to disobey the advice they hear. 

Design/Methodology/Approach: 

The current research method is a qualitative phenomenological type, which is based on the lived experiences of the participants about the concept of power and its dimensions, as well as the tendency towards sources of power in the organization with the metaphor of osmotic pressure of chemistry. The participants of the research were the education experts of Semiram City, and a semi-structured interview was conducted with 13 experts using the purposeful sampling method and the theoretical saturation criterion of the findings. The analysis of the findings was done with the thematic analysis method. The evaluation criteria of qualitative research, including trustworthiness, transferability, reliability, and verifiability, were examined, and based on that, the validity and reliability of the research was confirmed. 

By analyzing the findings, 122 basic themes, 25 organizing themes of the first level, and 5 organizing themes of the second level were identified and extracted, which were centered around the overarching theme of the phenomenon of organizational power. 5 organizing themes of the second level, including the concept of power, power sources, orientation to power sources, consequences of orientation to power sources, and power management solutions were identified. The participants expressed their experiences of orientation toward the sources of organizational power, including selection and appointment within the organization, individual experiences, osmosis phenomenon, organizational experiences, and gaining points. The participants expressed their experiences of the concept of power in the form of the concepts of dominance and influence, individual strength, some kind of need, being charismatic, ability and capacity, superiority, communicating, negative approach, positive approach, and position. They have also presented the themes of intercession and nepotism, individual factors, law and superiors as their experiences of sources of organizational power. On the other hand, they expressed their experiences of orientation toward organizational power sources, including selection and appointment within the organization, individual experiences, osmosis phenomenon, organizational experiences, and gaining privileges. The most important consequences of the tendency to sources of power include the marginalization of individual interests and attention to social interests, the use of violence and tyranny, and the ability to influence. Discussion and

The research results showed that some employees, despite weaknesses in their scientific knowledge, experience, and skills, manage to move from less powerful units within the organization towards positions of greater influence. These individuals seek to gain personal advantages through such upward mobility. To address this phenomenon, organizations should implement meritocratic selection processes, enforce regulations decisively, and foster a culture of cooperation, accountability, justice, and ethical conduct. The phenomenon of osmosis shows many legal and illegal functions in an organization. Weakness of people, flattery, unfairness, and most importantly, weakening of the rule of law in the organization are among the factors of the formation of such a phenomenon. The weakening of the rule of law in the organization paves the way for people who lack professional ability but are flattered. Many corruptions and destructions in the organization are caused by this unpleasant phenomenon. People who, without any commitment and expertise, have learned the illegal and inhumane ways of failing and failing to perform assigned duties, according to the experience and attention of some sick people, and they can make themselves respected by the heads of organizations. They place themselves as an efficient force in an organization and in some cases, they don't shy away from objections to taste, opinions and orders.

This study aimed to develop a comprehensive model of quality of work life based on organizational justice, organizational optimism, and organizational resilience among employees of the Education Departments in Tehran.

The research employed a mixed-method (qualitative-quantitative) approach. In the qualitative phase, semi-structured interviews were conducted with 15 experts in management and sociology, and the initial data were collected and analyzed. Following this, a questionnaire was designed based on the qualitative findings and distributed among 450 employees of the Education Departments in Tehran. Data analysis was conducted using Structural Equation Modeling (SEM) and the AMOS and SPSS software.

The findings revealed that all three variables—organizational justice, organizational optimism, and organizational resilience—are significantly related to the quality of work life. Organizational justice was identified as the strongest predictor of quality of work life, while organizational optimism and organizational resilience also had direct and indirect impacts on improving quality of work life. Additionally, organizational justice played a mediating role in the relationship between organizational optimism and resilience with the quality of work life.

The results of this study indicate that attention to organizational justice, organizational optimism, and organizational resilience can lead to an improvement in the quality of work life for employees in educational organizations. It is recommended that managers strengthen these variables to create a supportive and positive work environment, thereby enhancing employee satisfaction and commitment.

The duality of agency-structure regarding collective hypocritical behavior among Iranians has long been the subject of debate and controversy. In the meantime, some agency and others have considered the existing structure in the society as the main cause of this misbehavior. The current research aims to deeply investigate the causes of hypocritical behavior and provide a model to rectify it by focusing on the institution of education. The approach of qualitative and interdisciplinary research has been using data from sociology, psychology, law, literature, political science, international relations, etc. Data coding continued until theoretical saturation using the theme analysis method. The main categories are identified in the section on the cause of hypocritical behavior under the domination of the Giddens structure-action meta-theory. This theory considers the social norm as the result of agency-structure action. Doing so, oversimplification of hypocritical behavior, the negation of individuality, and historical determinism for the category of agency and state (organizational) monopoly, authoritarianism, the use of religion as a tool, and the autocracy of some managers, placing tradition against modernity and a sense of social despair against existing injustices emerged for the category of structure. Based on the requirements and limitations of the education proposal, meanwhile observing the theory of boundary actors, the categories of implementing the principle of meritocracy, and allocating competent resources, inserting the courses of moral philosophy and human rights in the curriculum, creating space for expert psychologists, trying to restore social capital, using every opportunity to create the context of modernity, implementing knowledge management, and consensus building in carrying out efficient civil action was also emerged as alternatives.

Public policy-making means the government in action, that is, what decisions the government makes in public matters, for which groups, with what tools, and what results are obtained from these decisions. Education policymaking means designing and implementing policies that the government uses in the field of education. Education policy in all countries is one of the three policy issues. Education is a socialization device for the government, and for this reason, governments use education as a public good to reproduce legitimacy. In this article, the issue is whether it is possible to organize the policy cycle based on critical theory. The policy cycle has stages such as system input, design, policy implementation and output, and evaluation and feedback. In this article, we try to examine the education policy cycle from a critical perspective by using the critical theories of Jürgen Habermas, Pierre Bourdieu, and Louis Althusser. The findings of the article show that critical theory is an approach that tries to organize a new space for educational policies in terms of public domain, communication wisdom, power fields, and the ideological structure of government. The article is the application of critical theory in the policy cycle of education, which can be used as a basis for future research.

With the prevalence and expansion of formal education in Iran, the necessity of formulating an educational charter has become more prominent than ever. Amidst these efforts, the endeavors of Mirza Ahmad Badr (Nasir al-Dawla), the innovative minister of the late Qajar and early Pahlavi periods, in drafting the charter for elementary and secondary schools, written in 1920, stand as significant milestones in the history of formal education in Iran. The present document aims to introduce this charter. The aforementioned charter consists of 106 articles. It delineates the duties of administrators, supervisors, teachers, students' responsibilities, disciplinary measures, examinations, holidays, the responsibilities of school teachers' councils, school tuition regulations, absenteeism regulations, women's schools, and more in precise detail, embodying numerous principles and rules governing education in Iran at the time.