جستجوی مقالات مرتبط با کلیدواژه "توسعه حرفه ای" در نشریات گروه "علوم اجتماعی"

The objective of the present study was meaning-based analysis of the role of professional development in teachers’ social status. The research was conducted by qualitative method and based on grounded theory methodology. Its statistical population included the teachers working in education organization in the west of Tehran province, 19 of whom selected as the sample based on the principle of theoretical saturation. According to the opinion of the research’s guiding group and using the Delphi method, the interview questions were reviewed by experts in the fields of sociology, management, and educational sciences and they confirmed its content validity. Moreover, Cohen’s kappa coefficient was employed to measure its reliability (judges’ consensus rate). The concepts extracted from these interviews included 54 initial conceptual propositions in professional development section, 132 conceptual initial propositions in social status section, and 45 conceptual initial propositions in the section of the role of professional development in teachers’ social status. These concepts were reflected at three stages of open, axial, and selective coding and in the form of a grounded theory model (paradigm) centered on a core category, causal conditions, background conditions, intervening conditions, strategies, and consequences. The research data analysis indicates the role of professional development in the teachers’ social status, stating the presence of a synergistic and direct relationship between the research’s two main categories, i. e. professional development and teachers’ social status, in which the teachers play a decisive and effective role. The paradigm or schematic design is presented in the research findings and results section

The present study is conducted with the aim of mediating the role of professional development in the relationship between professional ethics and job self-efficacy on the job satisfaction of faculty members of Tehran University.

The research method is descriptive-correlation type of structural equation modeling. The research community included all faculty members of Tehran University, and 245 people were randomly studied using stratified sampling with proportional allocation. To collect data from Porkarimi's professional development questionnaire (2018); Professional ethics of faculty members, Pourkarimi et al. (2018); Qomoshi and Pourkrimi's job satisfaction (2022) and Bandura's job self-efficacy (1977) were used. The reliability of the tool using Cronbach's alpha coefficient, respectively, for the professional development questionnaire, α = 0.94; professional ethics α=0.95; Job satisfaction α=0.80 and job self-efficacy α=0.86 were obtained. The validity of the instrument was confirmed using construct validity (confirmatory factor analysis).

The results of modeling the structural equations of the research showed that the research model has a suitable fit.

Structural equation modeling shows that the effect of professional ethics on job satisfaction (γ=0.19) is not significant. Professional ethics on professional development (γ=0.24); Job self-efficacy had a positive and significant effect on job satisfaction (γ=0.57) and job self-efficacy had a positive and significant effect on professional development (γ=0.65), and professional development had a negative effect on job satisfaction (β=0.34). The indirect and negative effect of professional ethics on job satisfaction with the mediation of professional development (-0.08) was not significant; Also, the indirect and negative effect of job self-efficacy on job satisfaction with the mediation of professional development (-0.22) was significant.

The present study was conducted to design a model of professional development courses for faculty members of Farhangian University with a reverse learning approach.

This study was meta-combined in terms of applied purpose and method used. The prototype consists of 3152 studies obtained from scientific databases from 2000 to 2020. After screening in terms of title, abstract, content, research methodology, 60 studies were selected and analyzed. The hyper-combination results led to the identification of 9 main components and 58 sub-components. In the next stage, in order to enrich the research data, an interview was conducted with experts (faculty members of Farhangian University and familiar with professional development courses) in which 12 main components and 50 sub-components were identified. At this stage, data analysis was performed by theme analysis method. Then, the data of both phases were combined with each other, which finally obtained 15 main components and 55 sub-components. In the next step, a questionnaire was extracted from the identified components and provided to the experts to rank the components.

The components of institutional factors, support and support, pedagogy, evaluation and quality assurance, learning templates were the most important for experts in courses of professional development with reverse learning approach.

Finally, the lavage coefficient was used to validate the components and finally 10 main components and 38 sub-components were approved

The purpose of this study is to provide a model to enhance the professional competence of managers It has been based on the development of creativity and innovation in Islamic Azad universities of Tehran province.Qualitative research approach based on grounded theory (systematic design) in this research has been the criterion of action.. The statistical population included experts and professors of university units and managers of the central organization of the Islamic Azad University.The sampling method is purposeful. The present study aims to describe the snowball sampling method It was performed as a targeted method for collecting qualitative research data to some extent The researcher reached a theoretical saturation using semi-structured interviews with 15 sample members.Using the results of the review of theoretical foundations and research background and content analysis of interviews conductedIndicators are identified to enhance the professional competence of managers and open in three coding stagesAxial coding and selective coding, the model of professional development of school principals in the six main categories of causal conditions, the central phenomenon (professional competence of principals),Managers 'professional development strategies, intervening conditions, and implications for managers' professional development are included.

TThis research aims to investigate the role of school organizational trust, self-efficacy on the The professional development of elementary school female teachers, was conducted with the mediating role of leadership perception.The statistical population consisted of all elementary school Formal female teachers in Urmia city1400 people. Using a Stratified random sampling method, 302 subjects were selected as the sample from Cochran Formula. Measurement tools included standardized questionnaires whose validity and reliability were confirmed. Reliability of self-efficacy questionnaires, organizational trust, leadership perception, and professional development based on Cronbach's alpha were 0.91, 0.92, 0.89, 0.86, respectively. The research method was a descriptive correlation study which was analyzed using SPSS and Amos software using structural equation modeling.The results show that teacher self-efficacy, trust, and leadership are positively and significantly correlated with teacher's professional development, but self-efficacy has no direct and significant effect on professional development.The indirect effect of trust is an incentive for professional development through positive and meaningful leadership perceptions, and leadership perception is also an intermediary in the relationship of trust and self-efficacy with professional development.Based on research findings, it can be concluded that in order to enhance the professional development of elementary female teachers, it is possible to strengthen and enhance organizational trust and self-efficacy, which can also be the modification and selection of appropriate leadership styles as one of the mediators of professional development.

This research studies the scientific communities at the University of Cultural Studies and its relation with the professional development of students from a sociological point of view; the study method is qualitative; sampling method is theoretical-purposeful; the data collection technique is semi-standard interview and the interviews are completed based on theoretical saturation Is. In order to analyze the findings, the interviews were first analyzed and coded; then the concepts of transformation and afterwards became semantic to the major categories of reconstruction. From the perspective of this research, the distinction of the University of Cultural Sciences from other universities is the teaching of disadvantage and the way to achieve educational failure, scientific communities. The most important scientific communities in this university are academic associations, cultural centers, sports associations, student programs, student associations and guilds. The most important factors (agents) affecting these communities are students, experts, professors, officials, facilities, equipment and credits, and guidelines and directives. In order to achieve the goals of scientific communities and the coherence of their units, the structural and functional separation of agents and the monitoring of social settings governing the functioning of these communities and related units is essential. In this case, scientific communities can realize the teacher's professional education platform.