جستجوی مقالات مرتبط با کلیدواژه « چابکی سازمانی » در نشریات گروه « علوم تربیتی »

The purpose of the research was to investigate the role of academics' boundary-spanning in organizational innovation by mediating organizational agility in technical and engineering faculties of public universities in Tehran. The research method was mixed-exploratory (qualitative-quantitative). In the qualitative part, it was considered to identify the characteristics of academics' boundary-spanning in state universities. So, 15 faculty members of public universities were purposefully selected and interviewed. The interviews were analyzed using coding, and 48 open codes, 9 central codes were identified and they were placed in three categories: Personal characteristics, Job characteristics, and Organizational characteristics of academics' boundary-spanning were placed in three categories. The research method in the quantitative part was descriptive-correlation. The statistical population of technical and engineering faculty members of public universities in Tehran was 2189 people in 1402, which was determined by using Cochran's formula, the sample size was 327 people, and sampling was done using stratified (relative) random sampling. The data was collected using the researcher-made questionnaire of academic's boundary-spanning, questionnaire of organizational innovation and the organizational agility. Cronbach's alpha coefficient and confirmatory factor analysis were used to determine the reliability of the tools. Data analysis was done with Pearson correlation test and structural equation modeling technique with SPSS and LISREL 8.80 software. The findings showed that boundary spanning has a positive effect on organizational innovation and organizational agility, and organizational agility has a significant effect on organizational innovation. Also, the mediating role of organizational agility in the effect of boundary spanning on organizational innovation was confirmed. As a result, in order to survive in a competitive environment, higher education should innovate in the processes of education, research and scientific production by using the strategy of boundary spanning and improving organizational agility

Complexity of environmental conditions, dynamism and uncertainty are among the signs of the new quantum age. The implementation of the quantum model makes organizations constantly changing, agile, and in which innovation and information flow freely.

In terms of quantitative nature, in terms of practical purpose and method of implementation, the present research was a descriptive correlational type structural equation method. The statistical population of this research was made up of all the employees of the education departments of Hamedan city, numbering 512 people. In order to collect data, three standard questionnaires of quantum skills of Mirsefian managers (2015), readiness of employees for organizational change by Graham (2006) and organizational agility by Sharifi and Zhanek (1999) were used. After collecting the data, they were analyzed using Pearson's correlation coefficient and structural equation modeling by Spss and Lisrel software.

The findings of research hypotheses showed that the direct effect of quantum management skills on employees' readiness for organizational change is 0.76 and on organizational agility is 0.33 positive and significant. Also, the direct effect of employees' readiness for organizational change on organizational agility is 0.52 positive and significant. The indirect effect of quantum management skills through employees' readiness for organizational change on organizational agility is 0.39 positive and significant.

Employees' readiness for organizational change can increase the correlation between managers' quantum skills and organizational agility as a mediator. The 21st century requires a quantum worldview. It is suggested that the basics of quantum management skills be taught to the managers of education departments of Hamadan city and even school managers, so as to increase the readiness of employees for organizational change and consequently provide organizational agility.

The main aim of this research was to identify the dimensions and components of the organizational agility model of educational managers based in education departments of Lorestan province.The current research is descriptive-correlational in terms of applied purpose.The statistical population of educational managers in education departments of Lorestan province was 153 people. Statistical sample Using Krejcie Morgan table, 115 people were selected by relative stratified random sampling method (98 males and 17 females). The method of studies was in two forms, library and field. The data collection tool was a closed-ended questionnaire.The reliability of the questionnaire with Cronbach's alpha test is 0.91 overall and cultural factor 0.72, service factor 0.77, process (organizational) factor 0.74, knowledge factor (technology) 0.76, managerial factor 0.82 and human factor was 0. 81. To analyze the research data, Confirmatory factor analysis method based on SPSS software and structural equation model (path analysis) based on LISREL software were used to analyze the research data. The results showed that the value of the chi-square ratio to the degree of freedom is 2.06 and less than 3, and also, other fit indices are in the acceptable range, which indicates the appropriate fit of the model. The path coefficients of the effects of the structures and the significance of the estimated parameters for cultural factor 0.40, service factor 0.65, process (organizational) factor 0.69, knowledge factor (technology) 0.67, managerial factor 0.50 and The human factor was 0.40, that the index of the process or organizational factor has had the greatest impact on organizational agility.In general, it can be said that the organizational agility of educational managers in education departments of Lorestan province includes six components: cultural factor, service factor, process or organizational factor, knowledge or technology factor, managerial factor and human factor.

The present study sought to investigate the relationship between interpersonal and organizational factors with organizational excellence and test the mediating role of professional ethics, psychological empowerment and organizational agility. This study is applied in terms of purpose and in terms of descriptive-correlation method and in terms of the type of structural equation model. The statistical population included all employees of the education staff of West Azerbaijan province in the academic year 2018-19. in the number of 1250 people, among whom 332 people were selected as a sample using Morgan formula and stratified randomly. A questionnaire was used to collect data. Which includes Bordbar(2012) teamwork questionnaires(α=0/86), Matson (1983) interpersonal communication skills(α=0/93), Erabi and Rahimzadeh organizational culture (2007)(α=0/95), Choopani participatory management (2010) (α=0/94), Jang (1995) job independence(α=0/85), Organizational Learning Nifeh (2001) (α=0/94), Kadozir's Professional Ethics (2002) )α=0/81), Spriters and Mishra (1997) Psychological Empowerment(α=0/90), Sharifi and Zhang(1999) organizational agility(α=0/94), and Asgari (2014) Organizational Excellence Questionnaire(α=0/97), The validity of the instrument was confirmed by confirmatory factor analysis and reliability by Cronbach's alpha. Data were analyzed using structural equation modeling approach and AMOS and SPSS software. The results showed that professional ethics (0.17), psychological empowerment (0.20) and organizational agility (0.15) have a positive and direct effect on organizational excellence. Also, the indirect effect of interpersonal factors (0.15) and organizational factors (0.17) on organizational excellence was positive and significant. The direct effect of interpersonal factors (0.43) and organizational factors (0.33) on positive and significant professional ethics. The direct effect of interpersonal factors (0.29) and organizational factors (0.20) on psychological empowerment is positive and significant. The direct effect of organizational factors (0.47) on positive organizational agility is significant but interpersonal factors (0.11) do not have a significant direct effect on this variable. According to the fit indices of the tested model, the final research model has a good fit.

The current research was conducted with the aim of studying the role of spiritual leadership and managers' self-efficacy in the organizational agility of Andimeshk secondary schools. The research method is a descriptive-survey of the correlation type and the statistical population includes 218 first and second high school principals, 136 of whom were selected by multi-stage relative random sampling. The measurement tools were Fry's spiritual leadership, Sherer's self-efficacy and Sharifi and Zhang's organizational agility questionnaires. The statistical methods of T-test, Pearson's correlation coefficient and simultaneous multivariate regression were used. Data analysis using one-group t-test showed that the average of spiritual leadership, self-efficacy and organizational agility were above average (3) and in a favorable condition. The t-test of independent groups showed that there was no significant difference between male and female managers in spiritual leadership, self-efficacy and organizational agility. Pearson's correlation coefficient test showed that there was a positive and significant relationship between these three variables. Also, the results of simultaneous multivariate regression showed that 34.89% of organizational agility changes can be predicted through spiritual leadership and self-efficacy. In addition, the regression model showed that first the self-efficacy variable, then spiritual leadership can predict organizational agility. The results shows that leadership combined with spirituality along with the self-efficacy of managers in believing in their own abilities, skills and knowledge will provide the basis for improving and improving the school's organizational agility.

The purpose of this study of organizational agility and entrepreneurial spirit through information technology in physical education teachers in Mamsani and Rostam cities. This research was applied in terms of purpose, as well as descriptive-correlational in terms of nature and method and cross-sectional in terms of time. The statistical population in this study is among physical education teachers in Mamsani and Rostam cities ars, which is 87people and according to the census method, all members of the statistical population have been studied as a sample. In this study, standard questionnaires of organizational agility of Felto et al. (2011), Khosravi information technology (2014) and entrepreneurial spirit of Fallah (2017) have been used. The validity of the questionnaires was confirmed by the final approval of the supervisor and the reliability was confirmed by calculating Cronbach's alpha for all three questionnaires which were 0.904, 0.865 and 0.894 and more than 0.80, respectively. Pearson correlation test, regression analysis and structural equation modeling and SPSS and Amoos software were used to answer the research questions. The results of Pearson correlation test showed a positive and significant relationship between organizational agility, information technology and its components with entrepreneurial spirit; Organizational agility and its components had a positive and significant relationship with information technology. The results of regression analysis showed that entrepreneurial spirit can be predicted based on organizational agility, information technology and their components. Information technology can be predicted by organizational agility and its components. Finally, the results of structural equation modeling have shown that there is a significant relationship between organizational agility and entrepreneurial spirit with the mediation of information technology from the perspective among physical education teachers in Mamsani and Rostam cities

This problem of how organizations can succeed in a dynamic and unpredictable environment is an issue that is known as the most important challenge in today's world. Therefore, the purpose of this research was to identify the dimensions and components of organizational agility based on human resources development to provide a model of organizational agility in the Islamic Azad University of Tehran province.

In this regard, the statistical population of the research included all employees of the Islamic Azad University of Tehran province, which was about 6735. Among these, using Morgan's table, Cochran's formula, and multi-stage and proportional cluster sampling methods, 386 university employees were considered the sample size. The data collection method was based on a researcher-made questionnaire, research literature, and semi-structured interviews. Cronbach's alpha coefficient of the research tool was calculated as 0.919. After distributing and collecting the questionnaires, the information was checked, and the hypotheses were tested using the structural equation modeling method and with the help of SPSS and LISREL software.

Finally, the research findings confirmed the five dimensions, strategic, information technology, human, organizational and cultural, as the dimensions affecting organizational agility based on the development of human resources.

The research results showed that the strategic dimension has the highest average, and dimensions of information technology, human, organizational and cultural are placed in the next ranks. Finally, confirmatory factor analysis showed that dimensions of organizational agility based on human resources development explain up to 71.282% of the variance of existing indicators of organizational agility based on human resources development.

Today's world is the world of organizations and human power, as the most valuable organization-oriented resource, has been the focus of organizational approaches and activities. Human resources can act for the organization as an efficient and continuous force in a competitive advantage. To realize organizational goals, efficient people should be in control. Additionally, organizational agility is the ability of the organization to survive and progress in an environment with continuous and unpredictable changes. Therefore, in order to achieve organizational agility, organizations, including universities, need people who have the necessary ability, knowledge and management skills. Therefore, the present study was conducted with the aim of structural analysis of competence management on organizational agility in educational systems. It is a review study that is done through searching in databases of Google Scholar, Science Direct, PubMed, Scopus, Elsevier and Eric between 2000 and 2022. The articles have been searched based on keywords of review, competence management and organizational agility. The results showed that competency management can influence organizational agility. Therefore, by using the competency management approach, educational systems can be directed towards agility. The findings suggest that authorities of educational systems prioritize competence management in all matters so that they can improve their organizations.

The present study investigated the mediating role of organizational commitment in the relationship between organizational agility and intelligence with organizational performance. It is a descriptive, correlative analysis using structural equation modeling. Four questionnaires on organizational commitment, organizational agility, organizational intelligence and organizational performance are also used to measure data. Cronbach’s alpha was used to measure reliability of questionnaires which were 0.87, 0.86, 0.93, and 0.86 ,respectively Validity of questionnaires was tested using confirmatory factor analysis. Population of the study includes all the staff of inWestern Branches of Jahad Daneshgahi in Iran. Using Cochran’s formula, a number of 206 samples were takes using single-hop clustering sampling. Data analysis was performed by structural equation modeling using AMOS 22: Results indicate that organizational intelligence and organizational agility had direct causal relationship with organizational performance. Moreover, mediated by organizational commitment, organizational intelligence and organizational agility showed to have indirect causal relationship with organizational performance. Therefor suggested that the managers of the ACECR’s units focus on establishing components of organizational intelligence and organizational agility endeavor to improve organizational performance more than before

The purpose of this study was to study the effect of management excellence program on innovation with the mediating role of agility and organizational learning in high schools in Rey. The research method was descriptive-correlation and analysis method was structural equation modeling. The study population consisted of all secondary school principals in Rey, 146 people were selected out of 175 people, based on the Cochran sampling formula and stratified sampling method with appropriate allocation. Data were collected using the Innovation Questionnaire of Saatchi et al. (2010), Sharifi & Zhang (2000) Organizational Agility Niefe (2001), and the Researcher-made Questionnaire for the School Management Excellence Program. Examination of the status of variables using Spss and LISREL software showed that innovation (3.89), organizational agility (3.80), organizational learning (3.78) and excellence program (3.73) were above average. The structural equation model was confirmed with model fit indices. Accordingly, the school management excellence program has directly affected organizational agility and learning. Also, management excellence program mediated by agility and organizational learning has an impact on innovation but does not directly affect organizational innovation. It can be concluded that the management excellence program not only promotes learning and agility, but also facilitates innovation through organizational learning and agility.

Organizational agility is one of the issues that explain its different dimensions and angles in different Organizations, providing a favorable place for their growth and performance at different levels. The purpose of this paper was to identify and rank the factors affecting organizational behavior agility in the higher education sector by applying meta-synthesis technique and group hierarchical analysis. In the first part, by applying meta-synthesis technique, 120 articles were chosen after screening 481 articles, the dimensions and factors of organizational behavior agility were identified. The four main and final dimensions of organizational behavior agility were: education, culture, knowledge, and employee’s ability. Then, in the quantitative section, these dimensions, together with the sub-criteria obtained from the previous section, were put together in the form of a decision tree and ranked and weighted using expert opinions and hierarchical analysis techniques, which were of the utmost importance. It was related to the dimension of weight training (0.374) and then other dimensions of organizational behavioral agility were knowledge (0.222), employees’ ability (0.221), culture (0.182). The obtained dimensions for organizational behavioral agility were compared with the dimensions of organizational agility reference models with behavioral perspective.

The purpose of this study was to investigate the relationship between leadership style and organizational voice with the mediation of organizational agility of the staff of Jahad Daneshgagi (ACECR of Tehran University). The method of the present study is correlational in terms of purpose of application, quantitative in terms of data, and in terms of nature and type of study.The statistical population of the present study consists of the staff of Tehran University of Medical Sciences in 2018. The statistical population of this study consisted of 186 employees of this organization that 127 of them were selected using simple random sampling method with the use of Morgan table.To measure the present study, there are three questionnaires: "Leadership style": Bass & Olive(2002), "Organizational Voice": Zehir & Erdogan(2011) and "Organizational Agility:" Zhang & sharifi(2000), respectively, whose Cronbach's alpha coefficient is 0.74, 0.88 and 0.82 was obtained.Their face validity was confirmed using the opinion of experts. The results showed that organizational agility has a significant effect only on freindly voice and is a mediator between contingent and transformational leadership style with freindly voice.Also, the analysis of the data obtained from the questionnaire in a descriptive and inferential manner by the software SPSS and also the technique of structural equation modeling using the software LISREL showed that between leadership style and organizational voice of employees with mediation Organizational agility has a significant relationship.Leadership style through organizational agility can pave the way for organizational voice and the role of organizational agility as a mediator was confirmed. Also, the conceptual model of the research has a good fit.

Background and It seems that identifying the dimensions and actions of knowledge management and cultural intelligence in agile organizations on the one hand and examining their relationship with the actions and dimensions of agility on the other hand, is an undeniable necessity in the organization; Therefore, the present research was conducted with the aim of investigating the relationship between cultural intelligence and knowledge management with organizational agility in the Imam Khomeini Relief Committee of Tehran province. The current research was a correlational descriptive study. The statistical population was all employees of the Imam Khomeini Relief Committee of Tehran province. Simple random sampling was done by preparing a list of 200 sample employees, and cultural intelligence questionnaires by Erli and Ang (2004), Newman and Konrad (2000) knowledge management, and Chabaki Sharifi and Zhang (2004) organizational questionnaires were implemented. The results showed that there is a significant relationship between cultural intelligence and knowledge management with organizational agility. Also, a significant relationship was found between knowledge (cognition), motivational and behavioral components and organizational agility, and among the dimensions of knowledge management, the two dimensions of knowledge preservation and knowledge creation have a significant relationship with organizational agility. The results of this research showed that cultural intelligence and dimensions of knowledge (cognition), motivational and behavioral as well as knowledge management and the two dimensions of knowledge preservation and knowledge creation could predict organizational agility.

Today, human resources are considered as intelligent element .Human resources, with their skills and creativity, play an important role in the global community. One of the best ways to respond to organizational changes and sustainability is organizational agility because the world of competition for organizations is very wide.Agility can be described in terms of management, responding to turbulent and dynamic markets and customer demands. In such a framework, the significant and crucial part of HR, the info, interaction, and yield of which is related with man and his preparation, is vital.  In a way that the decision-making process regarding the stages of recruitment, retention, empowerment and promotion, monitoring and evaluation, etc., related to human resources in education is not comparable with other organizations. For the financial development of the country, one might say that the turn of events, development and advancement of HR in education is a powerful methodology. Statement of the problem: Human resources are the most important and main capital of any organization, and the higher the quality of this capital, the more likely it is that the organization will succeed and rise. One of the most important issues in the education system and of course the rest of the organizations is the problems and organizational crises based on the requirements and conditions of each period. Researchers and experts believe that agile organizations think beyond adapting to change and seizing potential opportunities in a turbulent environment and gaining a foothold in their innovations and competencies. Customers think differently. The main question of the research is what model can be designed for human resource agility of the General Directorate of Education in Tehran? Agility: The root of agility comes from agile manufacturing, and this is a concept that has become popular in recent years and has been accepted as a successful strategy by manufacturers who prepare themselves to increase high performance. In such an environment, each organization must be able to simultaneously produce different and short-lived products, redesign, change methods, and respond effectively to changes. Organizational agility: It means the organization's ability to sense, perceive and predict changes in the workplace. Such an organization must be able to recognize environmental changes, to look at them as factors of growth and prosperity. Human resource agility: Human resource management, through efficient and effective planning, can provide the volume and composition of human resources needed for the future or enhance the capabilities of existing forces. Approach and strategy: In terms of purpose, this research is applied, in terms of nature and method, it is descriptive-survey, in terms of research philosophy, it is positivism, in terms of research approach, it’s deductive. In this study, concepts and theories related to research variables collected through the study of Persian books, articles or English thesis and articles in this field. A questionnaire used to collect information in the field section of the research (data collection) and its validity and reliability tested. Tools and The measurement tool of the questionnaire was based on a 5-item scale that had 6 components and 57 indicators, based on previous studies such as: (2018) Macheridis; Designed by Ravichandran (2018) and Seyedjavadein (2017) Validity of the questionnaire that was developed for each component as a researcher; In terms of content and structure (convergence and divergence) and its reliability was examined and confirmed by Cronbach's alpha. Management and leadership: The findings of the study showed that the current situation of the General Directorate of Education in Tehran in terms of the component of "management and leadership" and its 12 indicators shown to be desirable and correctly. Explanation of the obtained Management and leadership are the main pillars of an organization. The manager's view of the organization's financial and human resources is a tool view that, by order, advances the organization's overall goals. Teamwork and mutual cooperation: Based on the findings, with all the positive features that teamwork has on the process of the organization, in examining the current situation of the General Directorate of Education in Tehran, component and 8 indicators, was unfavorable. Explained: Today's world is a world of working groups, so in the new organizational structure, this idea have replaced the individualistic approach that prevailed in the traditional view. Because it is believed that the implementation of teamwork and mutual cooperation in the organization will enable the identification and discovery of talents hidden in human resources. Technology: Based on the findings, the current situation of the General Directorate of Education in Tehran was shown to be unfavorable in terms of the "technology" component and its 11 indicators. Explained: today’s information technology has pivotal role. Environmental pressure enters the organization from all sides.  So It is necessary to pay attention to information technology in all organization. Knowledge pilot: In terms of the "knowledge-based" component and its 13 indicators, the current situation of the General Directorate of Education in Tehran was unfavorable. Explained: In the education system, where attention to knowledge and knowledge-based is the main pillar of the development of this system, the employment and use of knowledge manpower and the existence of processes to improve knowledge and knowledge organization should be seriously considered and this system. Make optimal use of human resource knowledge and information. Training and empowerment of human resources: In reviewing the current situation of the General Directorate of Education in Tehran in terms of the component of "education and empowerment of human resources" and 6 indicators, the current situation was shown to be optimal. Explained: In an education system that needs up-to-date human resources, human resources are the most important asset of an organization, and training and empowering them is essential for organizations that want to succeed. Organizational culture: Culture is one of the most important and fundamental issues in management and organization. Explained: According to Downport, which in modern organizations, the basic solution is to move from the hard dimensions to the soft dimensions of promoting organizational productivity; Culture as an intra-organizational factor is the soft dimension that should be seriously considered.

If an organization wants to be successful and agile, it should firstly attract an efficient workforce and secondly pay special attention to their maintenance and development so that they will be more motivated to serve in the organization. Therefore, the current research was conducted to determine the impact of human resources development in achieving organizational agility in the urban water and sewage company of Ilam province.

In terms of purpose, the present research is applied, and in terms of method and descriptive nature, it is survey type. The statistical population in this research is managers, employees, and supervisors of different units at different organizational levels in the water and sewage company of Ilam province. The statistical population's total size is 420 people (N = 420). The statistical sample size was 201 people using Morgan's table. In this research, Tonke Nejad and Davari's human resource development questionnaire (2018), with a reliability coefficient (0.87), and the organizational agility questionnaire by Sharifi and Zhang (1999), with a reliability coefficient (0.81) were used to collect data. In order to investigate the issue, one main hypothesis and seven sub-hypotheses were formulated, and Pearson's correlation coefficient, linear regression and structural equation model were used to analyze the collected data.

The obtained results showed a positive and significant relationship between the components of human resource development (coherence, coordination, adaptation, identity, intellectual, attitudinal, and occupational) and organizational agility of the urban water and sewage company of Ilam province.

There is a significant relationship between the development of human resources and the organizational agility of the urban water and sewage company of Ilam province.

The purpose of this study was to investigate the role of talent management in organizational agility of schools through organizational learning mediation. This descriptive-correlational study was conducted with the participation of 327 first grade teachers in Kermanshah who were selected by stratified random sampling in terms of volume. The Questionnaires of Eheli's talent management (2007), Nifeh organizational learning (2001), and Zhang and Sharifi's organizational agility (2000) were used. The reliability and validity of the questionnaires were assessed by Cronbach's alpha and confirmatory factor analysis. The results showed that the talent management variable had a positive direct effect (0.62), a positive indirect effect (0.147) and a positive and significant overall effect (0.767) on the organizational agility variable. The organizational learning variable has a positive direct effect (0.22) and a positive and significant overall effect (0.22) on the organizational agility variable. The talent management variable with indirect path coefficient through organizational learning (0.147) and t value (3.28) has indirect, positive and significant effect on organizational agility variable. According to the general effect of independent variables, it could be said that the talent management variable (0.767) has the most effect and the organizational learning variable (0.22) has the least effect on organizational agility variable. In other words, it can be said that talent management mediated by organizational learning enhances the organizational agility of school teachers. The purpose of this study was to investigate the role of talent management in organizational agility of schools through organizational learning mediation. This descriptive-correlational study was conducted with the participation of 327 first grade teachers in Kermanshah who were selected by stratified random sampling in terms of volume. The Questionnaires of Eheli's talent management (2007), Nifeh organizational learning (2001), and Zhang and Sharifi's organizational agility (2000) were used. The reliability and validity of the questionnaires were assessed by Cronbach's alpha and confirmatory factor analysis. The results showed that the talent management variable had a positive direct effect (0.62), a positive indirect effect (0.147) and a positive and significant overall effect (0.767) on the organizational agility variable. The organizational learning variable has a positive direct effect (0.22) and a positive and significant overall effect (0.22) on the organizational agility variable. The talent management variable with indirect path coefficient through organizational learning (0.147) and t value (3.28) has indirect, positive and significant effect on organizational agility variable. According to the general effect of independent variables, it could be said that the talent management variable (0.767) has the most effect and the organizational learning variable (0.22) has the least effect on organizational agility variable. In other words, it can be said that talent management mediated by organizational learning enhances the organizational agility of school teachers. The purpose of this study was to investigate the role of talent management in organizational agility of schools through organizational learning mediation. This descriptive-correlational study was conducted with the participation of 327 first grade teachers in Kermanshah who were selected by stratified random sampling in terms of volume. The Questionnaires of Eheli's talent management (2007), Nifeh organizational learning (2001), and Zhang and Sharifi's organizational agility (2000) were used. The reliability and validity of the questionnaires were assessed by Cronbach's alpha and confirmatory factor analysis. The results showed that the talent management variable had a positive direct effect (0.62), a positive indirect effect (0.147) and a positive and significant overall effect (0.767) on the organizational agility variable. The organizational learning variable has a positive direct effect (0.22) and a positive and significant overall effect (0.22) on the organizational agility variable. The talent management variable with indirect path coefficient through organizational learning (0.147) and t value (3.28) has indirect, positive and significant effect on organizational agility variable. According to the general effect of independent variables, it could be said that the talent management variable (0.767) has the most effect and the organizational learning variable (0.22) has the least effect on organizational agility variable. In other words, it can be said that talent management mediated by organizational learning enhances the organizational agility of school teachers. The purpose of this study was to investigate the role of talent management in organizational agility of schools through organizational learning mediation. This descriptive-correlational study was conducted with the participation of 327 first grade teachers in Kermanshah who were selected by stratified random sampling in terms of volume. The Questionnaires of Eheli's talent management (2007), Nifeh organizational learning (2001), and Zhang and Sharifi's organizational agility (2000) were used. The reliability and validity of the questionnaires were assessed by Cronbach's alpha and confirmatory factor analysis. The results showed that the talent management variable had a positive direct effect (0.62), a positive indirect effect (0.147) and a positive and significant overall effect (0.767) on the organizational agility variable. The organizational learning variable has a positive direct effect (0.22) and a positive and significant overall effect (0.22) on the organizational agility variable. The talent management variable with indirect path coefficient through organizational learning (0.147) and t value (3.28) has indirect, positive and significant effect on organizational agility variable. According to the general effect of independent variables, it could be said that the talent management variable (0.767) has the most effect and the organizational learning variable (0.22) has the least effect on organizational agility variable. In other words, it can be said that talent management mediated by organizational learning enhances the organizational agility of school teachers.

The method of this applied and developmental research was mixed methods. Qualitative data was analyzed through content Delphi technique and quantitative data was analyzed through descriptive analysis and it was used of survey. Target community for qualitative study Delphi Experts 17people were selected who were interviwed according to the saturation principle.The statistical population of the quantitative section included all employees of educational offices of Sistan and Baluchestan province (staff – office) in the academic year of 97-98 (1503 persons) participants were sampled through stratified random sampling by Cochran formula and fill out the researchers' developed questionnaire.The results of this study showed that the data of this study fit the research structure and the theoretical underpinnings of the research, indicating that the research questions were consistent with the theoretical constructs, also information technology, accountability, Competency, Integrity, Teamwork, Speed, and Knowledge Management have an impact on organizational agility among which Information Technology, Accountability, Speed, and Teamwork variables are the most important and Knowledge Management variables, Integrity, Flexibility and Competence are the least important. Staff in organizational agility.

This study aimed to identify and explain the resilience of teachers in schools in order to make an appropriate conceptual framework practical and theoretical foundations development.This research the qualitative approach and using the phenomenological method has been conducted. The participants were consisted of experienced teachers and Special schools, of which through 20 were selected as informational typical purposive sampling. The gathering of data from experts and elites continued to saturate the findings As far as the analysis of the theoretical saturation. Data were collected using semi-structured interviews. Data analysis method, inductive content analysis using coded in three levels of open, axial and choice. The results and findings showed that resilience is a multidimensional concept and involves cognitive, emotional, social, physical, behavioral and physical. In the end the findings with regard to the context and culture of teachers and schools has been discussed and solutions have been proposed for researchers interested.

This study was applied in terms of purpose and correlative in nature and method. The statistical population consisted of 130 professors of Marvdasht Boys' Technical School out of which 97 were selected by simple random sampling method based on Morgan table. The samples were evaluated by Parsons Organizational Entrepreneurship Questionnaire, Sharon Lawson Knowledge Management, and Organizational Agility by Jank. The collected data were analyzed in two levels. In descriptive statistics, mean and standard deviation and inferential statistics, Pearson correlation coefficient and multiple regression analysis were used in concurrent and hierarchical Baron-Kenny methods. The results showed that knowledge management plays a significant mediating role in the relationship between entrepreneurship variables and organizational agility.