جستجوی مقالات مرتبط با کلیدواژه « کیفیت عملکرد » در نشریات گروه « علوم تربیتی »

The aim of this study was to develop a conceptual model to improve the quality of faculty members' performance of Farhangian University.research

In this study,the grounded theory as a qualitative research approach was used. Potential participants were faculty members of Farhangian University who were selected using purposive sampling method. A total of 15 faculty members participated in the semi-structured interview process. Data collection was continued until the stage of theoretical saturation. The data were analyzed during the three stages of open, axial and selective coding.After identifying the constituent elements of the quality of faculty members' performance and the factors affecting the quality of performance, a model for improving the quality of faculty members' performance of Farhangian University was developed.

Findings showed that the quality of faculty members' performance as the main variable of the research is influenced by various factors. These factors include 5 main components: causal causes (2 categories), strategies (2 categories), environmental conditions, (6 categories), mediating conditions (3 categories) and consequences (2 categories).

The conceptual model for improving the quality of faculty members' performance of Farhangian University is a viable framework for taking a comprehensive approach in policy making, designing, implementing and evaluating the development plan of Farhangian University. Improving the quality of faculty members' performance improves the quality of activities and services, and especially the main mission of the university that is to train prospective teachers as educators of the country's future generation

Based on the regulations of the Provincial Monitoring, Evaluation and Quality Assurance Board of the Ministry of Science, Research and Technology, a researcher-made questionnaire to evaluate the performance of the provincial monitoring boards to review the performance in five indicators of analysis of subsystems, planning, monitoring and presenting continuous reports, evaluating and developing quality improvement programs , culturalization and empowerment of Farhangian University and the interaction and cooperation of provincial supervision with Farhangian University were compiled The statistical population included the provincial supervisors of Farhangian University in different provinces, the results obtained from the completed questionnaires were presented descriptively in the form of tables and graphs, then the one-dimensional non-parametric chi-square test was used to analyze the data, according to the analysis of 31 The received questionnaire concluded that in the index of evaluation and formulation of quality improvement programs The result of poor evaluation and in the indicators of analysis of subsystems, planning, monitoring and continuous reporting and culturalization and empowerment is the result of average performance and only in the index of interaction and cooperation of provincial supervision good performance has been reported. According to the obtained results, practical suggestions were presented in order to improve the performance of the provincial supervisory boards.

This research aimed to identify the factors and components that affect the quality of performance of new chemistry teachers in the process of teaching sciences in the in the first grade of secondary school. The research method was qualitative based on grounded theory. The research population included all new chemistry teachers and lecturers of Farhangiān University, and experts in teaching sciences. The research sample was selected by purposeful sampling. Semi-structured intervie ws were used to collect data. Smith's coding method was used to analyze the inform ation. The research validity was obtained through the member rete sting method. Findings showed that the influential factors and components of the quality of new teachers' performance for teaching sciences contain five dimensions and twenty-seven compo nents, which in order of importance include: the curriculum of Farhan giān University, the level of knowl edge of science concepts and knowledge of education, the ability in teaching, activities and profess sional development, facilities and curriculum content. Therefore, in order to achieve the effective efficie ncy of new teachers it is necessary to revise and organize the curriculum of Farhangiān University and to solve the existing deficiencies, to monitor and research on effective methods of internship, to adjust the pyramid of university faculty members, to adapt the curriculum to the development and progress of science and techn ology, to expand and improve the new attitude of teachers towards teaching methods and techniques.

The purpose of this research was Identifing effective factors on the Quality of Performance of Multi-grade classes Teachers. The researche method was a phenomenological- qualitative. Unstructured interviews were used To collect data, and The interviews continued until data saturation. The Participants were consisted of Teachers, Experts primary education Multi-grade classes and teachers farhangian University with teaching experience in Multi-grade classes were Chaharmahal and Bakhtiari Province, which totally have come to 16 persons. The Interviews were recorded with MP3 Devices and, then, they were written down to be analyzed. Data were analyzed using content analysis. The results showed that effective factors on the Quality of Performance of Multi-grade classes Teachers are teacher training institution (farhangian University), Courses and in-service training (professional development of teachers), Teaching methods and evaluation system, And educational materials and content Multi-grade classes, respectively

This study was conducted to investigate Farhangian University faculty members’ prioritization of their job responsibilities and to evaluate quality of their performance by student-teachers. The research method was descriptive survey and the statistical population of the study included all faculty members and student teachers of Farhangian University of four provinces (Mazandaran, Golestan, Semnan and Gilan) and the sample included 50 faculty members of Farhangian University and 514 student-teachers who were selected by random sampling method. The research instrument was researcher-made questionnaires: 1- Questionnaire of faculty members’ prioritization of their job responsibilities and 2- Student-teacher evaluation questionnaire of teachers' performance quality. The results showed that in the view of male faculty members, there is no difference between the different dimensions of their job responsibilities. But from the perspective of female faculty members, there is a difference between the different dimensions of their job responsibilities. Evaluation of faculty members' performance by student-teachers showed that in their view, the quality of faculty performance in the components of teaching and training, research, supervision and guidance and learning ethics is at a desirable level. Also there is a positive and significant relationship between faculty members’prioritization of their job responsibilities and the quality of their  performance in the components evaluated by student-teachers.

The nature and quality of the university depend on the quality of its faculty members’ performance, in other words, promoting the university is expedited through faculty members’ competencies. Therefore, the present study aims to provide an appropriate model for improving the quality of faculty members of Alzahra University. This research is applied in terms of its purpose and is a qualitative research inspired by the data based theory. In this research, using the theoretical sampling method, which is one of the targeted sampling types, is the main strategy of data-based theory, sample selection has continued to saturate the research data. In total, 20 faculty members at Alzahra University ranked assistant professors, associate professors, professors with different recruitment records have participated as a sample in the semi-structured interview process. The data from the interview were analyzed during the three stages of coding the data based theory. Finally, a conceptual model for improving the performance of faculty members was developed. The findings of the research indicate that the quality of faculty members' performance as the main variable of research is influenced by various factors. The structure of the research pattern consists of 9 causal components, 8 components of the mediator or intervener, 17 strategic components, 9 background components and 10 components as a result of the performance of the faculty member's quality performance. Also, the results of the research shows that improving the performance of faculty members requires the adoption of a systemic and coherent approach to the factors affecting academic quality.

Abstract: The purpose of this study was to determine the relationship between teacher's empowerment and their performance quality at high schools of Yasoj.
the kind of present study was correlational. Participants were 201 teachers (111 men and 90 women) who were selected by using stratified sampling method. All of them completed scales of performance quality and empowerment. Data were analyzed with Canonical correlation model.
The results showed that there were three significant canonical functions between teacher's empowerment and their performance quality. First, there was a significant relationship between the sense of competence, impact and choice with classroom management. Second, there was a significant relationship between the sense of choice and meaningfulness with quality of feedback. Finally, there was a significant relationship between the sense of trust, impact and meaningfulness with relationships.
the sense of competence, trust in others, impact, choice and meaningfulness of teachers accompany with quality of classroom management, quality of feedback, and relationships.

Introduction Instructional Groups are one of the most important elements of educational system that are decisive and crucial in achieving the goals and missions of education quantitatively and qualitatively. Therefore, focusing on their performance and competencies through various aspects, especially in the realm of teaching and their effects on increasing the teacher's quality of performance is crucial. In this regard, the main goal of this study was to present the structural relationship between the instructional group's role and teacher's quality of performance at high schools of Yasooj in the academic year of 2013-2014. In relation to the research objective, the following research question is proposed:  Is instructional group's role a significant anticipant of teacher's quality performance?
Method The statistical method was correlative descriptive. The population includes all teachers at high schools of Yasooj from 2013 to 2014. Participants were 201 teachers (111 men and 90 women) who were selected through stratified sampling method. All of them completed scales of instructional group's role covering four dominants (coordinator, group leader, consultant, evaluator) and teacher's quality of performance covering eight dominants (professional role, relationships, management of course, teaching coaching, cultural competency, monitors and ensures quality education, quality of feedback, task, classroom management). Then, the validity and reliability of instruments were attested and data were analyzed by SPSS 19 and LISREL 8.54.
Results According to the literature review and the importance of instructional group's role in the success of educational organizations to achieve their educational and organizational desirability and also to create favorable conditions for the development of performance quality, the hypothesized model of the structural relationship between instructional group's role and teacher's quality of performance was considered in this research. The results of this study indicated: 1) The dominant component of instructional group's role from the viewpoint of teachers was group leader (M = 3.58). 2) The dominant component of quality of performance from the viewpoint of teachers was relationships (M= 4.23). 3) There was a positive and significant relationship between components of instructional group's role (coordinator, consultant, group leader, and evaluator) and components of teacher's quality of performance (professional role, relationships, management of course, teaching- coaching, cultural competency, monitors and ensures quality education, quality of feedback, task, classroom management). 4) Instructional group's role had a positive and significant effect (β=0.18, PDiscussion and conclusions The first finding suggests that from teachers’ viewpoints, group leadership and communications have the highest means. On the one hand, these findings could be resulted from instructional groups for optimum use of time to implement educational goals, effective verbal and nonverbal communication with teachers, creating suitable opportunities for arising questions, suggestions and ideas in order to have more desirable education, encouraging teachers to develop critical thinking to provide more optimum teaching and learning. It also suggests that it could be a result of constructive interactions between educational groups and teachers, using effective teaching strategies, and dealing equitably with the teaching problems of teachers. Also the role of instructional groups had direct structural effects on the quality of teachers’ performance. From teachers’ points of view instructional groups can affect teachers’ performance via developing a systematic approach to design educational planning, assisting teachers in the description and analysis of the teaching-learning tasks, practical implementation of written lesson plans, selection and use of resources, media and educational strategies, presenting workshops proportionate to the needs of teachers in teaching special courses topics, providing academic visits proportionate to teachers’ teaching needs etc

The purpose of this study was causal model of self-directed learning, academic values and student's perception of faculty performance quality. Statistical population consist of 756 undergraduate courses students related to the human sciences, engineering, and science group of Hormozgan university in the 1390-91 academic year that 456 students were selected with stage cluster sampling method. Three questionnaires were used: student's self-direction, academic values and student's perception of faculty performance quality which were distributed and collected after calculation of validity and reliability. Data analyzed by using the path analyze and multivariable regression. The results showed that: awareness, learning strategies learning activities, evaluation and interpersonal skills were a significant positive anticipant of student's perception of faculty performance quality based on professional role, relationships, management of course, teaching and coaching, cultural competency monitors and ensures quality education, quality of feedback, homework and classroom management. Awareness, learning strategies learning activities, evaluation and interpersonal skills were a significant positive anticipant of student's task and grade values. Student's task and grade values were a significant positive anticipant of their perception of faculty performance quality.

The purpose of this study was to test the relationship between the role of educational groups and the quality of teacher's performance with the mediating role of their empowerment in Yasuj high schools. The study was a correlational study. Participants included 201 teachers (111 males, 90 females) Yasuj high schools in the academic year of 93-92 who were selected by stratified sampling. All of them completed the scale of the role of educational groups, the quality of performance, and empowerment. Data were analyzed using structural equation modeling using LISREL software. The findings showed that the role of educational groups directly affects structural empowerment. The role of the training groups directly has a structural effect on the quality of the work. The role of educational groups indirectly affects the quality of performance through the empowerment mediator. We conclude that the role of educational groups can be directly empowered and affect the quality of performance. Also, the role of educational groups indirectly and through empowerment can affect the quality of performance. The implications of the findings were discussed.