جستجوی مقالات مرتبط با کلیدواژه « ardabil city » در نشریات گروه « علوم تربیتی »

This research aimed to compare School Connectedness and Academic achievement motive among students in Smart and traditional high schools City Ardabil. The research method was descriptive and survey. The population of the research, all the smart and traditional high schools for girls in one region city Ardebil. The research sample consisted of 300 students (150 students in traditional schools and 150 students in smart schools) using random cluster sampling were selected. Data collected by questionnaire Hermens Academic achievement motive and School Connectedness Betty & Barry questionnaire, who both formal and content validity of the questionnaire using the opinions of experts and their reliability using Cronbach's alpha for achievement motive questionnaire Hermans(0.71) and for a School Connectedness questionnaire(0/90) was reported. Data analysis using the T-test was performed two independent groups. The results showed that School Connectedness in traditional schools students higher than smart schools students. Also there was not significantly different between Academic achievment motive Smart and Traditional high Schools Students.

Organizations who desire to be the best in people management processes can strive towards the excellent and best practice level. talent management is the implementation of integrated strategies or systems designed to increase workplace productivity by developing improved processes of attracting, developing, retaining and utilizing people with required skills and aptitudes to meet current and future business needs. Talent management is seen as a critical factor in successful organizations. In fact, talent management is to carry out a series of integrated activities in order to ensure the attraction, maintenance, motivation and development of the skilled employees needed, now and in the future by the organization. today the development and maintenance of talent is one of the biggest challenges faced by organizations, and organizations, both private and public, find it more difficult to develop and maintain their talents. Within the dynamics of working life, organizations must adapt, develop, and achieve a high level of growth at the speed of changes. In order to maintain a profitable and sustainable competitive advantage, organizations need creative and innovative human resources. Scientific resources for defining the concept of talent management have led to various definitions that have been considered as a comprehensive and integrated process. Talent management is the development of strategies for hiring, keeping, and creating a talent pool. Before discussing talent management, the concept of “talent” should be explained.The word “talent”, which is used repeatedly in daily life, has become one of the really important sources of business. Talent is a concept that simultaneously considers skills, leadership, dominance, practicality, and better use of time. Another kind of definition is the ability of a person to do things in a given time frame easily and by using his creativity and to enable others to achieve success.Talent Management is to carry out a series of integrated activities in order to guarantee the absorption, maintenance, motivation and development of qualified, current and future employees.
This research has explored the talent management process for teachers in secondary education in the city of Ardabil using the systematic theory of data theory database. For this purpose, a semi-structured individual interview was conducted with 18 sample and qualified high school teachers. Data were analyzed using Atlas-Ti software. The results of data analysis during the three stages of open, axial and selective coding showed 12 general categories that included the following: the causal conditions including system changes (pedagogical initiation, educational package design, structural change, giving power to managers, Having feedback system, ethical policy, scientific policy, educational policy, need for decentralized structure) and managerial changes (manager selection, managers ability, talent consideration, management development, management stability, avoidance of organizational dissatisfaction, management knowledge, organizational mission, style Managerial); core categories include individual professional management in the organization (Value for the education of the forces, the use of the reward system of the organization, the continuity in quality improvement, the name and officiality of the organization, the deliberate choice of the job, the proper choices and principles, the transfer and use of information, the flexibility of the rules of the organization, Creating scientific research space, organizing training courses, employing talents, organizational dynamics, career development, financing of forces, job specialization, competency modeling, suitability of a job with a person, attention to management style, professional development of forces, development Teamwork, Job attractiveness, Attractive people, Job self-development, Talent assessment, Identity Suitable persons, strategic design of the job, job enrichment, providing the necessary platform, discovering talent, quality of work life, appropriate work environment, maintaining and developing forces, transparent management, the availability of educational facilities), and mental management of the individual in the organization ( Providing a growth strategy, job independence, trust in forces, value-giving, respect and organizational impact on talent, job security, the importance of dealing with forces, employing psychological tools, providing the morale of capable forces, organizational affiliation, personality traits of peer teams, Attention to the natural course of development, attention to the factors maintaining forces in the organization, attention to the issues motivational, development of job creativity, development of job learning, prevention of disappointment of prudent forces, prevention of aggressive responses, challenge of job duties, avoidance of conflict of roles, having authority, having an organizational mission, having responsibility, satisfaction from the superiors, Job satisfaction, risk taking in organization, recognition and consideration of human psychological dimensions, organizational justice, organizational culture organization, organizational support environment, participatory management, providing people with the ability to stay in the organization); strategies including executive actions (Using specialist forces, selecting project executives, in-service training, training program executives, program Detailed design, budget explanation, structural changes, managers' attention to talent identification, appropriate space, appropriate designing of the project); the underlying factors including the structural context (using the potential of university of culture, the use of information technology, Planning, strengthening information processing, solving the weak points the University of Cultural Exchanges, providing operational infrastructure, aligning with the development of learning styles); environmental contextualization (creating educational facilities, creating a talent management atmosphere, avoiding selection Political situations), space-based human resources (using the experiences of the executives, choosing the right ones Managerial visibility, Efficient manpower, holding talent management training courses, giving positions to talented teachers, ethical competence, academic competence, participation of teachers in executive affairs, participation of teachers in decision making, managerial alignment with management Talent); interventional factors including necessary structural changes in schools (the establishment of native regulations in schools, the financial independence of schools, the creation of legal infrastructure, the autonomy of schools, the removal of policies in schools); the necessary functional changes (allowing for the emergence of talents, The hopes of the forces for the system justice, the choices of the executives are worthy of choice, Paying attention to meritocracy, giving the manager the necessary powers, removing additional costs, not continuously shifting managers), and the consequence include cognitive psychological achievements (job motivation, school dynamics, mental health, organizational commitment, morale reinforcement And the academic achievements of education (creation of competitive work space, improvement of educational level, improvement of performance, education of students, realization of organizational goals, facilitation of executive process, professional development of teachers, attraction and maintenance of talents, prevention The waste of resources, the design of organizational goals). The teacher talent management process at the secondary school in Ardabil reflects the relationship between its various dimensions.