جستجوی مقالات مرتبط با کلیدواژه "factors" در نشریات گروه "علوم تربیتی"

The present research was conducted with the aim of designing and validating the behavioral model of empowering education managers in Fars province.

T This research was a qualitative strategy. The research method was a case study in the qualitative part and descriptive survey in the quantitative part. The statistical population included all education managers of Fars province, numbering 580 people. The selection of the sample in the qualitative part was done by the purposeful sampling method and criterion-oriented technique. The sample size was 14 people until the emergence of order and non-spreading. Quantitative part sampling was done by simple random sampling and the sample size was 466 according to Cochran's formula. In order to collect data, semi-structured interviews were used in the qualitative part of the field section to examine and explore upstream documents and training documents in the library section. Data analysis was done in the qualitative section based on thematic analysis. Also, in the quantitative part, confirmatory factor analysis and structural equation modeling were used to analyze the data.

The obtained results show nearly 60 indicators and 3 components (motivational, self-empowerment and supervision and empowerment) and finally the research model was presented. Behavioral factors with a factor load of 0.59 and a T-statistic of 9.25 have an effect on the empowerment of managers

Bentlerbont's normalized fit indices, relative fit, incremental fit, comparative indices of the model showed that the designed model had a good fit.

The aim of the current research was to provide a model of factors influencing the acceptance and effectiveness of the Electronic Human Resource Management (E-HRM) system in the Islamic Azad University of Mashhad. The current research was applied in terms of purpose and descriptive-quantitative in terms of research type. The statistical population of this research included all the employees and managers of the Human Resources Unit of the Islamic Azad University of Mashhad in the academic year of 2019-2020, and 280 people were selected as the research sample by random sampling method. The method of collecting information in this research was library sources and a researcher-made questionnaire. For the validity of the instrument in terms of face validity and for reliability with Cronbach's alpha test, a value of 91% was obtained. In this research, Mir-Olkin and Bartlett adequacy test and structural equations were used for data analysis, and SPSS and Amos software were used in all statistical analyzes of this research. The results of the research showed that technological, organizational, behavioral and environmental factors have an effect on the acceptance and effectiveness of the Electronic Human Resource Management (E-HRM) system in Islamic Azad University, Mashhad Branch. Also, among the behavioral factors, the highest importance is related to the indicators of "top management support" and "creating a common vision between human resources (HR) and information systems (IS) managers" and among the organizational factors, the highest importance is related to the indicators to the indicators of "clarity of planning and goals of electronic human resources management" and "financial resources" and among the technological factors the highest importance is respectively related to the indicators of "language standardization" and "IT infrastructure" and among the factors The environment is of the highest importance related to the "economic development of the country".

The purpose of this study was to investigate the factors affecting the creation of sports talent identification system in Fars province using a hybrid algorithm. This research is based on a descriptive, exploratory study and with a developmental approach, which is used to analyze the data from a qualitative approach based on a combined algorithm of open and methodological systems methodology and in a small part of factor analysis. In this way, by studying the background of the subject and in-depth interviews with experts, the dimensions and components needed to design a talent identification system were determined. The sample of the qualitative part of this research was selected using purposive judgmental sampling method and in order to validate the required data system was collected through a researcher-made questionnaire. Then the components were confirmed using factor analysis method. Based on the research findings, the dimensions of the talent identification system were developed in three dimensions (structural, content, contextual). In general, it can be said that the establishment of sports talent identification system in Fars province is a complex, time consuming and long matter and due to different factors in it has increased its dynamics and has led to the use of open system methodology approach. The formulations in this field are focused on physical factors and its management has not been considered, which should be at the forefront of other cases in the long-term talent identification process.

The goal of the present research is to analyze the factors and indices of economic education curriculum. Qualitative approach and research synthesis method has been used. The research scope covers all the papers (n=211) published since 2010 to 2022 in the realm of economic education. The sample incudes 32 papers that were selected objectively based on thematic survey and theoretical saturation of data. The research data was collected by qualitative analysis of the papers. The six-step pattern of Roberts' research synthesis was used to analyze them qualitatively implementing the coding methods. Analyzing the data, dimensions of economic education were categorized in 4 main themes and 53 subthemes. The four main dimensions include personal, culture and economical ethics, economical concepts and knowledge, and collective and communicative dimension (communication and interaction indices in education). And to verify the reliability Scott’s pi was used. The results of the research are intertwined with the economic events and realities of social life and reflects issues that are tangible. Considering the results of this research is necessary for improving the quality of teaching in economic education curriculum.

The purpose of this study was to investigate the factors affecting the formation of religious morale in the elementary school students from the training assistants’ perspective. This research is applied in purpose and descriptive- phenomenological in terms of the researcher's control on research variables. The statistical population of this research includes all the training assistants   of the elementary schools. 20 people were selected by purposive sampling and saturated method. Data were collected by semi-structured interviews and analyzed by continuous comparative method. The results of the analysis showed the training assistants of Urmia primary schools identified the following factors influential in the formation of the students’ religious morale: imitating teachers, teacher’s instructions,  curriculum implementation, Dignity plan, the use of active teaching methods, the use of research method, pilgrimage camps, holding religious contests, , telling stories based on Imams’ life, religious speech by scholars, parental patterns, parental control, parental religious information, parental education, intimate relationships between parents and children, national religious ceremonies, T.V religious programs, internet media, installing posters , performing religious drama, allocating resources, optimizing financial resources.

The current research has been done with the aim of identifying factors, criteria, indicators and judgment tools regarding Community Learning Centers.

The research is an interpretative type with a qualitative approach and phenomenological method. The field of research is the documents and studies conducted regarding the Community Learning Centers and the Literacy Movement Organization, as well as experts inside and outside of the Literacy Movement Organization and Community Learning Centers who were selected by the purposeful and snowball sampling methods. A semi-structured interview technique was used, in order to collect information. After interviewing 70 people, the information became saturated; but for more certainty, the interview continued with 4 more people. In order to analyze the obtained data and validate it, the Collaizi’s seven-step method was used.

The findings—based on CIPP evaluation model in four dimensions of context, input, process and output—are 4 factors (managers, specialists, trainers and learners), 28 criteria (5 criteria in the context section, 9 criteria in the input section, 8 criteria in the process section and 6 criteria in the output section) and 139 indicators.

Finally, from data analysis and extraction of factors, criteria, indicators were obtained based on the Rubik's matrix that shows the evaluation aspects of Community Learning Centers according to the CIPP model.

The present study was conducted to identify the factors affecting the development of citizenship education in high schools in Tehran. This applied qualitative study used content analysis to examine the data were extracted from semi-structured interviews with 20 "citizenship education specialists", "senior education managers" and "principals and teachers of high schools in Tehran" who were selected by theoretical and purposive sampling. These data were encoded in open, axial and selective stages. Repeatability and reliability of the results were confirmed by two coders. The study results were categorized into 40 subcategories, 12 main categories and three themes under intra-institutional, trans-institutional and inter-institutional factors.IntroductionCitizenship is affected by social, political and cultural developments of the post-structuralistic era, and has found its place in research in this field as a sensitive education issue. The main reason for considering this issue is the role that a citizen has in the comprehensive development of the country. Unfortunately, the education system in Iran lacks a theoretical model for education and development of citizenship competencies throughout its long history (Aghazadeh, 2006). The negative effects of these conditions have not helped educators and those involved in education in Iran to accurately define the educational ideals. The results of studies conducted on the education system suggest that the existing program is the outcome of an agreement between the planning group members and academic experts rather than consideration of the students’ and society’s needs (Mehrmohammadi, 2013; Hazeri & Khalili, 2014). Article 26 of the Dakar Framework for Action urges governments to respect and protect schools as sanctuaries and peace zones. As such, educational programs should be so designed to promote the full development of human character and profound respect for human rights and fundamental freedoms (UNESCO, 2017). Like other social institutions, schools derive their purpose, mode of action, responsibility, and method from their ruling society and culture, and the society’s quality is determined by the type of education received (Shariatmadari, 2016). Such understanding turns schools to a place to practice life and experience different fields. Therefore, what can explain the main mission and philosophy of the formation and development of schools in the current era is education of citizenship, in other words, schools should function as a "school of life" (Gootheg, 2016). If education is accepted as a pillar of generating civic awareness, the question will arise; “what factors and requirements affect the development of citizenship education?”.MethodThis applied qualitative study used content analysis to explore the factors affecting the development of citizenship education in high schools in Tehran. The potential participants include experts in the subject matter, policy makers and senior education managers, school principals and teachers in Tehran. A theoretical and purposive sampling approach was used, and to ensure the diversity in the samples, 20 individuals were asked to take part. The data were collected using semi-structured interviews; each lasting 60 minutes on average. The researcher conducted interviews to obtain the participants' views according to the principle of theoretical sensitivity, the balance of objectivity and sensitivity, taking analytical notes, and observing professional and ethical principles. In qualitative studies, data are analyzed as they are collected. Data were analyzed and categorized in open, axial and selective coding stages. To assess the data obtained, the researcher used member-check, self-check, and agreement between two coders. The reliability between two coders was 81.5%. Thus, the results are confirmed in terms of repeatability and reliability between two coders.ResultsThe study results were categorized into 40 subcategories, 12 main categories and three themes under intra-institutional, trans-institutional and inter-institutional factors.Conclusion According to the results, citizenship education is affected by 12 main factors in the following three general categories: intra-institutional, trans-institutional and inter-institutional, which were identified as factors and requirements for the development of citizenship education from the perspective of participants. As a complex and specialized matter, and as the ultimate goal of the education system, citizenship education has created a special task for this system whose mission is to develop moral values and behavioral skills.Given the technological, social, political, cultural and economic developments, citizenship teachings should be considered a dynamic phenomenon and compatible with global conditions, and special attention should be paid to the cultural and social reproduction of this element. Considering the need for strategic insight, participation, and networking in the implementation of citizenship education, it is recommended that policy-making institutions prepare citizenship education regulations for schools and a platform for inter-institutional areas. To share the lived experiences of teachers, it is recommended that plans be made for the establishment of knowledge management system and the formation of knowledge nuclei in schools and districts. Improving the quality of school program services requires the use of all citizenship-related educational methods, especially, service-oriented learning methods, dramatic methods and cognitive methods. Given the need to strengthen students' social skills to form citizenship competencies in the real life, it is recommended that the conditions conducive to reviving past behavioral traditions in favor of the student's integrated personality, including summer jobs and master-apprentice system be provided in addition to policy-making, planning and feasibility studies. Considering the need for realism and avoiding sloganeering, all those involved in education are recommended to choose and educate a limited number of assessable competencies instead of setting exaggerated goals and implementing superficial plans and programs. In other words, emphasis should be placed on depth instead of extent. Like other studies, the present study had limitations. The proposed categories were from the researcher's understanding of the participants' viewpoints. The participants were selected from experts in citizenship education, senior education managers, and principals and teachers. As participants, parents or students can also further enrich the study data. Since purposive sampling was used in the present study, it is recommended that future studies use a larger and more diverse sample size to ensure reliability and generalizability of the results. Furthermore, future studies should use factor analysis or structural equations models to assess factors identified in the present study.

Research synthesis of branding factors and criteria for higher education is the main aim of this study. The study is applicable in terms of purpose; research approach is qualitative of research synthesis type and the strategy is used based on the meta- synthesis of the theoretical frameworks and previous related research. The research community includes all countries whose branding information on higher education is available. The research sample includes 160 research abroad and 29 researches at the national level. For analyzing process of the synthesis data, the coding method was used for inductive content analysis. Accordingly, after examining the issue of branding in universities and higher education institutions, the most important branding factors and criteria were identified and selected from the research. In the next stage, based on theoretical foundations and research background, all the factors presented in the field of branding of higher education have been placed in the concepts and categories of the Lencastre & Côrete-Real branding approach. The Lencastre & Côrete-Real branding model has three concepts of identity, goal, and response, each of which contains three categories:  core, real and value added. Accordingly, research findings show that university branding is done in the form of two stages of brand equity creation planning (concepts of identity and purpose) and measuring brand equity (response concept). The brand equity planning phase includes the variables of naming, location, logo, educational missions, research, policy-making, internationalization, finance and infrastructure, personnel and personnel affairs, products and services, students, marketing and graduates. In the following, research has proposed strategies for each of these variables. Also, the findings of the university brand equity assessment stage include two parts, external and internal. The most important strategies for measuring external brand value include university academic reputation, university reputation, students' feelings and affection towards the university, brand loyalty and brand awareness, and the most important strategies for measuring internal brand value including graduate affairs, student services, student empowerment, infrastructure and The financial dimension of the university. In the following, the most important indicators for measuring the special value of the university brand in both internal and external dimensions are presented. In the following, the most important indicators for measuring the special value of the university brand in both internal and external dimensions are presented. Successful and effective implementation of the higher education brandingrequires adequate infrastructures, preparedness at the levels of knowledge, skill and attitude among students and professors as well as appropriate designing of educational programs based on meticulous needs assessments in the target population.

The present research is fundamental in terms of purpose and qualitative case study in terms of research method. According to the purpose of the study, which was to identify the factors affecting wisdom-based leadership from the perspective of Islam in schools, the statistical population included researchers, founders, principals and teachers of special schools. The research tool was semi-structured in-depth interviews. the data were analyzed using thematic analysis. reasercher were used to measure the validity of triangulation and the reliability of the interviews was estimated to be about 80% through the reliability of retesting. The findings indicate that Factors of Influencing to the wisdom-based leadership is composed of 2 factors (Inside school and out-of e school) and 10 components. The present model can guide leaders in dealing with complex and multidimensional issues in educational environments to enhance wisdom through self-promotion, training of qualified teachers, and selection of talented students and with regard to student identity capital and ethical considerations in the workplace. Helping and focus on extracurricular issues such as constant interaction with the environment, attention to family and community culture for the sake of expressing wisdom. Environment conditions and take into account the realistic strengthening in all aspects of the educational environment.

The approach of this research was a series of exploratory discoveries. In the qualitative part, the researcher based on the content analysis of related sources and semi-structured interview with expert professors, identified the indicators of the three-branch model in school excellence and presented a conceptual model. Tested from the qualitative stage. The statistical population was the qualitative part of the professors of educational sciences and the informants of the school management excellence plan, 20 of whom were selected using a targeted approach. The statistical population in a small section included all school principals implementing the excellence program of Kurdistan province with 1440 people, which according to the Cochran's formula, 469 people were determined using random cluster sampling method. To collect the data, a researcher-made questionnaire was used, the Formal narrative, content and structure validity of which was confirmed by professors of educational sciences, and its reliability was obtained with Cronbach's alpha coefficient of 0.86. Exploratory, confirmatory, and pathway factor analysis tests were used to analyze the data. The research data were analyzed using AMOS and SPSS statistical software. The results showed the development of a model of excellence in school management performance in the form of a three-pronged model and 15 general categories, which include: background factors (financial resources, physical resources, parents), structural factors (organizational structure, strategy, recruitment and technology) Behavioral factors (organizational culture, leadership style, staff and human relations), and excellence in school performance (participation, creativity, human resource capability, social institutions). Structural equation modeling in the conceptual research test of research indicates its optimal fit according to fitness indicators, its validity is confirmed and can be generalized to the statistical community. In the study of the effect of three-branch model factors on school management excellence, the results showed a positive and direct effect of structural and behavioral factors and a positive and indirect effect of background factors on school performance excellence.

Shiites in the Levant have maintained their identity since the early centuries of Islam. Recognition of the spread and perpetuation of Shiism in the Levant without a social history approach is incomplete. Social history is a branch of historical science that examines the history of the past with a new approach. Investigate issues that most historians do not pay much attention to. With a descriptive approach, this article seeks to find the factors and components that affect the social history of the Shiites of Sham until the seventh century by studying historical propositions. The conclusion is that according to the social history approach, the causes such as sovereignty, family, religion, immigration and components such as rituals and ceremonies, attention to holy places and the type of endowments and vows and Shiite symbols have been effective in perpetuating and expanding Shiism in the Levant.Keywords: Shiite social history, dinner, Shiism, factors and components.

Ensuring a quality education system is the main pioneer in socio-economic, cultural, and political developments in each society. Analysis of factors shaping growth and development in advanced societies means that all these countries are benefiting effective and efficient education. Given the undeniable importance of education and its relationship with development types in human societies as well as the nature of education goals, each society has particular attention and sensitivity to schools and how to manage them; therefore, school activities and performance are directly and indirectly monitored, evaluated, and judged. Considering their sensitivity as well as significance of education quality and its impact on children’s future, parents are eager to send their children to schools having good and effective performance according to their research. This tendency goes so far that they accept costs and difficulties of commutes and transports to use certain school services. Despite the importance of effective schools as thriving environments with value-creating processes facilitating grounds to achieve strategic goals in each country; enough studies have not been conducted hitherto to identify metrics to assess such schools in Iran. This study was to explain the concept of effective schools, identify their indicators, investigate perceptions and living experiences of a group of successful executives and thematic experts, and then analyze convergence or divergence of opinions to propose measurable indicators of effective primary schools and ways to improve their quality. The present study was based on a qualitative research approach using descriptive phenomenology. Criterion sampling method was also used to select the participants. Data collection was also fulfilled through semi-structured interviews via exploratory approach. To guide the interviews in an organized and effortless manner, a protocol was set. The interviews were performed in three forms; face-to-face, written, and social networking i.e. Telegram and then recorded. In order to observe research ethics and to fulfill initial obligations to ensure anonymity, findings from interviews were classified without participants’ names and encoded. The interviews varied from 40 to 90 minutes. The face-to-face interviews were conducted during the day, set according to interviewees’ preferences. After collecting the forms for data analysis, they were immediately reviewed after each interview to adjust and complete them and also encode them. Within the data analysis, seven-step Colaizzi’s method was employed. Moreover, three methods of external audit, review of results by informants, and long-term immersion were utilized to make the findings much credible. In-depth analysis of opinions by experts, administrators, and university teachers about factors associated with school effectiveness resulted in identification of 6 factors i.e. individual factors, school interactions, educational factors, managerial factors, environmental factors, culture and school climate; 16 criteria, and 111 indicators. Based on interviewees’ perspectives, individual factors were comprised of 4 criteria of administrator’s characteristics, teacher’s characteristics, student’s characteristics, and parents’ characteristics; school interactions encompassed 2 criteria of parent-school and society-school interactions; educational factors were made up of 4 criteria of teaching quality and teacher education, educational content and curriculum, students’ performance evaluation, and students’ tasks; managerial factors had 2 criteria of educational and executive leadership; environmental factors contained 2 criteria including school architecture and physical properties and aesthetic principles of school space; and culture and school climate had 2 criteria including culture and education and school climate. According to participants’ opinions, an effective school could pay much attention to upbringing along with in-depth and sustainable education and also teach students to live better in the future and have individual and social skills. These schools also aim to make favorable changes in students in the form of ethical, theological, scientific, political, cultural, and economic objectives. So, an effective school can lead students towards these goals and also help them to get the least amount of expected results. What are emphasized in effective schools as performance indicators are not scores and one-dimensional goals, but there should be attempts to get the maximum from the minimum facilities. Tools and educational facilities, parents, and teachers should be also used to improve education in students and to grant the highest quality to students in cognitive and metacognitive domains through adopting right financial policies. As metacognition and skill training are raised, parents and teachers can be similarly engaged in decision-making in the general policy of school annual planning. Almost all the participants pointed out the constructive and effective role of interactions between administrators, teachers, parents, and students; teachers’ involvement in decision-making, extensive relationships between schools and parents, as well as effective society-school interactions. Teachers also emphasized that creating an effective school needed avoiding focus on students’ scores but concentrating on students’ actual learning via frequent evaluations. In order to improve the quality of existing primary schools, it was proposed to consider plurality (different cultures, ethnicities, languages, religions, and geographies) in the development of objectives and contents of textbooks. Educational content should be task-oriented, skill-centered, based on students’ needs, innovative, and also on the basis of characteristics as well as cognitive, psychological, and physical structure in students and according to the time assigned. Moreover, it is of double importance to develop a reward system for effective schools before their formation. Instead of too much attention to assessment of school effectiveness, there should be a focus on creation and development of effective schools to improve school atmosphere, leading to effectiveness and efficiency. Overall, formation of effective schools is not consistent with common approaches of positivism in content development and increased volume of books and subjects. To pave the grounds for the establishment of effective schools, qualitative approaches to interpretation are necessary. The main recipients of research results on school effectiveness are teachers since they can have access to rich conceptual information that can make varied student-to-student and program-to-program consequences understood. So, it is recommended to pay enough attention to the constructive role and value of teachers in the domain of school effectiveness. To create effective schools, there is also a need to have lively environments to provide grounds for fostering learners with high self-esteem who interact constructively with other students and get actively involved in decision-making. Considering the comprehensiveness and fitness of the factors, indicators, and criteria identified for the status of primary schools; it seems that using them can provide grounds for developing a useful tool to measure the quality of effective primary schools, specify their status, and propose improvement strategies.

The purpose of this paper was to identify and weight factors and criteria for accreditation of curriculum of Electrical and Computer Engineering fields from the viewpoints of faculty members. In this regard, researchers used the mixed research method. Regarding the identification and weighting of the concerned factors and criteria, two Delphi (qualitative) researcher-made questionnaires and a 92-item researcher-made questionnaire (quantitative) were used, respectively. Its content validity coefficient was determined as 0.87 and its Cronbach's Alpha Coefficient was calculated as 0.89. The statistical population of this study included all faculty members of Electrical and Computer Engineering Faculty of University of Tehran in 2017-2018 Academic Year. The sample size was 30 individuals in the qualitative section and 80 individuals in the quantitative section. Given the identification and determining the weight of the factors and criteria of accreditation of the concerned curriculum, it was decided to make use of such descriptive statistical methods as quartile range, mean, standard deviation and the weighted averages. The faculty members determined 8 indigenous factors and 26 criteria. Such factors as "teaching-learning methods" and "content of the curriculum" as well as such criteria as "appropriateness of the teaching-learning methods with other dimensions of the curriculum" and "proportionality of the objectives of the curriculum with the needs and facilities of the university, students, society and industry" had the most impact weight on the validity of curriculum of Electrical and Computer Engineering fields.

Family oriented preventive means employing family support and preventative work to prevent victimization of children and adolescents. This type of protection as other forms of crime prevention,has a great relationship with the security community. Because family members, especially children and adolescents who are growing in this environment, and potentially can have criminals of tomorrow And undermine the security of a community. So in this case study is recommended. The present study was conducted to investigate the role of family-based prevention was done to increase community safety. To achieve this goal, a method for describing and using library resources, the first notions about crime prevention and security were expressed. Then went on to establish personal and social factors and social security in light of the challenges facing family-oriented prevention is examined. This result led to the insight and awareness, providing emotional, sexual needs, optimistic mood, consultation, respect for religious and moral norms and ignore the individual factors and the desire to marry (accepting parties), faith in economic policy and content management, social relations between men and women in divorce and support the families of the control factors are the increase in social security.

The purpose of this study was to identify the effective factors in quantitative development of higher education privatization in Iran. To attain the objectives of this research, a twenty four item questionnaire was used. The reliability coefficient of the questionnaire was calculated by "Cronbach's Alpha" and estimated about 0.67. A total of 103 higher education specialists and practitioners of nonprofit higher education institutions responded to the questionnaire. They were selected by means of purposive sampling and random sampling. The Chi-square and Friedman's tests were used to analyze the data. The results indicated that the main effective factors of expansion of higher education in Iran are: increased demands for higher education, inability or lack of willingness of the government to respond to the growing demand for higher education due to absence of funds, demographic changes in higher education applicants, emphasis on higher education privatization in macro development plans and policies, reduced Government’s interventions and the necessity of higher education development and structural reform in this sector.

Factors affecting the public-private sector's support for elementary education were identified perusing related legislations, documents, and programs. To validate these factors a sample of 432 elementary school principals was given the list of factors of which 8 were confirmed using factor analysis method. The factors confirmed were: participatory values, participatory structure, distributive leadership, empowerment, psychological ownership, participatory payment, and internal supervision.

Over the past two decades, higher education has faced with the challenges and quality assurance is the first priority in management of higher education. Accordingly, several countries have increased efforts using various methods of evaluation and quality assurance to try for accreditation of input, process, output and audit of mechanisms, processes and structures in higher education. In this regard, accreditation processes (internal and external evaluation) have been conducted at universities of Iran but unfortunately nothing has been done about the audit. Therefore, this study is sought to use audit world Literature and consensus in the academic community of Iran to design quality audit model in the university system. The results show that quality management of teaching - learning, quality management of research, mission, goals& institutional management, quality management of interaction with society (social participation), quality management of human resources, quality management of support services, quality management of assessment and quality assurance system are in order of importance. So, the audit pattern has been designed in two dimensions of criteria and process. In addition, the recommendations of the action to effectively implement the audit in Iranian universities are provided.

Management organization and community value-based approach to a system that identity and legitimacy of their ideology is very important. investigated corruption in different aspects and different strategies for the prevention and control of it is presented In Iran has so far, But in studies, there is not mention a brief overview of the general legal guidelines, including laws and regulations and general managers in all government offices, to curbcorruption. This paper presents a comprehensive overview of the existing literature, considered the most important causes of corruption, laws, regulations, programs and general management in Iran over the past two decades to prevent and combat corruption and introduce checks, and Finally refers to the obstacles and challenges facing health systems and institutions administrative staff.