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

The present study was conducted to investigating effectiveness of optimal experience educational package based on csikszentmihalyi's theory on interaction and self-confidence of primary school teachers. The research method of the present study was quasi-experimental with pretest, posttest, control group design and two-month follow-up period. The statistical population of the research included 2831 primary school teachers in Isfahan city in the academic year of 2020-2021. 30 primary school teachers were selected by purposive sampling method and randomly assigned to experimental and control groups (15 teachers in each group). The teachers in the experimental group received the optimal experience educational package based on csikszentmihalyi's theory during seven weeks in seven sessions of 90 minutes. The applied questionnaires in this study included teacher interaction questionnaire (TIQ) and teacher self-confidence questionnaire (TSCQ). The data from the study were analyzed through variance with repeated measures via SPSS23 statistical software. The results showed that optimal experience educational package based on csikszentmihalyi's theory has effect on the dimensions of interaction (Leadership (F=30.01, Eta= 0.51, P≤0.001), helping behavior (F=20.67, Eta= 0.42, P≤0.001), understanding (F=17.17, Eta= 0.38, P≤0.001), responsibility (F=27.03, Eta= 0.49, P≤0.001), uncertainty (F=30.39, Eta= 0.52, P≤0.001), dissatisfaction (F=25.12, Eta= 0.47, P≤0.001), punishment (F=7.51, Eta= 0.21, P≤0.001) and strictness (F=7.77, Eta= 0.22, P≤0.001)) and self-confidence (F=46.23, Eta= 0.62, P≤0.001) of primary school teachers. According to the findings of the present study it can be concluded that optimal experience educational package based on csikszentmihalyi's theory can be used as an efficient method to increase interaction and self-confidence of primary school teachers through employing reconstruction of awareness and activities, mental understanding of challenges, control of mental energy and targeting of activities.

This research aimed to investigate the mediating role of the sense of belonging to school in the relationship between teacher-student interaction and academic resilience among secondary school students. This descriptive study was correlational, using structural equation modeling. The statistical population included 430 male students in the second secondary level in Salas Babajani city, from which 205 were selected using an available sampling method. Data were collected using the Teacher-Student Interaction Questionnaire developed by Murray and Zwak (2011), the School Belonging Questionnaire by Barry, Betty, and Watt (2004), and the Academic Resilience Questionnaire by Martin (2006). Descriptive and inferential statistical methods were used to analyze the data with SPSS version 23 software, and PLS software was used to check the fit of the research model. The results showed that teacher-student interaction has a positive and direct effect on academic resilience, the sense of belonging to school has a positive and direct effect on academic resilience, and teacher-student interaction has a positive and direct effect on the sense of belonging to school. Additionally, academic resilience mediates the relationship between teacher-student interaction and academic resilience. Therefore, it can be concluded that teacher-student interaction and a sense of belonging to school are important and effective variables for academic resilience. These factors should be considered by researchers in the field of education to design preventive measures aimed at increasing academic resilience.

AbstractThis research was conducted with the aim of providing a model to promote the interaction of parents in the direction of children's academic progress with a combination strategy of sequential exploration. the statistical population, there were 109,535 people who were the principals of the three primary, first and second secondary education courses. Cluster sampling 535 managers were selected. Sampling was a targeted qualitative part of scientific-research sources and texts and an open interview with knowledgeable experts. Validation of qualitative data was done using the methods proposed by Borg and Gal (2016) and through the exploration method by the participants, and content validity was also used using experts' opinions to check the quality of the content. Reliability was also measured with the Holstein reliability coefficient. The reliability, validity of the scores obtained from the research were verified using Cronbach's alpha method and confirmatory factor analysis. The analysis method was used in the qualitative part of thematic analysis and in the quantitative part of the structural equation model, second-order factor analysis was used.The results of the structural equations showed that measurement models of the effective factors in the interaction have a good fit. Key words: interaction, parents, teachers, school, mixed approach

Establishing good and constructive relationships and gaining the opinion and satisfaction of teachers is one of the most basic tasks of professional school administrators. If the manager can improve the conditions for growth and create a human and emotional atmosphere, the satisfaction and increase the motivation, and consequently the efficiency and performance of the new teachers, it can be claimed that he has created a feeling of relative satisfaction in them. Therefore, the purpose of the current research was to compare the views of principals and new teachers on the interaction and satisfaction with the educational courses of Farhangian University. The present study was descriptive research in a sample group including 452 new teachers and 295 principals. The components of communication methods, guidance in performing professional duties, support for new teachers, satisfaction with interaction and satisfaction with the course were investigated using a 21-question Likert scale questionnaire. The content validity of the tool was confirmed with CVR and CVI, and the reliability was calculated with Cronbach's alpha of 0.83. Data analysis based on T-test and analysis of variance showed that the quality of interaction from the point of view of new teachers is the same in the designated geographical areas;

Although classroom interaction includes dialogue and silence between teachers and students, the role of dialogue is often emphasized, while the role of silence is either overlooked or considered negative and indicative of non-participation. However, this silence can have different meanings, and non-participation is just one of them. This study introduces another meaning of silence, viewing it as a human action that can play a role in educational interaction. Attention to the meaning and concept of student silence has also been considered by some researchers, some of whom have tried to reveal the meanings of silence and assist teachers in communicating with their students. Examining the presented meanings shows that some of these silences can also be considered the students̕ actions; however, this point has been overlooked. This study aims to explain the nature of the action of silence based on the perspective of human agency. This perspective arises from the anthropological view of the Islamic approach to action, which posits that human behaviors, possessing cognitive, affective, and volitional foundations, can be considered human actions and hold the agent responsible. This study aims to answer two questions:  1. How can student silence be considered their action? 2. what educational implications does their action of silence entail?

The methodological approaches in this study are conceptual analysis and inferential methods; therefore, to answer the research questions, we first used the conceptual analysis method to achieve the conceptual framework of the action of silence and then, according to it, we presented the corresponding educational implications using the inferential method. This method is the same as Brody’s derivative method, which responds to educational questions with a philosophical perspective. This practical response is extracted from and inferred philosophical foundations (Bagheri, 2009, p. 101). In other words, in this section, the philosophical basis of agency is the perspective that responds to the educational issue related to the interaction of teachers with silent students. That is, to deal with student silence, attention must be paid to the agency of both the teacher and the student in a practical syllogism, which includes the following three stages:The teacher should realize educational interaction. (normativeproposition)Realizing educational interaction depends on a safe emotional atmosphere and the negation of protective silence. (realistic proposition) The teacher should provide a safe emotional atmosphere and eliminate protective silence to realize educational interaction. (normative proposition)

The findings are presented in two sections. First, silence can be considered a human action with cognitive, affective, and volitional foundations, leading to various types of actions, including silence due to ignorance, imposed silence, domineering silence, protective silence, silence as a sign of respect, silence as a sign of protest, and contemplative silence. Paying attention to student silence as an action in interactions increases sensitivity to it; therefore, teachers need to appropriately address the foundations of these actions to achieve constructive interaction.In the second section, the educational implications and principles are discussed. These implications include the necessity for teachers to regard student silence as an action, to identify different types of student silence, and to respond appropriately to each type of silence while adhering to corresponding educational principles. These principles include guiding silence due to ignorance, providing an atmosphere for contemplative silence, transforming domineering silence into critical dialogue, ensuring a safe atmosphere for protective silence, breaking protest silence and inviting dialogue, avoiding imposed silence, and fostering silence as a sign of respect.

This study introduces student silence as a responsible action. Understanding student silence as an action and identifying its various types can open new perspectives for educators, helping them achieve constructive interactions with students, clearly understand their questions, and strive to enhance their learning. This paper emphasizes the complexity and ambiguity of the concept of silence and the sensitivity of the action of silence, highlighting the need for educators to pay special attention to student silence in education. Educators should not overlook any silence, as delayed attention to it may lead to serious consequences.

Participation in social interactions, in addition to improving the concept of individual life and making it more enjoyable, has led to solving many dilemmas in the economic and political field. The current research was conducted with the aim of identifying the optimal pattern of teacher-student interaction. Exploratory qualitative research method was used to get the opinions of post-graduate students on the factors affecting teacher-student interaction. The research method was applied in terms of objective and qualitative in terms of data collection and thematic analysis method. The research community consisted of all incoming doctoral students of 1397 Faculty of Educational Sciences and Psychology, Allameh Tabataba'i University, numbering 100 people. 12 of them were selected by non-random sampling method due to their lack of employment and sufficient opportunity to do extraordinary work in addition to educational and research matters in the faculty. After the theoretical saturation of the data in the next step, Bravan and Clark's theme analysis method was used to analyze the interviews. In order to validate the data, the researcher's long contact with the environment, continuous observation, researcher's self-review and peer review were used. After categorizing the categories, 3 main scientific, emotional, and social axes of teacher-student interaction were determined. Also, professional-educational, professional-research, and professional-educational categories in the scientific dimension, promotional interaction category, mutual interaction, and superior interaction in the social dimension and category Empathy, sympathy and care and affection were identified in the emotion dimension. The products of educational programs are formed based on the scope of interactions between professors and students on the scientific, social and emotional axis, and it is recommended to pay attention to the axes and categories identified in this research in order to improve the quality of interaction in educational programs. Keywords: interaction, teacher-student relationship, educational, social, emotional

The aim of this study was to investigate the effect of teaching philosophy to children on the quality of interaction between teachers and female students First High School. The study methodology was quasi-experimental study with pretest-posttest design by control group. Statistical society included all female students of the first high school level in Tabriz city in the academic year of 2017-2018 that among them a sample of 60 students were selected by cluster sampling method and were assigned in both control and experimental groups randomly. Data were collected using Teacher-student interaction questionnaire (QTI) that validity were evaluated by the opinion of experts and the reliability by alpha Cronbach was 0.87. The philosophy education program for treatment group was performed in the form of community of inquiry method during 11 sessions. For data analysis Spss23 software were used. The results showed that the Teaching Philosophy to Children as much as 68% is effective on students' individual differences in the interaction between teachers and students. Data analyses indicated teaching philosophy to children can have positive effects on quality of interaction between teachers and female students first high school.

This study aims to provide a model to improve the quality of teacher-student interaction in universities’ virtual education systems.

  This research is applied in terms of purpose and follows the qualitative and content analysis approaches. The study population consisted of teachers of the non-governmental University of Science and Culture (including faculty members and invited teachers) from whom the required sample was selected purposefully. Theoretical saturation was obtained through seventeen semi-structured interviews Non-interference of the interviewers' prior knowledge, accuracy in analyzing and coding the information, and re-coding and verification of the transcripts of the interviews by the interviewees were observed to ensure the reliability and validity of the research.

The effective factors for improving teacher-student interaction quality were identified in the form of 54 initial themes, 10 basic pre-organized themes, and five secondary pre-organized themes. The components related to the selected themes were educational and technical skills, communication quality, quality of facilities, and improving the attitude and supervision of the educational system. 

According to the prioritization of the selected themes, the factor of "educational and technical skills” with 32% repetition is the most important priority in terms of improving the interaction between teacher and student. The "attitude improvement" factor was of secondary importance. "Communication quality", "facilities quality", and "education system monitoring" were also in the next ranks, respectively..

Abstract

This study has been designed and implemented with the aim of developing and validating educator and child interaction process quality measurement in Tehran’s kindergartens.research

The present research was a sequential exploratory mixed method that carried out in two parts, qualitative and quantitative. In the qualitative part, three phases of the hybrid model were used. In the theoretical phase, the subject was searched in main databases. . In the fieldwork phase, the research method was descriptive phenomenology. Therefore, 10 educators and 8 faculty members were selected by purposive sampling method. Data were collected by semi-structured interview and then analyzed by Colaizzi’s method. Final analysis was done in the last phase. The validity of qualitative data has been confirmed using four judgment criteria of Lincoln and Guba, the reliability of qualitative data has also been confirmed through intra-subject agreement and test-retest. In the quantitative part, After formulating the questionnaire and investigating the face and content validity of the items, the data were collected from a sample of 220 educators who were selected through sampling of stage cluster.

After analyzing the qualitative data, 6 main themes consisted of individual characteristics, positive emotional climate, supportiveness, educational support, participation and cooperation and behavior management were extracted. In the quantitative part, the confirmatory factor analysis and Cronbach's Alpha coefficient were used to determine the construct validity and the reliability. The results of confirmatory factor analysis showed that the six-factor hierarchical model has a good fit. Also, Cronbach's Alpha coefficient, was calculated to be 0.94 for the total questionnaire, which indicates the acceptable internal consistency.

The findings of this study showed that based on the obtained factors, the interaction process quality questionnaire is a reliable and valid tool for assessing the quality of child-educator interaction in Iran.

Recent advances in technology have brought about significant changes in various fields. The educational system, which is a fundamental pillar of every society, has always been affected by these developments. Thanks to technological advances, new concepts such as mobile learning have entered the field of education and learning. Classroom Response System (CRS), also known as Clicker, is a new educational approach that attempts to guide the teaching-learning process by creating interaction between the instructor and the learner. This research aims to investigate the use of Classroom Response System in mobile learning and their role in the educational process. The current research method is descriptive and the data is collected in a documented way. The results of this research showed that learners have a positive attitude towards the classroom response system (clickers) and believe that using this technology increases interest in the classroom In addition, the conducted research shows that the classroom response system has the potential to increase the concentration, attention, and presence of learners, and at the same time, it increases the interaction and participation of learners with each other and learners with the instructor, and improves their understanding of educational subjects.Among the well-known clickers in the field of learning are Kahoot, Quizzes, Socratio, and Mentimeter. Combining clicker technology with active teaching methods and peer-assisted learning can also lead to high efficiency.

The present study is qualitative research aimed at identifying and understanding the lived experiences of Afghan students from interactions and communication within the school in high school, which has been done using phenomenological method. Sampling method in this research is purposeful sampling method which is mostly used in phenomenological studies. For this purpose, the data were obtained through semi-structured interviews with 12 Afghan students who were studying in junior high schools in District 7 of Tehran in the academic year 1399-1499. In this way, 10 people were interviewed and nothing new was found in the tenth interview, but to be sure, the researcher continued the interview until the twelfth person to ensure saturation. Other tools such as journalism, field observation and note-taking were also used and the findings were analyzed by Van Manen method analysis. Research questions were designed about the relationship and interaction of Afghan students with their classmates and teachers, and the researcher sought to identify and understand what is going on in the interactions between Afghan students with their peers and teachers. After analyzing the interviews, facts such as humiliation of Afghan students, discriminatory behavior of some teachers towards Afghan students, self-censorship, existence of divisions among students, being marginalized, being considered secondary, not being seen and forced silence in Achieved among Afghan students. To examine the validity and reliability of the research, the method of expert review, data consensus means the use of multiple data sources and methodological consensus means the use of two or more methods in this research has been used.

Ideas, Skills, and Rules for Citizens in the Digital World to Reduce Technology-Related Abuses and empower children to use technology responsibly for learning and activity Presented by thinkers in the field of communications and media, policymakers and educators. One of the new concepts for appropriate dealing with the digital world in the social, economic and political fields is the development of digital citizenship, which has attracted much attention in recent years. To achieve a broad knowledge base and provide comprehensive digital citizenship categories for better civic education in the 21st century, this study examines the nature, characteristics and elements of digital citizenship as well as the role of the curriculum in digital citizenship education through in-depth review and analysis of related literature in this field. . The Qualitative research method is analytical explanatory type and the required data has been collected from reliable sources using the method of document research. Sampling was done in a targeted manner.The results of the survey has identified four categories of digital citizenship as Axis of this concept: 1- Digital citizenship as ethics. 2- Digital citizen as information and media literacy. 3- Digital citizen as participation and interaction. 4- The digital citizen as a critical opposition. Another point in the research results is that four categories of elements of digital citizenship (personal identity, online activity, mastery of the digital environment and ethics related to the digital environment) are presented in the form of SAFE model. The research results also show the need for education and the role of student-centered curricula in promoting the social responsibility of citizenship in the Digital age. Therefore, understanding the concept of digital citizenship will make it possible to take educational measures to educate digital citizens.

It seems necessary to investigate and identify the methods of police interaction with education in order to develop a strategy to prevent student delinquency and victimization. Based on this, the aim of the current research is to know how the police interact with education in the social prevention of crime.

In terms of purpose, this research is part of applied research and in terms of method, it is part of qualitative research of thematic analysis type. The interviewed community of the research included experts related to the issue of prevention in Fateb's Social Vice-Chancellor, prevention police (eleven police chiefs) and also officials related to the issue in education. Sampling was done in a purposeful way with a semi-structured interview. The interview with the participants reached saturation with 25 people. Semi-structured interviews were used to collect data. The method of data analysis is based on thematic analysis techniques using MAXQDA software.

The results showed that the interaction of the police with education in the social prevention of crime includes four general types of cultural interaction (individual level, inter-organizational level and macro level), informational interactions (informative, cooperation-oriented and monitoring-oriented), educational interactions. (program-oriented, teacher-oriented, student-oriented and macro level) and institutional and legal interactions (organizational, institutional and legal relations) were recognized

the aim of the present study is Explaining student retention based on , quality of educational services (course design, organizational support, interaction) in the e-learning environment. The Method of this research paper was descriptive- correlation, The total number of population was 6000 active electronic students of Payamnoor University and out of which, 361 students were selected randomly as the sample population. A researcher-made questionnaire was used to collect data. The content validity of the research instrument was approved by five experts in the field of educational sciences. And also a confirmatory factor analysis was used to determine the validity of the measurement instrument's structure. The reliability of the tool was confirmed by the Cronbach's alpha coefficient which was equal to 0.79. The collected data were analyzed in the form of descriptive and inferential statistics. The results indicate that there are relationship between quality of educational services (course design, interaction, organizational support and student retention in e-learning environment. Also Regression coefficient indicates that quality of educational services can predict the retention of students in the electronic learning environment of Payam Noor University. Based on findings, to emphasize on quality of educational services (course design, interaction, organizational support) will lead to an increase the retention of Payame Noor University students.

The main purpose of this study was to identify the knowledge required by math teachers for virtual teaching in the third grade of elementary school (case study: teachers in region one). The research method was descriptive-survey and applied in terms of purpose. The study population consisted of 190 third grade elementary teachers in mathematics in district one of Tehran (non-governmental and governmental). Using random sampling method and based on Morgan table, the statistical sample size of this study was 124. In order to measure the variables, a researcher-made questionnaire was used by considering the indicators of teaching methods with 5 items, interaction and communication with 5 items, information and communication technologies. To evaluate the face validity, a questionnaire was provided to university professors and other available experts. In the second stage, the validity test was used to assess the content validity of experts in terms of the degree of coordination of the content of the measurement tool with the research purpose. After evaluating the validity, the internal consistency method (Cronbach's alpha method) was used to evaluate the reliability of the questionnaire. Inferential statistics including one-group t-test, chi-square and Friedman tests and SPSS 24 software were used to analyze the data. Findings showed that the real mean of all research variables was higher than the assumed mean (3) and this means that all variables of this research in the study population are agreed upon by teachers. Among these, assessment methods have the highest average (more important), followed by how to interact and communicate with students, information and communication technologies and teaching methods are the priority of teachers.

The present study was conducted to identify areas of cooperation and educational interaction between high schools and faculties of psychology and educational sciences in Tehran using a qualitative data-based method. The statistical population of the study included all academic and educational staff and experts who had an executive or scientific background in relation to the subject of interaction between schools and universities. 26 subjects were selected through purposive sampling to achieve theoretical saturation. Data were collected through semi-structured interviews. Coding was used to analyze the interview data. To check the validity and reliability of the research, the confirmation of the interviewees was used to control the validity of the research, and in relation to the reliability, the agreement or concordance between the two coders in coding the four interviews was calculated. The obtained coefficient of agreement was 0.85, which indicates a high agreement and compatibility as well as a suitable reliability coefficient. Findings showed that high schools and faculties of psychology and educational sciences in Tehran can cooperate and interact with each other in three general areas of participation development, research, and professional development and 50 minor areas.

Social networks are considered as the most effective mass communication space in the world today, which despite the epidemic of Quayd-19 disease and the reduction of real communication and the closure of schools, their role has become more colorful and despite its limited life has a relatively high penetration rate among youth and children. One of these platforms is Shad Network. The structure of the Shad educational network is the same as the structure of a real school, and students enter the virtual classroom and follow the process of teaching and learning that is, in this space, teacher and students interact with each other, but the type of interaction with real space is different. The teaching and learning process can be considered as the result of the interaction of components such as teacher, student and content (and materials). If we accept that interaction plays a fundamental and important role in the teaching and learning process, e-learning, using emerging technologies, provides extensive interactions for accessing extensive information as well as communication. Information and communication technologies make modern education more accessible learning. Information and communication technologies make modern education more accessible learning. Social networks have changed the way people communicate, the way they interact, and the ability to create and share information with the rest of the world, and have become a daily occurrence. Social networks maintain, develop, and build interpersonal relationships based on the creation of personal profile in which accessible information is disseminated and shared by everyone on the social network. Social networks have gradually emerged as a new way of communicating between teachers and students, mainly in education, and have become an important means of communication. One of the undiscovered aspects of open learning is the ongoing interaction within the student body using social media. The use of social networks provides an opportunity for teachers and students to be in constant contact in interacting with regular classrooms and creating new teaching and learning spaces. However, this new reality has sparked debate over whether teachers and students should interact in this way, and has led some officials to restrict or even ban such communication. Proponents of teacher-student interaction through social media argue for the freedom of expression of teachers and students, the inevitability of the phenomenon, and the educational potential of social media. As the number of teachers with social media profiles increases, the possibility of teacher-student interaction increases; therefore, if teachers want to take advantage of social media learning opportunities, every teacher and student must interact with them. Therefore, the present study was conducted to identify and analyze teacher-student interactions in the social network of (Shad) students in Ilam. The research method was ethnographic and descriptive. The literal meaning of ethnography is a description of people and cultures. Culture is a central concept in ethnographic research. Scientific ethnographic research, based on the existing methodologies in the humanities, can be done in a wider range, in which there is a quantitative idea on one side and a qualitative idea on the other. The initial framework for identifying teacher-student interactions was designed. The study population was the elementary students of Ilam city in Shad network, which among them 32 students were observed through purposeful sampling method based on the saturation rule of participatory type and semi-structured in-depth interviews. This research led to the identification and explanation of teacher-student interactions in the student social network (Shad). Analysis of how to create interaction between teacher and students in Shad Network showed that most of the interviewees stated that interaction in Shad Network is in the form of lectures. In this method, the researcher has categorized the code of participatory interaction method. This method is more useful than the previous method in socializing students, but it is not complete. Some of the interviewees also stated that in the third method, the interaction in the online classroom is friendly. In this way, in addition to interactive engagement, students are even allowed to joke and talk with each other, allowing students to engage in extracurricular interactions. In this way, the class is held in a friendly way. According to researchers, this method is the best interactive method, but in analyzing the necessary skills to create interaction between teacher and students in a Shad network; Some of the interviewees stated that the essential interactive and communication skills in online classes only include listening correctly, paying full and accurate attention to the teacher, typing, asking the right questions, and getting the purpose right. Codifies the core skills of lesson interaction (teaching and learning). But some have also believed that in addition to the above skills; Must have the skills to be able to communicate friendly with the teacher and classmates, self-confidence, speaking skills and the ability to communicate sincerely with classmates and the teacher and other skills that the student has in the classroom and school. Generally; Findings showed that according to the observations and expression of media, creating interaction between teacher and students in the Shad network is done in three ways: interaction by preacher and listener, interaction by participatory method and interaction by friendly method. Also essential communication and interaction skills in a Shad network; The main skills are interaction (teaching and learning) and communication and friendship skills; But in terms of media, the platforms that teachers use to create interaction for technology students are incentives and open spaces and give students the opportunity to interact. In the end, it is suggested: 1- Teachers and students should be encouraged through participatory and friendly interactions to expand and strengthen the interactive spirit in the context of online networks with the dual function of teaching and learning and strengthening interaction. 2- Providing the necessary bases for students to interact and take advantage of the prevalence of coronary heart disease to change the traditional teaching method and enter the new and participatory teaching. 3- Establishing training workshops for teachers to get acquainted with the teaching method in virtual networks and empower them in the methods of interaction in social networks is recommended.

The purpose of this study was to investigate the dimensions of career path among the faculty members of Urmia University.

This is a descriptive and correlational study, and the statistical population included all of the full-time faculty members of Urmia University. According to the latest statistics and available information at Urmia University in the academic year of 1398-1399, a total of 537 full-time faculty members were working at this university. The total sample size was 230, that was determined by proportional stratified sampling method using Cochran formula. In order to collect data, a researcher-made career path questionnaire was used. The questionnaire consisted of 90 questions that assessed 15 aspects of the career path of faculty members. The reliability of this questionnaire was also evaluated in this study, and the Cronbach's alpha coefficient of the whole questionnaire was 86/.  One-sample t-test and Friedman tests were used for statistical analysis.

The results showed that each of the dimensions of career path are of great importance to the faculty members of Urmia University, and it can be said that they are in a good status.  among these 15 dimensions, research variables, organizational knowledge, relations with community, and positive attitude with an average of ( 4.98) are in the most suitable condition. Furthermore, the relationship with industry was in a low rank with an average of (4.90). The Friedman test was used to examine the second question regarding the prioritization of career path. The results showed that the dimensions of interaction and cooperation are the most important ones. Moreover, the connection with industry has the lowest average.

Based on the research findings, it can be said that career path and having a career path are important and necessary for faculty members, and with regarding to these dimensions, some suggestions were provided for the promotion and status of faculty members.