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

This study aims to explore the qualitative impact of continuous assessments on the academic self-confidence of high school students in Tehran. A qualitative research design was employed, utilizing semi-structured interviews to gather in-depth insights from 23 high school students in Tehran. Participants were selected using purposive sampling to ensure they had substantial experience with continuous assessments. Data were collected until theoretical saturation was reached, ensuring comprehensive coverage of student experiences. The interviews were transcribed and analyzed using inductive content analysis, with initial codes grouped into axial codes and themes to identify the main findings. The analysis revealed five primary themes: positive impacts of continuous assessments, negative impacts, the role of teachers, the sense of academic success, and challenges associated with continuous assessments. Positive impacts included increased motivation and skill development, while negative impacts encompassed stress and decreased self-confidence. The role of teachers in providing meaningful feedback was crucial in boosting students' confidence. However, challenges such as time constraints and workload were identified as factors that could undermine students' self-efficacy. Continuous assessments can significantly influence students' academic self-confidence, with both positive and negative outcomes. While these assessments can enhance motivation and learning when implemented effectively, they may also lead to stress and reduced confidence if not carefully managed. Teachers play a critical role in mitigating the negative effects by offering constructive feedback and support. This study highlights the need for balanced assessment practices that consider individual student needs and psychological well-being.

The purpose of the present study is to recognize positive factors as well as influential impediments to the relationship between young adults and mosques. Thus, by focusing on mosque-going youngsters in Tehran, it deals with effective factors and impediments to the sustenance or improvement of the relationship between this group of youngsters and the mosque. The purpose of the research is practical and its method of implementation is quantitative. The research population consisted of 15 to 29 year-old-young adults in Tehran. To determine the research sample, probability sampling and clustering methods were used. The research instrument was a questionnaire. The validity of the questionnaire was confirmed by the “basic test” in two phases of “informal and formal pre-tests” and Cronbach’s alpha was used to assess the reliability of the measurement tool. The results showed that “favorability of Imām Jamā’at” is a central factor among the causes which enhance the youngsters’ relationship with mosque while the triplet factors including “favorability of mosque’s building and facility”, “families and young adults’ access to useful and attractive cultural products”, and “presence of famous figures in the congressional prayer” have the least effect. The findings of the present research confirm the effect of lack of compatibility between mosque’s functions and people’s current needs as a cause of less crowd in mosques and the direct relationship between teaching the prayer and the presence of young adults in the mosque as well as the direct relationship between suitable place, time, and physical facilities and participation rate of young adults.

The purpose of this study is to provide an optimal educational model to improve the general and specialized knowledge of Tehran citizens regarding biodiversity. In the first step, a researcher-made questionnaire was used to assess the level of citizens' awareness. Then, using the opinions of experts, various educational methods were weighed and evaluated. For this purpose, two target levels were designed as expected scenarios. Digest and Ant (ACA) algorithms were used to accurately evaluate and determine the optimal route with the lowest time and lowest cost. The results showed that women's general knowledge about biodiversity was higher than men’s and vice versa about specialized knowledge. On the other hand, there was a significant positive relationship between biodiversity knowledge and education level. Also, to achieve the first level goal, the "Combined educational model" with a weight of 1.196, and the educational model "Virtual educational model" with a weight of 0.608 were evaluated as the most appropriate and inappropriate educational model for transferring general knowledge to citizens, respectively. Regarding the purpose of the second level, the method of "face-to-face training" with a final weight of 64 and "preparation and distribution of training packages" with a weight of 43 had the highest score. Finally, the optimal path for raising the level of specialized knowledge of citizens has a weight of 161, which includes such things as achieving a good level of general knowledge, creating an educational environment, supporting the formation of environmental NGOs, incentives, needs assessment, and review.

The aim of this study was to investigate the relationship between the managerial styles and the teaching methods of the teachers with the academic performance of the seventh- grade students in non-governmental high schools for boys in District 1 of Tehran Education. The present study is an applied-descriptive research that has been conducted by survey method. The statistical population of this study includes1045 seventh-grade students in non-profit high schools, junior high school, district 1 of Tehran Education, of which 291 people were selected as a statistical sample by cluster sampling method.  The research instruments are three standard questionnaires of Likert management styles, Gerasha and Richman teaching methods and Pham and Taylor academic performance. As the questionnaires are standard and their reliability has been confirmed in several researches, the questionnaires’ validity is also estimated by Alpha Korenbakh; the validity of management styles (0.920), teaching methods (0.791), and academic performance (0.963). For analyzing information, Pearson correlation coefficient and multivariate regression tests are used by SPSS software. The results showed that there is a significant and positive relationship between classroom management styles and students’ academic performance, and there is also a positive and significant relationship between classroom teaching methods and students' academic performance. Examining the simultaneous impact of the two variables, academic performance and teaching methods on students’ performance, showd that 15.2% of the total changes in academic performance is explained by these two independent variables. The highly variable management styles of teaching methods have an effect on academic performance of the students of the statistical population.

To analyze the high-risk behaviors of adolescents in Tehran in the center of intellectual development of children and adolescents. Research This research is applied based on the purpose and because the results of the present study are applied in terms of purpose, it is a descriptive-survey research. This research is also a survey method from the field of field studies. This research is a cross-sectional research in terms of time. The statistical population includes adolescents who are members of the Tehran Intellectual Development Center. The study sample includes 220 adolescent members and non-members of the association. The data analysis method includes mean difference tests and t-test statistics. There is a significant difference between the high-risk behaviors of member and non-member adolescents of Tehran Children and Adolescents Intellectual Development Center and the mean of high-risk behaviors of non-member adolescents of Children and Adolescents Intellectual Development Center is higher compared to member adolescents.

The survival of organizations in the present age is very different from the past. In the current situation, an organization is able to survive and compete with others that can adapt to environmental changes and have the flexibility in unpredictable and changing conditions. This important thing is achieved when a new solution is presented and it can undoubtedly be found in the agility of organizations. The present article seeks to identify, rank and introduce the criteria of agility of Islamic Azad University units to the scientific community.

The present research is methodological, descriptive and survey. The statistical population in this study is the experts of the Islamic Azad University of Tehran in 1399. The statistical sample of the research includes 15 experts. The data collection tool in this study is a pairwise comparison questionnaire. This research was performed using fuzzy AHP hierarchical analysis method. The software used was Expert choice.

The factors considered were: information technology, virtual partnership and collaboration, continuous improvement, formation of knowledge-based organization and agile workforce, as well as identified criteria including: improving accountability, readiness to face change, reducing the level of regulation, easy knowledge transfer and Accelerate processes.

The ranking results showed agile workforce with weight (0.3833), virtual partnership and cooperation with weight (0.2959), information technology with weight (0.1892), formation of knowledge-based organization with weight (0.1644)) And continuous improvement with weight (0.1486) were ranked first to fifth.

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

The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components.

The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components.

Organizations inherently need people to identify them and carry out activities through them. The most important element in achieving organizational goals is management. The role of competent and capable managers in the performance of organizations has expanded to the point that they have considered management science as one of the most important and complex fields of humanities and have called the twentieth century the era of management and today's world the world of knowledgeable managers. One of the most important steps to realize the potential capabilities of human resources is to put people in the right position with their abilities, experiences and capabilities. Such a view of manpower as the most deserving person in the most appropriate job position. Managers, as the main decision-makers in the face of organizational problems, play a decisive role in the success or even failure of the organization. The purpose of this study was to design a competency model for secondary school principals. The method of this study was applied in terms of purpose and in terms of exploratory mixed data collection. The qualitative method was used to extract the components of the model and the quantitative method was used to validate the model. The statistical population in the qualitative section consisted of experts in the field of education and experienced principals and teachers of secondary schools in Tehran. The data collection tool in the qualitative section was semi-structured interviews that the interviewees were selected through purposeful sampling. The data from the interviews were refined and coded using the data theory theory. Finally, according to the identified themes, the components and indicators of the initial model of the research were drawn. At the quantitative stage, using the model depicted, the status of secondary school principals' competence was assessed. The research method at this stage was quantitative survey. The statistical population included all the principals of Tehran Secondary Secondary School in 1398 (868). 250 questionnaires were distributed among school principals. Based on qualitative interviews, twenty themes of competency of school principals were extracted and classified into 6 main components. The first dimension - individual competences, includes personality and value components. The second dimension - managerial competencies, has two components, namely human resources and insight and attitude. The Third Dimension: Scientific and Occupational Competence The two components of this dimension are expertise and occupation. Based on the results of the study, it was suggested that in order to achieve an effective education system, the conditions for selecting school principals should be redefined. Senior education managers consider the selection of managers for components such as managerial competencies, scientific and professional competencies, and individual competencies. The purpose of this study was to design a competency model for secondary school principals. In the qualitative stage, by conducting semi-structured interviews with experts, twenty themes (indicators) were extracted for the competency model of school principals, which were categorized into 6 components. Finally, the components were placed in a more general classification consisting of three dimensions. The components are as follows: First dimension; Individual competencies include personality and value components. The personality component is manifested in three codes: the power to influence teachers and students, acceptance among co-workers, and beauty. Second dimension; Managerial competencies have two components called human resource letters and insight and attitude. Their characteristics are: forming working groups, establishing effective communication with students and teachers, and motivating the human resources component; Purposefulness, positive thinking and creative thinking for the component of insight and attitude. Third dimension; Scientific and professional competencies are the two components of this dimension, specialization and professionalism. Having knowledge of educational management, management of equipment and physical resources, passing management training courses; There are specialized indicators. Having problem-solving and decision-making skills, gaining the support and assistance of key stakeholders, ongoing communication with parents and identifying their expectations, teacher experience and managerial experience at school; Are job indicators. T-test was used to assess the current status of school principals. The results of one-sample t-test for the third question showed that only the dimension of managerial competencies is higher than the value (average) and in a favorable condition; In the current situation, the competency model of school principals, academic competencies and then individual competencies are weaker than other dimensions. Prioritization of the components of the competency model of secondary school principals in the second year of Tehran is as follows, the first component is insight and attitude. Insight is an important aspect of being creative and forward-looking, and attitude is a relatively fixed way of thinking, feeling, and behaving toward individuals, groups, and social issues, or more broadly, any incident in the individual environment. Inferring from the results of this study, the following strategies are presented to move towards meritocracy in the selection of secondary school principals. Findings show that the conditions of appointment of school principals do not reflect the importance and complexity of schools as a unit of analysis, and the job description defines school principals as supervisors of the activities of school members, not agents. Therefore, it is necessary to redefine the school principal and the conditions for selecting school principals in order to achieve an effective educational system. Senior managers of the Ministry of Education can use the results of this study to change the pattern of selection of secondary school principals and use the concepts and components of the final model of this study. According to the results of the present study, officials, planners and those who select school principals and deputies should select the most talented people as principals and deputies, and in their selection, components such as managerial competencies, scientific and professional competencies, competencies Consider individual. In order to improve the competencies of managers, the officials of the educational system should continuously hold specialized training workshops for them to improve various competencies in order to improve the professional and organizational performance of managers while increasing their competencies. Of course, in order to design codified and comprehensive programs to improve the competencies of school principals, they should use the results of the present study along with other researches.

By examining the organizational culture, the possible reaction of employees to organizational changes can be evaluated, predicted and guided, changes can be facilitated and new developments in the organization can be sustained. Transformational leadership creates the most effective organization by creating emotional contexts and contexts. One of the reasons for the success of large organizations is that they have employees who go beyond their formal duties; That is, employees who exhibit organizational citizenship behaviors. The purpose of this study is to explain the role of organizational culture and transformational leadership in the tendency to organizational citizenship behavior of education managers in Tehran.This study is a descriptive-correlational study that examines the tendency of education managers in Tehran to organizational citizenship behavior, based on two variables of organizational culture and transformational leadership. The statistical population of the present study includes all managers of education staff in Tehran in 1398. From the statistical population, a sample of 143 people was selected using a simple random sampling formula of Cochran. Denison's Organizational Culture Questionnaire with 60 questions, Afrenbass and Olivier Transformation Leadership Questionnaire with 20 questions and Podsakov Organizational Citizenship Behavior Questionnaire with 24 questions were used to collect data.The reliability of the organizational culture questionnaire with Cronbach's alpha coefficient of 0.89, the multi-factor leadership questionnaire with Cronbach's alpha coefficient of 0.83 and the organizational citizenship behavior questionnaire with Cronbach's alpha coefficient of 0.84 were confirmed.Data were described and analyzed using Pearson correlation coefficient and stepwise regression analysis. The results show that there is a positive and significant correlation between organizational culture and its dimensions (involvement in work, adaptation, adaptability and mission) with the tendency to organizational citizenship behavior of Tehran education managers and among the dimensions of culture Organizational, after mission, is the main "predictor" of organizational citizenship behavior of Tehran education staff managers.The results also show that there is a positive and significant correlation between transformational leadership and its dimensions (personal consideration, mental motivation, inspirational motivation and ideal influence) with the tendency of organizational citizenship behavior of Tehran education managers and among the dimensions of leadership The transformational, motivational dimension has the greatest ability to predict the tendency to organizational citizenship behavior.
Organizational culture is a set of values, beliefs, perceptions and inferences and ways of thinking and thinking in which the members of the organization have common features and it is what is taught to new members of the organization as a phenomenon and represents the value system. Is an organization and acts as a behavioral norm for employees. Recognition of organizational culture as an important necessity is a priority in the activities of managers of organizations, because with accurate knowledge of organizational culture and familiarity with its characteristics, management can organize its short-term, medium-term and long-term plans and face the challenges. And prepare the competition and increase its probability of success and survival rate.
In today's challenging world, organizations strive to hire employees who go beyond their assigned role and role in order to compete globally, meet customer needs and expectations, and adapt to the changing nature of the job; Because it is believed that these behaviors are reflected beyond the role in performance appraisal, affect employee participation in programs and can be said to be an effective factor in job involvement, organizational commitment and self-esteem.
In today's management literature, behaviors beyond the role of employees that are spontaneous and conscious are referred to as "organizational citizenship behavior." A good organizational citizen is an idea that includes a variety of employee behaviors; Such as accepting and assuming additional duties and responsibilities, the role and adherence to organizational rules and procedures that contribute to the effective performance of the organization. According to the mentioned contexts and the tendency to organizational citizenship behavior is one of the basic necessities of organizations, the present study explains the role of organizational culture and transformational leadership tendency to organizational citizenship behavior of Tehran education staff managers and for this purpose tries to Answer the following questions:1- Is there a significant relationship between organizational culture and its dimensions (involvement in work, adaptation, adaptability and mission) with the tendency to organizational citizenship behavior in the managers of education headquarters in Tehran?
2- Is there a significant relationship between transformational leadership and its dimensions (mental persuasion, ideal influence, inspirational motivation and personal consideration) with the tendency to organizational citizenship behavior in the directors of education in Tehran?
3- Do the predictive dimensions of organizational culture (involvement in work, adaptation, adaptability and mission) have the ability to predict the tendency to organizational citizenship behavior in the education managers of Tehran?
4- Do the predictive dimensions of transformational leadership (subjective persuasion, ideal influence, inspirational motivation and personal consideration) have the ability to predict the tendency to organizational citizenship behavior in the managers of Tehran's education headquarters?
Findings from explaining the role of organizational culture and transformational leadership in the tendency to organizational citizenship behavior showed that there is a positive and significant correlation between the two variables of organizational culture and tendency to organizational citizenship behavior and also between the two variables of transformational leadership and tendency to organizational citizenship behavior.
In other words, the more attention is paid to organizational culture and transformational leadership in Tehran education, the more likely they are to increase their tendency towards organizational citizenship behavior. This finding indicates the obvious need for the tendency towards organizational citizenship behavior in variables such as organizational culture and transformational leadership in education in Tehran, which is also mentioned in the statements of Asgari et al. (2008) and Modasir and Singh (2000). . Findings showed that there is a positive relationship between organizational culture and its components and with the tendency to organizational citizenship behavior of managers.
If the Department of Education engages its managers in decision-making and policy-making and plans for team building and development of managers' capabilities, and also managers are aware of the core values of the organization and are aware of And if there is internal integration and external adaptability in education and managers are aware of the mission and philosophy of existence, mission, goals and strategies, these cases will cause organizational citizenship behavior of education managers.
Also, if the senior managers of the education department have a positive relationship with the middle managers of their subdivisions, influence them and encourage them towards organizational goals, consider mutual respect, increase the motivation of their followers to work and differentiate. Individuals of their followers should pay attention to the tendency of organizational citizenship behavior in followers.

 The purpose of this study was to investigate the relationship between perceived support and perceived styles and attachment styles with fear of crime in the criminal society. The purpose of the descriptive-survey research method is applied. The statistical population of this study includes the delinquent women in Tehran province in year 98. The main instruments used in this study are the Tandogana and Ilhan Massage Fear Questionnaire (2016) and the Perceived Social Support Scale (MSPSS) of Zimmett et al. (1988) and the Hazen and Shaver Attachment Questionnaire (1). Data were analyzed using descriptive and inferential statistical tests including analysis of variance. Findings showed that there is a significant relationship between perceived social support and attachment styles and fear of crime (P <0.05) and between positive attachment variable and fear of crime positively and between secure attachment style Perceived social support (friends' support) was positively correlated with fear of crime (P <0.01). As a result, receiving support and feeling supportive or perceived support will be effective in reinforcing attachment and commitment to the norms of society, and ultimately reducing deviance and crime.

Cultural knowledge, like all value-creation assets, is tacit and more effective. The aim of this study was identify the components of humanities culture in Tehran city universities. To this end, different disciplines of the humanities: Law, Management, Education, Geography and Sociology were studied. The research method was qualitative and data were collected through semi-structured interviews. Using intensity sampling, subjects were selected for interview and interviews data were analyzed using thematic analysis. Based on the findings of this study, the cultural components of disciplines studying were categorized into 9 themes: Purpose of Education, Media of Education, Teaching Method, Evaluation Method, Research Method, Teacher-Student Relationships, Academic Ethics, Attitude to Students and Attitude to Students. These disciplines differ on two levels, intra-disciplinary and inter-disciplinary. The interdisciplinary level is influenced by external or meta discipline factors, university and society which are often overlooked in studies. Therefore, to improve these components is suggested that cultural change planning be on the agenda of educational policymakers.

Comprehensive Eco-schools is one of the education policies which has been implemented in line with global experiences and development of environmental protection. Its initial objectives are very acceptable and many activities have also been conducted in this field. The present study tries to examine the performance of the comprehensive Eco-schools.

This quantitative study has used descriptive survey methods. The statistical population of the study included all principals, vice-principals, teachers and relevant experts in Department of Education in Tehran. A random sampling method was also used. A researcher-made questionnaire was used to collect the required data.

The findings of this study showed that comprehensive Eco-schools have performed properly in five factors including education activities, healthy, elegant and standard atmosphere, electric energy consumption, electric energy consumption in cooling and heating facilities and raw materials consumption and recycling; however, they did not have a good performance in water consumption and transportation. Discussion and

The results clearly showed that essential and important activities have been conducted in regard to comprehensive Eco-schools, and it can be mentioned that these activities have been almost fruitful; however, full objectives of these schools need serious support from supportive institutions to cover all goals completely.

A sense of security is one of the most essential human needs, closely linked to the development and different dimensions of social welfare. Malevolence is one of the factors that can make a woman's sense of security more vulnerable. The purpose of this study was to investigate the effect of maladaptation and exaggeration on self-security of women and girls over 15 years old in Tehran. The research is applied in terms of purpose and quantitative and survey method. The statistical population includes women and girls over 15 years of age in Tehran city with 899 630 3 persons. Using Cochran formula, the sample size was 600 and the samples were selected in several stages. The researcher-made questionnaire was used as a data collection tool. Data were analyzed using descriptive and inferential statistical methods and structural equation modeling. Hijab with a standard path coefficient of 0.414 and exemplar with a standard path coefficient of 0.372 had a significant effect on personal insecurity. The study of the effect of independent variable on the dimensions of dependent variable showed that exaggeration and maladaptation affect the feeling of intellectual, physical, emotional and financial insecurity. Increasing maladaptation and exaggeration reduces women's sense of personal security. Therefore, it is expected that the responsible institutions in the field of education and culture in the country as well as the national media will deepen the chastity and hijab values ​​based on religious and religious principles with more effective and realistic plans.

The purpose of this research was to conceptualize the phenomenon of bullying from the perspective of the faculty members of Tehran's comprehensive universities. Using Charm's constructivists approach, this research was carried out in the interpretative paradigm with a qualitative approach based on the research method of the grounded theory. In-depth unstructured informants and interviews were used to collect data. The research informants were selected by purposeful sampling strategies with maximum diversity and theoretical sampling. The research informants included 32 faculty members (assistant professors, associate professors and professors) of comprehensive universities in Tehran. The data were analyzed in three stages: initial, focal and theoretical coding. The research findings showed that the phenomenon of bullying in Iran's higher education has verbal and social dimensions. This phenomenon has emerged due to organizational and individual circumstances and has led to reactions such as avoidance, confrontation and acceptance. These reactions have been affected by the response of authorities, the resilience of individuals in the context of academic structure and culture, and have led to occupational, personal, social and economic vulnerabilities. The root of this phenomenon can be traced back to family, education, and general culture of the society. One of the policy solution is to turn bullying into a macro socio-structural discourse, to pay attention to administrators as the most important barriers to occurrence and exposure to the phenomenon, and to launch an appeal mechanism with structural power.

The primary purpose of the study was to determine the factors affecting the environmental behavior of farmers cucumber production systems of Tehran, Iran. The research framework was developed based on the farm health model for assessing the environmental behaviors of farmers in conversation with the planned behavior model for exploring the factors influencing on their environmental behavior. A survey with a sample of 124 operators selected by clustering sampling was undertaken in Tehran province. Findings revealed that the growers of cucumber greenhouse implemented the measures of integrated soil, plant nutrient, and pest management. Stepwise regression analysis was used to determine the influence of exogenous factors, farm and farmer characteristics upon the environmental behavior of 124 cucumber growers. Analyses revealed that environmental behaviors were influenced by external factors (extension services) as well as the age, mechanization level, social participation; and the feasibility of technologies. However, impacts of farmer characteristics including attitude and economic condition on EB of cucumbers growers were significant respectively. Finally, consideration of these variables as determinant factors in a ‘targeted policy approach’ involving two suggestions is recommended to promote the environmental behavior of farmers.

The impact of psychological capital on knowledge sharing and the mediating role of percieved pschological safety is investigated in this study. The research method was a descriptive survey. The population included non-faculty employees of Sharif University of Technology. A sample of 234 individuals were selected. In order to collect data, three questionnaires were used, including Psychological Capital of Luthans et al.(2007), Percieved Psychological Safety of Edmondson(1999) and Knowledge Sharing of Hooff and Ridder(2004). Questionnaires validity was confirmed by using content validity and their reliability was calculated 0.78, 0.71 and 0.80 respectively using Cronbach's alpha. The results showed that psychological capital had a positive and significant impact on percieved psychological safety and knowledge sharing. In addition, the significant impact of psychological safety on knowledge sharing was confirmed. The results also indicated that percieved psychological safety mediates the impact of psychological capital on knowledge sharing. The Empirical model extracted from data analysis is largely consistent with the conceptual model.