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

This study was conducted with the aim of identifying the components of learning management in secondary schools. The research method was conducted with a qualitative approach and grounded theory method. The research sample for the semi-structured interviews was 12 active experts in the field of educational management to identify the indicators of the study management model in secondary schools, who were selected in a targeted manner. The validity of the qualitative part was of construct and convergent validity and was approved. Qualitative data analysis in this study was done with the foundational data analysis method and with three stages of coding. MAXQDA software was used for qualitative content analysis. From the analysis of the qualitative data of the research, in the open coding stage, the initial conceptual codes were obtained. The findings showed that the paradigms resulting from the qualitative data analysis of the foundation are: indicators of contextual categories: indicators of encouragement and persuasion to innovation, efforts to improve skills, improving teachers' responsibility, realistic education, exploratory education, problem-solving education and critical thinking education.

Distributed leadership is one of the most popular theories in school environments today. This theory has a great impact on the improvement and performance of schools, the effectiveness of teachers and, consequently, student outputs. Therefore, the main purpose of this study was to construct and validate a scale for the study of distributed leadership in secondary schools. The statistical population included all high school teachers in Kurdistan province. In the first stage, 377 people and 6 months later, 321 people were studied by random sampling from different regions. In the first stage, the data were analyzed using Exploratory factor analysis, using principal component analysis of direct ablation rotation with SPSS 23 software. In the second stage, the data were analyzed using confirmatory factor analysis and AMOS 23 software. The results of the present study showed that the questionnaire for the study of distributed leadership has a four-factor structure including: school improvement and teacher professional development, trust-based interaction, democracy, and comprehensive support, which are measured using 25 statements. This questionnaire was named "Distributed Leadership Scale of Secondary Schools".

The purpose of this research is to present a model for research empowerment of high school students in Hormozgan province. This research is classified in the mixed research group of sequential exploratory design

The research method in the qualitative part is content analysis. The potential contributors in the qualitative section included experts with research records related to the field of research empowerment. The research method in the quantitative part is descriptive-analytical. The statistical population in the quantitative section includes all secondary school students of Hormozgan province in the academic year 2019-1400, whose number is equal to 126,274 people. To determine the participants, in the qualitative part, a purposeful sampling method based on criteria was used, and after 20 interviews, the data reached theoretical saturation. To determine the sample size in the quantitative part, using stratified random sampling method based on Morgan's table, 265 first and 119 second high school students were selected. The data collection tool in the qualitative part was semi-structured interviews. The validity of the data was determined by using the techniques of reliability and transferability through researchers' self-review and data alignment, and reliability was determined by carefully directing the flow of information collection and researchers' alignment. Also, for more certainty, the method of agreement between two coders and the Kappa coefficient have been used. In the quantitative part, the data collection tool was a researcher-made questionnaire with 33 closed-ended items. To measure the validity of this questionnaire, using the item analysis method, the correlation coefficient between the items and the total score of the respective questionnaire was calculated

In this research, 5 main themes were identified: the spirit of research, inhibiting factors, improvement solutions, facilitators of research empowerment and effective factors of research empowerment.

Conclusions and suggestions: 

The existence of educational and research facilities and opportunities can facilitate the necessary conditions for increasing research empowerment. In this way, the existence of appropriate educational and research capacities and facilities promotes research empowerment through the possibility of creative thinking and motivation

Innovation and originality: 

identifying the inhibiting factors, ways of improvement, effective factors and facilitating factors and providing a model for research empowerment

The purpose of this study was to design a model of professional qualifications of art teachers in Fars province. The research method was mixed in terms of purpose, development and application and in terms of data collection. The statistical population of the qualitative part of the research consisted of professors, elites, art teachers and experts who were selected as a sample using purposive sampling method based on the principle of saturation of 20 people. The statistical population of the quantitative section included all middle and high school teachers in Fars province. Cochran's formula was used to determine the sample size. 316 people were selected as the sample, which was selected using a simple random sampling method. Semi-structured interview and researcher-made questionnaire (based on qualitative data analysis) were used to collect data. Based on the results of qualitative data analysis, the professional qualifications of art teachers were identified in 15 components, and these components were confirmed through construct validity (second-order factor analysis). The findings of the quantitative section also showed that the professional competencies of art teachers were at a desirable level and were higher than the hypothetical average of the research. LISREL 8.80 and SPSS 23 software were used for data analysis.

The current research was conducted with the aim of studying the role of spiritual leadership and managers' self-efficacy in the organizational agility of Andimeshk secondary schools. The research method is a descriptive-survey of the correlation type and the statistical population includes 218 first and second high school principals, 136 of whom were selected by multi-stage relative random sampling. The measurement tools were Fry's spiritual leadership, Sherer's self-efficacy and Sharifi and Zhang's organizational agility questionnaires. The statistical methods of T-test, Pearson's correlation coefficient and simultaneous multivariate regression were used. Data analysis using one-group t-test showed that the average of spiritual leadership, self-efficacy and organizational agility were above average (3) and in a favorable condition. The t-test of independent groups showed that there was no significant difference between male and female managers in spiritual leadership, self-efficacy and organizational agility. Pearson's correlation coefficient test showed that there was a positive and significant relationship between these three variables. Also, the results of simultaneous multivariate regression showed that 34.89% of organizational agility changes can be predicted through spiritual leadership and self-efficacy. In addition, the regression model showed that first the self-efficacy variable, then spiritual leadership can predict organizational agility. The results shows that leadership combined with spirituality along with the self-efficacy of managers in believing in their own abilities, skills and knowledge will provide the basis for improving and improving the school's organizational agility.

This synthesis research has aimed to identify the features of blended learning environments which support self-regulatory learning strategies in high school students. The statistical population was derived from five foreign databases, consisting of 128 articles from 2017 to 2020. The data obtained were integrated using Sandelowski & Barroso's meta-synthesis method (2005). STROBE Checklist was used to control the quality of the study, and 22 articles were identified and selected for the final analysis. As indicated by the results, first of all, the frameworks used in the studies describe blended learning environments from the point of view of motivational strategies and learning strategies, and based on such a description, a starting point is provided for future research in order to overcome designing problems regarding students' self-regulatory strategies in blended learning environments. Secondly, other studies and research will also benefit from this analytical approach for the description and support of self-regulatory learning in blended learning environments. The capability to describe blended learning environments in a systematic fashion opens doors for a series of practical interventions, this facilitating further studies in the self-regulatory field. This will help designers address learners' self-regulatory strategies with greater accuracy.

The aim of the present study was to investigate the relationship between ethical climate and organizational citizenship behavior with the mediating role of organizational justice among high school teachers in Tehran. included all teachers (382 people) of high school teachers in Tehran were selected by Multi-stage cluster sampling method. For data collection were used the three Questionnaire of Ethical Climate (Victor& Collen, 2006), Lee & Allen (2004 Organizational citizenship behavior, and organizational justice (Moorman and Niehoff, 2001). Data analysis was done by using structural equation modeling in AMOS And Spss-22  software. The results showed that there is a positive and significant correlation (0.56) between the ethical atmosphere of the organization and the citizenship behavior of teachers. Organizational justice also has an influential role (0.25) in relation to the moral climate and organizational citizenship behavior of teachers. The more positive and meaningful the ethical climate in schools, the better organizational justice will be and the better and more effective citizenship behavior teachers will have. In general, it can be concluded that considering the direct and positive effect of ethical atmosphere on organizational citizenship behavior, it is necessary for school principals to take effective measures to create a favorable ethical atmosphere in schools to improve and enhance teachers' citizenship behavior.

This study has been done in the category of applied research with qualitative paradigm by thematic analysis through an inductive approach.From reliable first-hand documents and resources in terms and keywords of this inquiry in thriving countries,45 cases were selected by purposive sampling.The data collection tool was manual and computer notes(MAXQDA,2020).The network of themes extracted in the findings indicates a conceptual model with five broad themes(curriculum competencies,educational strategies,student,teacher and challenges and opportunities)and a practical model with five broad themes(School's curriculum,educational activities,operational activities,student activities,and teaching activities).The study shows that in prosperous countries like Finland and Sweden,students' start-ups have been started for many years and are going on regularly and desirably.Since this type of activity has been neglected in Iranian curricula,it is suggested that the curriculum of start-ups in the second year of high school be designed & implemented based on the criteria an indicatores provided in the models of this research.

The purpose of this research was to present and validate the model of improving the structure of secondary schools using a mixed method. This study was conducted using a mixed method (exploratory design). The research method was in the qualitative part of the foundation's data theory and in the quantitative part of the survey. Qualitative data was obtained through semi-structured interviews with 12 people (purposive sample) from managers, teachers and professors in the field of educational management. With the subject of the research, a semi-structured interview was used. Validity and reliability criteria were used to validate the data. The validity of the interview was confirmed using the four criteria of Gaba and Lincoln (1994) and the reliability of the questionnaire was confirmed using the Cronbach's test. To analyze the qualitative data, open coding, axial coding and selective coding were used to select and determine the category of the central phenomenon. A researcher-made questionnaire (based on qualitative findings) was used to collect quantitative data. In the quantitative part, the statistical population was all principals of schools in Karaj city in the number of 1900 people in the academic year 2017-2018. Using Morgan's sample selection table, a sample of 320 school principals were selected by available sampling method. Professors were used and most experts confirmed its validity, and to verify the reliability of the questionnaire, the method of conducting a pilot test and calculating Cronbach's alpha with SPSS software was used; Based on this, Cronbach's alpha was calculated as 0.803, which shows the reliability of the researcher-made questionnaire. The researcher-made questionnaire included questions that refer to the concepts classified in the qualitative section. In the qualitative analysis of the secondary school structure improvement model, the causal conditions components of the secondary school structure improvement model included individual capabilities and organizational conditions, and the intervening factors included the three categories of political system, power relations, and belief system, and the background condition components included organizational culture and organizational atmosphere. The strategy or strategies of presenting the model for improving the structure of secondary schools included two strategies of planning and transformation and development. Among the consequences of the presented model, we can point out the benefits of a dynamic and capable structure as well as an effective and efficient leadership style. The results of this research showed that the desired structure in schools helps in the effectiveness and quality of educational processes and facilitates administrative and cultural affairs and enables schools to adapt to environmental changes and intervening factors within the organization. It also removes the obstacles and problems caused by defective structures and in this way improves efficiency, effectiveness and productivity in schools.

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.

One of the areas that needs justice is the educational system. Justice; It is the most basic moral and social value in the Islamic system and is a kind of factor for the survival of society. For example, from the point of view of classical liberals and contemporary libertarians, freedom constitutes the fundamental value and the central axis of a desirable society. On the other hand, in the socialist view, the element of equality, and especially the issue of need, is usually a fundamental value.Analysis of research data was performed at both descriptive and inferential levels. At the descriptive level, indicators such as mean, standard deviation, cross tables and frequency distribution diagrams were used. In the inferential statistics section, a one-sample t-test was used to compare the means in the grouped variables. Kolmogorov-Smirnov and Shapiro-Wilk tests were also used to evaluate the normality of the research variables. The results of one-sample t-test based on the opinion of teachers and principals of first and second secondary schools in Kurdistan province showed; Schools in Kurdistan Province benefit "to some extent" from new intelligent technologies in formal education (15.82). Physical, educational and training spaces have been "to a large extent" adapted to the special needs and gender differences of students in Kurdistan Province (22/13)., the amount of compensation for services and welfare of teachers in first and second secondary schools (5/9) and diversification of learning environments in the process of formal education of first and second secondary schools in Kurdistan province (5/749)

From the perspective of environmental psychology, educational spaces are considered behavioral camps. Among the various components of this behavioral camp, classrooms can influence children's behavioral characteristics more than other spaces. Thus, from the classroom benches and how they are arranged in the space to the choice of classroom light and color, all have a special place in the interior architecture of learning environments (Kamelnia, 2010). Educational spaces are spaces that are used by students during the academic year for the teaching and learning process with the description of specific courses under the guidance and guidance of students with appropriate facilities and equipment and include theoretical, experimental and general classes. Theoretical class refers to a closed space used by a group of peers for the teaching and learning process through reading, writing and repetition under the guidance of a teacher with appropriate facilities and equipment. Experimental class refers to a closed space in which a group of students are guided by the teacher every year for the process of teaching and learning by doing practical work that is the basis of activities based on research and objective and experimental observation. General classroom refers to the educational space and package that the teaching and learning process does not require practical work and the curriculum is provided by the teacher to the students (Organization of the renovation, development and equipping of schools, 2013). Unfortunately, most of the educational spaces in the country's schools do not have the necessary compatibility with the psychological characteristics of children and adolescents, and in this regard, they can affect their social and behavioral performance, as well as their attitudes and perceptions towards education. The rules and standards for the design of educational spaces in all courses have been prepared by the Organization for Renovation, Development and Equipping of Schools and have been approved by the Vice President for Planning, and are currently the only reference available to architects and designers of educational spaces. ‌ (Tabaeian, 2011). If the school environment responds positively to the psychological and physical needs of students, users' focus on learning will increase and they will achieve the desired performance. Otherwise, improper design of the environment will cause dissatisfaction, fatigue and distraction of users. Unfortunately, many existing school buildings are not in good condition. This disadvantage includes old buildings with poor condition or new buildings that have not been built according to the correct principles of architecture (Tahertoloudel & Aminifar, 2016). The purpose of this study was to determine the difference between the views of students in public and non-governmental secondary schools with educational environment standards in Karaj. The research method is applied to the purpose and the method of data collection is descriptive-surveying. The statistical population includes 23192 secondary school students in secondary school in Karaj, selected by Multistage cluster sampling from 4 educational districts and 384 students were selected. The research tool was a researcher-made checklist for evaluating educational space and a researcher-made questionnaire for educational space adjusted to the standards of the School Renovation Organization . The educational environment includes dimensions, layout, light, color, location and temperature. Content validity was used to assess the validity and Cronbach's alpha coefficient was used to determine the reliability of the questionnaire. The coefficient of reliability obtained for the survey scale is 0.910. According to the results of the checklist in the school environment, the standards for the desk and bench, classroom dimensions and the level of sound penetration into the classroom are not well considered. The color components of the desk and the bench are standard in all schools. Therefore, in these cases more attention has been paid to the required standards. The number of students in the class, the type of class arrangement, the coloring and the heating and cooling equipment are in most cases non-standard. The type of classroom, the number of class windows, the amount of natural light, the amount of light entering, the temperature, and the adjacent places are in most cases consistent with the standards of the teaching space. According to the students' opinions, the questionnaire of the type of table and bench survey and heating and cooling equipment is in most cases non-standard. The size of the classroom, the distance to the first row, the size of the classroom, the number of class windows and their dimensions, the amount of natural light, the amount of artificial light, and the amount of light entering are in most cases consistent with the standards of the teaching space. Therefore, in terms of the type of desks, benches, heating and cooling equipment, the non-standard and the number of windows in the classroom, the amount of natural light and the amount of light entering, are in accordance with the standards of the school renovation organization. In cases involving classroom temperature, window dimensions, adjacent locations, class layout and board type, students' opinions did not differ significantly from educational space standards, but with regard to number of students, board size, distance to first row, distance between rows, class coloring , Dimensions of the window, classroom temperature, and heating and cooling The students' views are independent of the educational space standards.According to the results it is better to pay more attention to the students' opinions in developing school education standards.This shows that less attention has been paid to the opinions of students in the development of standards. International standards in the field of educational space as one of the important sources for document preparation for the School Renovation Organization, a significant number of indicators do not correspond to the social, cultural, indigenous and climatic conditions of our country and this issue is reflected in students' opinions. Therefore, in preparing the standards of educational space by the Organization for Renovation, Development and Equipping of Schools, in addition to international standards, special attention should be paid to the culture of the country, religious issues, climatic conditions and students' opinions. New standards can be developed based on a holistic and realistic view that is more in line with the conditions and requirements of the country, which ultimately leads to the effectiveness of teachers and all education officials to improve the quality of education and improve the educational and behavioral performance of students.

Utilization of strategies that Synergistic school / parent involvement in order to achieve formal and informal goals and programs considered as essential requirements in every educational system. This study identification the present Parent Involvement Strategies in middle schools Base on Epstein’s Framework of Six Types of Involvement. To collect needed data, we applied structured interview and research data was gathering and reported from 16 parent, teachers and principal in three schools in Tehran 6th district. For truth worth to this study, we uses of Member checking, ‌ External audit, Triangulation and Prolonged Engagement methods. Based on results, selected schools reportage present Parent Involvement Strategies Based on Epstein’s Framework of Six Types of Involvement, including; Use of Technology and Family training Program (parenting), School Website , Telegram Channel , SMS , Educational Calendar and Invitation (communication), Participation in national, religious festivals (volunteering), Extracurricular Activities and Student Planning Office (learning at home) and Central association and Grade association (decision – making). As, selected schools have not reported any strategy in collaborate with community. However, because valuable of cooperation with community in order to realization of life school, it should be acknowledged that this is a missing link in our country's education system. Those, schools with aware of unparalleled such strategies and plans among different schools, can uses from the experiences of selected schools in attracting school / parent involvement.

The main objective of this research is "providing talent management model for high school principals in Shiraz". This research is applied in terms of purpose and in terms of data collection method, it is a survey type. The survey population included 188 schools and 1110 people Director and Vice-Presidents. The sample size was determined through the Morgan table of 290 people. Using a simple random sampling method (taking into account the fact that at least one manager is elected for each school, as an example), the sample was selected. In this research, a 39-item researcher-made questionnaire was used. The validity of the research tool was confirmed through the validity of the instruments. The research tool was also obtained through the Cronbach's alpha of 0.899. The results of the implementation of the structural test and the final model of talent management in Shiraz schools indicate that the path coefficients of the attraction component have the highest path coefficient and in the second place the component of the promotion of talent and in the third place of evaluation and discovery of talent and in the fourth place It is also a component of retaining talent and ultimately in the fifth place of education component.

The aim of this study was to examine the restrictions of parental involvement in secondary schools. The research approach was qualitative and phenomenological. The instrument for data collection was a semi-structured interview and research data was gathered  from 6 parent, 5 teachers, 3 principal and 4 students in three schools in Tehran 6th district. The content of the living experiences of those groups was analyzed according to Colaizzi pattern. The research results showed the restrictions of parental involvement in 3 Emergent Theme and 7 Theme Clusters including, school related factors  such as, Lack of Teacher and principals Preparation, Teachers Preconceptions about Parental Culpability, Home-School Scheduling Conflicts and Cultural difference between school / home. As parent related factors such as, Socio-economic condition and Lack of parental understanding of the value of their role, and finally, adolescent related factor such as, vagueness as to the role of parent involvement during adolescent years.

The purpose of this study was to identify the factors and characteristics of professional high school principals in Tehran based on religious teachings. The research method was mixed and according to interviews with experts. The sample consisted of 16 experts who were selected by purposeful sampling and snowball sampling and semi-structured interviews were used to collect data. In this study, factors and indices were identified based on theoretical and research literature and experts rated them on a 5-point Likert scale for importance and also raised questions in response to open-ended questions. Data were analyzed using mean, standard deviation and one-sample t-test and the results of open-ended question were analyzed with MAXQDA software. Based on the findings of this study, 7 factors and 66 indicators were identified from the viewpoint of experts and experts on factors affecting the professional ethics of school principals. These factors are: 1. Individual factor 2. Social factor 3. Ethical factor 4. Technical-specialized factor 5. Research factor 6. Economic Factor. Legal Fact.

With attention to importance of environmental problems, the main objective of the present study was to assess the environmental literacy of secondary students and problems of environmental education from the viewpoint of teachers. The statistical population this study consisted of all high school students in Lenjan in Isfahan province in the academic year of 1365-96 (8920) and 615 high school teachers. The sample size was determined using the Cochran formula. The sample size of the students was 1067 and the sample size of teachers was 147. A multistage cluster method was used for sampling. Data were collected by two researcher-made questionnaires. The results and findings of this research showed that high school students in affective domain have required environmental literacy, but in cognitive and performance domains they have not required knowledge and skill. In addition, this study showed that the most important practical problems of the environmental education were the lack of facilities, instructional time, and the lack of communication and interaction of schools with external environmental centers. Obviously, the proper performance of the educational system in the environmental education curriculum requires that these problems and challenges be resolved.

The current conditions of society and the importance of a knowledge-based society have led schools, students and families to seek a more comprehensive and comprehensive education. Therefore, educational systems have been subject to judgment and accountability more than before. Dynamic learning system needs to be evaluated to deal with any changes and enhancements in quality, and continuous improvement of the quality of education requires the establishment of a sub-system of evaluation and quality assurance, and the use of scientific methods in this regard. In the last few decades, the transformation of this branch of education has been such that, according to King and Alkin (2018), educational evaluation is "investing in people and progress." One of the programs to evaluate and assure the quality of educational systems is to use the "accreditation system"; Because accreditation is a quality assurance tool that ensures a consistent improvement in the quality and durability of the provided training, it is based on the assumption that in order to achieve quality assurance, it is necessary to continuously and accurately evaluate, measure, review and review Programs and educational institutions. Considering the obvious evidence of poor quality of schools in students' overall guidance and growth, the growing decline in education budget and low level of knowledge and skills of graduates, paying attention to productivity and reducing costs and increasing the quality is essential. As a result, schools need to have a precise and transparent tool for accreditation their effective organizational activities in the education landscape in order to become institutionalized. The researches carried out in the field of accreditation have not provided a comparative model for accrediting theoretical schools, which includes all aspects of the school as a social system so that it can accredit the schools. Given the importance of the issue, the design of the School accreditation Model is inevitable. The purpose of this study was to design an accreditation model for teaching quality assurance in the theoretical secondary schools using a qualitative content analysis method with inductive approach. The participants in the research consisted of four groups of education experts, experts in accreditation, officials in education and training, and documents. In order to select the sample, a targeted sampling method was used. Sampling continued to the extent that the researcher reached a theoretical saturation using a semi-structured interview with 35 sample members. The research tool was a semi-structured interview and document analysis. The content validity of the interview was obtained from the viewpoint of the education specialists and To validate, data was coded, named, categorized and analyzed for coding and validation of the findings was confirmed by interviewers using three methods, Triangulation and peer review. The results show that the accreditation model of the secondary schools has the following seven factors (Organizational structure, physical structure, teacher individual factors (administrative and educational staff), Individual factors are students, political factors, cultural factors and technical core of teaching and learning). The core of teaching and learning in the proposed model has 10 criteria. Other activities are secondary to the mission of teaching and learning, This process shapes the many managerial decisions that must be taken in schools. The technical core of teaching and learning directly influences the other factors of the proposed accreditation model and also influences them. In the model presented in the present study, the existence of an efficient and effective organizational structure including the bureaucratic expectations of demands and formal requirements that the organization determines is emphasized. Individuals are also the main element in all social systems (the school has both a structural dimension and a subsequent individual). Teachers, administrative and educational staff, and students with their own individual needs, goals and beliefs, and create personal orientations and rational understanding of their roles. Two important and influential factors in the accreditation of schools and emphasized in the model presented in this study are cultural factor and political factor. In this model, culture is beyond the formal and individual aspects of organizational life, and deals with common meanings and unwritten rules that guide organizational behaviour. Based on this model, attention should be paid to the symbolic nature of social interactions in schools, and what happens in schools should be interpreted in the context of school culture. Schools are also susceptible to political activity due to their loose structure. Therefore, it is necessary to consider the political factors in designing a accreditation model. as a result, by identifying 60 criteria and 266 indicators in line with the characteristics of the secondary schools for the above seven factors, the suggested model for accrediting secondary schools was introduced. The proposed model illustrates the fact that the secondary schools are a complex and multi-dimensional theoretical concept that if considered with seven factors mentioned, such as an open social system, the more the coordination between the seven factors, the more effective and credible the system Is. School outcomes are a function of teaching and learning interaction, structure, individuals, culture, and policies that are limited by the forces of the environment. This is a new, academic, and a small move in the direction of increasing the productive and productive vision of the credibility of the education system of the country. Therefore, the results can be used both at the micro level and at the macro level. The present study was confronted with limitations that one of them is the extent and focus of education in the country. Although the participants included education experts, managers of various education levels, and experts in accrediting and assuring quality in the national context, the model might have been designed for large, high schools and first-class schools in big cities. As a result, its generalization should be done with caution to other theoretical secondary schools, and especially rural and remote small schools with their own specific constraints. The lack of related studies and researches based on similar methodology in the field of study and difficult access for participants in the research were also the limitations of the researcher and the difficulties of this research. 

The purpose of present research was to investigate the relationship between principals' reflective leadership with teachers' self-efficacy. The research method was descriptive – correlational. The population consisted of the whole high schools’ teachers nearly 2165 people in the academic year of 1395-96. 327 teachers were selected as a sample using Krejcie and Morgan table through proportionate Stratified random sampling method. The tools used in this research were researcher-made Reflective Leadership Questionnaire based on Castelli’s (2012, 2016) integrated model of RL and the Teachers’ Efficacy Questionnaire (Tschannen-Moran & Woolfolk Hoy,2001). Their face and content validity was confirmed by experts. The instruments’ reliability coefficients were estimated 0/96 and 0/92 respectively. The data, at the descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics level (Pearson correlation coefficient, regression analysis, t-Test, ANOVA and Tukey Test) were analyzed by SPSS 23. The findings showed a positive and significant relationship between principals' reflective leadership and teachers' self-efficacy (r = 0.81, p≤0.05). Moreover 77 percent of teaching strategies, 28 percent of classroom management and 71 percent of student engagement were predicted by principals' reflective leadership. And finally, education and work experience on principals' reflective leadership and teachers' self-efficacy were significant. The principals' reflective leadership can raise the teachers’ self-efficacy belief through the knowledge and experience connection.

The present study was titled "Pathology of Factors Affecting the Education of Citizenship Competencies of High School Students" with the aim of inventing and extracting threats and identifying the weaknesses associated with citizenship education in schools. This research is descriptive and qualitative. In this research, the data from the interview were analyzed using content analysis technique. In this technique, raw data derived from speech messages based on inference, meaning, and categorization. The participants were selected through targeted sampling among education specialists in the two areas of higher education and education, and until data saturation was achieved. This study was conducted with the participation of 15 experts. Choosing contributors with the widest variety has increased the credibility of the data. Injuries identified in six main groups, including barriers due to the policy framework, the system failure, school failure, inefficient classroom management, poor school culture, and the principle of this principle in schools-reproduction in a faulty loop - (from the same jug that is in it)Key words: injuries, education, citizenship, secondary schools