جستجوی مقالات مرتبط با کلیدواژه « professional development » در نشریات گروه « مدیریت »

The purpose of this research is to identify the indicators and components of professional development of English language teachers. The approach of the current research is qualitative and its method is research synthesis. The research community is all the articles (124 articles) that have been presented from 2011 to 2023 about the professional development of English language teachers. The sample of the research is 30 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied articles. By analyzing the data, the dimensions of teachers' professional development in 5 dimensions, 19 factors and 73 categories including personal dimension (moral characteristics, motivation and interest, self-direction, communication skills, lifelong learning skills) and metacognitive skills); Pedagogical dimension (participatory learning, project-oriented, use of hybrid approach, coaching and mentoring), specialized content knowledge dimension (content-educational knowledge, content-thematic knowledge, content-technological knowledge) and program factors dimension (needs assessment, knowledge management, provision of multiple resources, characteristics of professional development programs) and the evaluative dimension of the process (including indicators such as comprehensiveness in evaluation and providing feedback and corrective tasks) were classified.

The educational system is the basis for intellectual growth and development and the basis for the maturity and realization of human capacities, and education managers must be professionally developed to carry out this mission successfully, because a large part of the complexity and sensitivity of the educational system. It refers to the behavior of managers and the success of the organization in achieving organizational goals and missions depends on the existence of competent and competent managers; Therefore, the present study was designed to develop a model for the professional development of education managers. To conduct the research, a qualitative approach with grand theory method was used. The study population was all experts, professors and senior managers in the field of human resources in education who were interviewed using purposive sampling with 21 experts. The research tool was a semi-structured interview. Open, axial and selective coding methods were used to analyze the qualitative findings. The results showed that "Development of cognitive-leadership-management skills and development of professional ethics" as key categories, "Professional development planning, organizational talent, educational and learning opportunities and self-development "As causal conditions", "networking, guidance, facilities and resources and career path management" as strategies, categories of "organizational values and culture, group of managers and working conditions" as a platform, "organizational factors, Learning-Improvement-Development Atmosphere and Barriers and Involvement of Managers were introduced as intervening conditions and succession can have consequences for individual and organizational development in education and positive extra-organizational effects for society.

The purpose of the present study was to analyze the status of teaching and research educational programs in the professional development of student teachers at Farhangian University.

A mixed research method (qualitative-quantitative) was used. The statistical sample of the quantitative part included 300 people (150 women and 150 men) from new teachers and student teachers of teacher training centers in Tehran, who were selected in the academic year of 1402-1401 by purposive sampling method. Semi-structured interviews were used to collect data in the qualitative part. In order to answer the interview questions, the technique of content analysis was used. For data analysis, Friedman's test was used to compare the average ranks and analysis of variance was used to check the difference in averages.

The situation of teaching and research in Farhangian University is not in a favorable condition. The most important factors affecting the quality of research teaching are: individual factors, social factors, economic factors, organizational factors and educational factors. The most important obstacles to the implementation of research teaching were: lack of sufficient knowledge and awareness of student teachers and new teachers, lack of proper financial support from education and training, lack of provision of proper counseling services from education and training, financial problems of learners, psychological and family problems Learners, academic problems of learners, lack of impact of research in teaching for teachers and lack of sufficient facilities and equipment.

Based on the importance and effectiveness of the implementation of research teaching on the quality of the teaching-learning process, it is necessary for the educational system to provide more infrastructure and hold higher quality skill-building courses and motivate and encourage more teachers who use this method. They use to pay attention.

The present study aimed to identify the needs of senior managers in the Iranian telecommunications industry. For this purpose, the mixed research method was used. In this way, in the qualitative part of the research and in order to be aware of the activities of senior managers, semi-structured interviews were conducted with 17 experts, using the coding method, five main activities (leadership, strategic orientation), Future studies, organizational architecture and planning, organization and supervision) and thirty-five sub-activities were identified. In the quantitative part of the research and based on the findings of the qualitative part, a researcher-made questionnaire was designed to identify the needs of senior managers and was performed on a sample of 172 managers who were selected by non-probability sampling method. In order to ensure the validity of the questionnaire, while using the research literature and compiling indicators based on the findings of other researchers and interviewing experts, experts were asked to comment on the content of the questionnaire. Chronbach’s alpha coefficient was used to assess the validity of the questionnaire and its reliability was calculated to be 0.91, which indicated the validity of the questionnaire. The identified needs were analyzed using SPSS 24 software. To identify the appropriate method to meet the identified needs, oneway chi-square test was used. Based on the analysis of the obtained data, all identified methods have been approved to meet the needs of senior managers.

The aim of the present study was to investigate the perceptions and lived experiences of school principals regarding professional development. This research was a qualitative phenomenological study. The participants in the current research Participants included school principals of Mashhad and authorities’ involved in the professional development of school principals (including: experts, planners, designers, and instructors) in Mashhad and Tehran education departments. Using the "purposive sampling" method, 25 people including 20 school principals and 5 Authorities’ were selected. Semi-structured interview method was used to collect data. In the present study, Lincoln and Goba's reliability model was used for validation. The results show that the methods of professional development of school principals are divided into two categories: formal and informal. The purpose and motivation of school principals to participate in professional development activities / programs were to: Improvement and upgrading of essential knowledge and skills; External / social acceptance; and Certificates and material rewards. Furthermore, the content of professional development programs was divided into two categories: general and specialized content. The consequences for the professional development of school principals were: informing; Synergy and cooperation; Mental flip; Practical pattern; the use of evaluation results

The authors of the article aim to identify and explain the components of soft educational skills in the professional development of faculty members of the Islamic University.

The research was qualitative and content analysis method in which the components were identified and extracted inductively. Participants in the study were faculty members of Islamic Azad Universities and Culturalists of Bushehr who were selected based on purposive sampling and theoretical saturation approach. The research tool was a semi-structured interview in which the network of topics was finally coded and plotted using the Atriad-Sterling method. The validity of the study was confirmed by the judges using the auditing technique. To calculate the reliability, the data were coded in two steps, which was obtained using the Holstay method of 94%.

After coding and data analysis, 144 basic themes, 14 organizing themes and 5 comprehensive themes were extracted, which include; "Leadership skills", "Personal development skills", "Entrepreneurship skills", "Professional ethics skills" and "Communication skills".

Identifying and applying soft skills as the skills of the 21st century in the higher education system is of great importance for scientific authority and authority.

The purpose of this study was identifying factors affecting the professional development of school principal’s futures study approach. This research, based on the purpose, following the applied research and based on the nature of the research, is an explanation that has done by the combined method and sequential explanatory design. In this study using purposive sampling method (18 people) and were studied The views and perspectives of the managers of the education staff of South Khorasan province in relation to the factors affecting the future professional development of school managers. Then, for the confirmation of the dimensions specified in the research, a researcher-made questionnaire was distributed among 201 principals and deputies of secondary schools in South Khorasan province. The validity of the measurement tool has confirmed in the qualitative part using the coders' agreement method and in the quantitative part through convergent and divergent validity. In addition, the reliability of the researcher-made questionnaire has evaluated based on three criteria: factor load coefficients, Cronbach's alpha (0.81) and combined reliability (0.87) using PLS software. To test the research questions, MAXQDA10 software and PLS3 software were used. The results of the qualitative part of the research showed 39 basic themes, 6 organizing themes and 3 comprehensive themes. The results of the quantitative part of the research showed that the factors affecting the professional development of schools in the future could be classified form of three dimensions (individual, organizational and environmental) and 6 components (managerial, communication, behavioral, psychological, religious, environmental and contextual factors) and 39 indicators. The most important dimension came out to be organizational, which has a more effective role in explaining the professional development of secondary education managers in South Khorasan province. Therefore; based on the findings of this study, in order to planning for improving professional development of managers in the future, the first step; must consider the organizational components

Universities and higher education institutions need more capable professors than ever before to face the threats and challenges of the modern world. The aim of this study was to review the studies conducted to identify the components of professional development of professors at Farhangian University. 

The research method was qualitative and of the synthesis type. The research population included all sources related to the professional development of university professors during the years 2000 to 2020 in Eric, Science Direct, Google Scholar, Scopus and Sage databases and three Iranian databases of Sid, Migiran and Civilika, which are among 3152 written sources after evaluation. The quality of the initial studies was identified using the evaluation checklist of Carlson et al. (2007). 60 suitable sources were identified and examined based on the seven-step steps of Sandlowski and Barroso (2007). The main category was categorized. In order to control the extracted concepts, the kappa index with a value of (0.718 and significance of 0.000) was used, indicating that the extracted codes have good reliability.

Identified components including educational development; Research development; Service development; Individual development; organizational development; Institutional factors; Managerial factors; Individual and social factors. 

The results of this study provided valuable information for the planners of Farhangian University to adopt principled policies to improve the quality of professional development programs for professors with new approaches.

This article proposes to design a model of faculty members' lived experience of professional development (PD) of faculty members based on soft teaching skills in universities. This research has described, explained and interpreted the lived experiences of professors from the development of professions based on soft skills with a phenomenological approach. The statistical population of the study was 18 faculty members of Islamic Azad universities in Bushehr province who were selected by purposive sampling method and theoretical saturation approach. The data collection tool was a semi-structured in-depth interview that was conducted in person and by telephone. Data were analyzed by thematic coding method using Klaizi seven-step method. After coding the interviews, 120 initial codes were obtained, which after classifying 79 subcategories, 12 sub-categories and 4 general categories, including: Leadership skills, Individual and organizational development skills, Creativity and problem-solving skills, Skills Communication was obtained. Finally, according to the obtained concepts, a model for the development of professions based on soft educational skills of faculty members based on their lived experiences was presented. The results showed the widespread impact of soft educational skills as 21st century skills on the professional development of faculty members.

The present study is a qualitative research with a phenomenological approach that has been conducted to identify the dimensions and components of professional development of elementary school principals. The statistical population of the study was the principals of public elementary schools in Tehran in the year of 2019. In two stages of sampling, samples were selected by quota and then purposive sampling methods. Semi-structured interviews were used to collect data. The interview continued until the process of exploration and data collection reached a theoretical saturation point after interviewing 14 people. The data were analyzed using content analysis method and open axial and selective coding steps. Two methods of verifying the interviewees and verifying an external expert were used to control the validity. To determine the reliability, two methods of reviewing the writings and also the method of recoding were used. The agreement in the coding homogeneity was calculated and the agreement coefficient was 86%. Findings showed that professional development for elementary school principals has 4 dimensions of knowledge, skills, attitude and ability and 9 components includes general management knowledge, specialized management knowledge, interactive skills, resource management skills, professional skills, personal desires, managerial attitude, physical and mental ability, and intellectual ability ,21 sub-components and 87 indicators.

The aim of this study was to identify and analyze the factors affecting the professional development programs of managers in Iran's telecommunications industry. For this purpose, the exploratory mixed research method was used. In order to identify the influencing factors, semi-structured interviews were conducted with 17 experts who potentially had the most information about the maturity of managers, and by analyzing the information by coding method, Achieved in the form of six factors: "Fit needs to business plans, aligning plans with industry strategies, converging plans with the needs of senior managers, using new methods, managing the learning process and validating plans" And 27 sub-factors were identified.In the quantitative part of the research made questionnaire was designed and performed on a sample of 56 senior managers of the telecommunications industry who were selected using the non-probability sampling method. The content validity of the questionnaire was confirmed by four experts and the reliability of the questionnaire was calculated by Cronbach's alpha with a coefficient of / 876. Indicates the coherence of the questions and the significant lack of dispersion of the questions. SPSS24 software and exploratory factor analysis method were used to analyze the data obtained from the questionnaires. The results of the present study showed that the variables in the identified factors constitute about 92% of the changes related to the factors affecting the professional development programs of senior managers of Iran's telecommunications industry, which indicates a high impact. They are in the design, development and implementation of programs.

members of Islamic Azad University. It was a qualitative research conducted by the content analysis method. In the library section of upstream documents and key documents of higher education and in the field section, the This research identifies the dimensions and components of a professional development model for the faculty participants of this research were faculty members, managers and officials of different units of Islamic Azad University. We selected the individuals by the purposive sampling method and criterion-based technique; they must have at least fifteen years of teaching, research and management experience in different educational courses. Sampling occurs with the participation of 22 experts. The data collection tool included two sections: reviewing upstream documents and higher education documents in the library section and semi-structured interviews in the field section. The semi-structured interviews with participants continued until the theoretical saturation stage. We interpreted data based on content analysis. As for validation of the data, we used the methods of reviewing and taking position by the researcher, feedback to participants and alignment with theoretical foundations and previous researches. The opinions of the steering committee members guaranteed the reliability of the findings. Findings showed that the professional development model of faculty members includes 29 components and 6 (educational, research, executive, cultural, ethical and service) dimensions.

The present study is a qualitative research with a phenomenological approach that has been conducted to identify the dimensions and components of professional development of primary school principals and to develop its framework. The statistical population of the study was the principals of public primary schools in Tehran in the academic year of 2019-2020. In two stages of sampling, samples were selected by quota and then purposive sampling methods. Semi-structured interviews were used to collect data. The interview continued until the data exploration and data collection process reached a theoretical saturation point after interviewing 14 people. Data were analyzed by open and axial coding steps. Two methods of verifying the interviewees and verifying an external expert were used to control the validity. Two methods of verifying the interviewees and verifying an external expert were used to control the validity. To determine the reliability, two methods of reviewing the writings and also the method of recoding were used. The agreement was calculated in the coding homogeneity and the agreement coefficient was 86%. Findings showed that the professional development framework for primary school principals has 3 dimensions, 14 components with 117 indicators Which includes : the content dimension of professional development (with components of general management knowledge, specialized management knowledge, interactive skills, resource management skills, professional skills, personal inclinations, managerial attitude, physical and mental ability and intellectual ability), the dimension of professional development process (with the components of self-development actions and developer relations) and the dimension of organizational requirements (with the components of knowledge acquisition and acquisition of skills, modification of selection and appointment methods of managers, improvement of organizational structure and processes).

Professional development is one of the most important issues in the field of human resource management, which results in the emergence of a level of professional competence in employees.The purpose of this study is to provide a model for the professional development of education managers.

This research is of applied type and from the methodological point of view, qualitative research and data foundation technique has been used to achieve the model.The research community consisted of education experts and managers. Purposeful sampling was performed. Therefore, 15 semi-structured in-depth interviews were interviewed to achieve convergence of answers. Open, axial and selective coding systems were used to analyze the data.

In this study, 16 subcategories and 44 subcategories (causal factors 8 categories, central phenomenon 7 categories, contextual factors 9 categories, intervention factors 8 categories, strategies 6 categories and consequences 6 categories) have been extracted.

Managers can be divided into two central categories: general competencies and competencies of managers, contextual conditions, three issues of community culture, environmental conditions and communities; Causal conditions in three general categories of tasks and missions of education, the nature and complexity of managers' jobs and job diversity; Strategies in both individual and organizational areas including maturity, managers, training of managers, modeling and criteria for development, selection and monitoring and evaluation, as well as the consequences in the three parts of education, individual and social attention.

The purpose of this study is to investigate the mediating role of psychological capital in the relationship between organizational voice and professional development of employees. The statistical population of this study consisted of 340 employees of Mohaghegh Ardabili University. Due to the use of structural equation modeling, the census method was used instead of sampling, and finally 323 questionnaires were analyzed. Data collection tools included the Hams Organizational Voice Questionnaire, Nova Professional Development, and Lutans Psychological Capital, which were analyzed using SPSS and Amos softwares. The validity of the research questionnaires was confirmed using factor analysis, convergent validity and divergent validity and the reliability of the questionnaires was confirmed using factor load factor, composite reliability and Cronbach's alpha. The results showed that the organizational voice has a positive and significant effect on the professional development of employees and psychological capital. The positive and significant effect of psychological capital on the professional development of employees was also confirmed. Finally, using the Sobel test, the mediating role of psychological capital in the relationship between organizational voice and professional development of employees was confirmed; As it can be said, the relationship between the two variables of organizational voice and career development of employees is intensified by the variable of psychological capital, and if psychological capital increases, this effect is stronger, and if psychological capital weakens, this relationship will also weaken.

The purpose of this study was to determine and prioritize organizational factors affecting the professional development of faculty members. The research method is exploratory in terms of purpose of data collection and in terms of data collection. In the qualitative section, 34 internal and external researches were identified and evaluated using cross-sectional method to determine the organizational factors influencing professional development. Then, to determine the importance of these factors in the quantitative section, the viewpoints of faculty members and heads of departments of Shahid Bahonar University of Kerman were used (N = 650). Sample size in this section was determined using Cochran formula of 242 persons. Based on cross-sectional results, 15 factors influencing the professional development of faculty members were identified and their importance was emphasized by faculty members and heads of departments. These components were categorized by nature into five categories: organizational structure, technology, organization, organizational resources, and strategy; organizational resources ranked highest and technology factor ranked lower than other factors. It seems that the 15 components extracted in this study can play a significant role in the professional development of faculty member.

The aim of this study was to design and explain the model of promoting the professional development of senior managers in the Iranian telecommunications industry. For this purpose, the exploratory mixed research method was used. In the qualitative section, in order to be aware of the main components of the research, semi-structured interviews with 17 senior managers of the telecommunications industry and faculty members of the university who potentially had more information about the professional development of managers. By analyzing the information through systematic coding method, the findings were identified as 5 main components including "individual maturity, organizational maturity, educational maturity, research maturity and professional maturity" and 25 sub-factors. In the quantitative part of the research and based on qualitative findings, a researcher-made questionnaire was designed and administered on a sample of 172 senior managers who were selected using the non-probability sampling method. The validity of the questionnaire was confirmed by four experts and its reliability was calculated by Chronbach’s alpha with a coefficient of / 876. Indicates the coherence of the questions and the significant lack of dispersion between them. Data were analyzed by confirmatory factor analysis using AMOS software. The results confirmed the dimensions of the extracted model. Finally, the current situation of professional development of senior managers in each of the dimensions of the model was studied, which according to the results, it was found that there is a significant difference between all calculated means and the hypothetical average. Calculating the difference between the means also showed that research maturity and professional maturity have a negative difference and senior managers of Iran's telecommunications industry have a significantly lower-than average level of growth that should be in the program. Educational considerations to be considered.

The main purpose of this study is to design and explain the professional development model of the departments chairs of the University of Tehran based on a Lean approach.

This research was carried out in two qualitative and quantitative stages, using the mixed exploratory research method. The qualitative part of the research was done in two stages. In the first stage of the qualitative section, the existing research background related to the components of professional development of department heads based on a lean approach in Persian and English between 2000 and 2020 was reviewed. After searching, screening and qualitative evaluation of the studies, the final synthesis was performed on 72 studies. In the second stage of the qualitative section, semi-structured interviews were conducted with 20 experts and experts in the field of higher education who were purposefully selected to identify the appropriate pattern of the context of the University of Tehran. Qualitative data analysis was performed using open and axial coding (theme analysis) and its reliability and validity were evaluated. In the quantitative stage, the descriptive-analytical research method and the statistical population included all the managers of the departments of the University of Tehran with 252 people who using Cochran's sampling formula, 152 people were selected as the sample. Sampling method in this study was stratified random sampling method. In the quantitative part, the required data were collected using a researcher-made questionnaire. To evaluate the validity of the quantitative research instrument, content validity and construct validity were used and to evaluate the reliability of the instrument, Cronbach's alpha was used, which confirmed the appropriate reliability and validity of the research instrument.

The results showed that the professional development of the managers of the departments of the University of Tehran based on a lean approach has five main components (1. Lean leadership / management skills, 2. Lean student skills, 3. Lean research skills, 4. Lean behavioral skills and 5. Skills Lean individual) and 19 indicators. The results of the second-order confirmatory factor analysis showed that the five identified components have a sufficient factor load to predict the professional development of department heads of the University of Tehran based on a lean approach. The results of one-sample t-test showed that the managers of the departments of the University of Tehran evaluated the general situation of their professional development based on a lean approach at a moderate level.

The five main components of this research can be an effective model for the professional development of department heads in university of Tehran and have beneficial results in promoting quality, efficiency, effectiveness and waste reduction in university of Tehran.

The aim of this study was to investigate the relationship between teachers' professional development and academic performance with emphasis on the mediating role of link with students' school. The research method was descriptive-correlation. The statistical population of the study was teachers and high school male students in Shiraz. 250 teachers were selected based on Krejcie and Morgan table by simple random sampling method and 213 students were selected by cluster random sampling method as a statistical sample. In the present study, the Pham and Taylor (1999) Academic Performance Questionnaire, Ayubi Avaz et al. (2015) and the link with Rezaei Sharif et al. (2014) were used, the validity of which was confirmed by academic experts and their reliability also, through Cronbach's alpha coefficient test, 0.85, 0.89 and 0.79 were obtained and confirmed, respectively. In order to analyze the data, structural equation technique was applied using Lisrel statistical software and Spss26 statistical software. Quantitative findings of the research hypothesis test showed that there is a positive and significant relationship between teachers' professional development and students' academic performance linked with school. There is a positive and significant relationship between students' connection with school and their academic performance and the connection with school has played a mediating role in the relationship between teachers' professional development and students' academic performance.

by adopting a quantitative approach and using the survey method, the present study sought to analyze the performance of human resources management in identifying and addressing the needs of faculty members' professional development. finally, out of 850 faculty members of the Shahid Beheshti University, 270 members were selected as sample size and were sampled in a relative sampling process. A researcher-made questionnaire was used to collect data. Validity of the questionnaire was confirmed by the experts and its reliability was calculated using Alpha coefficient of Kornbach .89. The data were analyzed in two levels of descriptive and inferential statistics. The findings of the research indicated that the faculty members' knowledge of the needs for research, educational, personal, organizational and ethical development was reported to be high. However, HRM has only been reported to meet the needs of the training professional development and has been reported at a disadvantage in addressing other needs. Therefore, the fundamental gap between the needs of faculty members' professional development and the HRM function is evident in meeting these needs. Such a gap reflects the need to modify and modify HRM procedures in the needs assessment and planning of professional development of Such a gap reflects the need to modify and modify HRM procedures in the needs assessment and planning of professional development of faculty members.faculty members.