جستجوی مقالات مرتبط با کلیدواژه "teachers" در نشریات گروه "مدیریت"

Teachers and leaders in education are committed to the professional ethics and can never shirk their professional responsibilities. The present study is an applied research in terms of its purpose and a correlational research in terms of its implementation. The statistical population of this study includes 280 middle school teachers in Pars Abad city, which was conducted using a simple random sampling method and 162 people were selected as the statistical sample using the Morgan table. The data collection tool was the standard questionnaire on professional teaching ethics by Murray et al. (1996). Descriptive statistics and inferential statistics (univariate t-test) were used to analyze the data. The results of the study showed that personality traits, mastery of content, mastery of teaching practice, identification of different aspects of the learner, standard evaluation, and compliance with educational rules by teachers were effective in teaching. The findings of the study showed that professional ethics in teaching among middle school teachers is the expected level of society.

The present study aimed to predict teachers' knowledge creation through the culture of learning organizations, which is descriptive in type and survey method. The statistical population of the study consisted of elementary school teachers in Tabriz District 4, who were selected using convenience sampling method with a sample size of 144 people. The data collection tool is standard questionnaires, and the Kolmogorov-Smirnov test was also used to determine the normality of qualitative data, and the linear regression coefficient was used to examine the effect of the independent variable on the dependent variables. The research findings indicate that the culture of learning organizations has an impact on teachers' knowledge creation, and the culture of learning organizations (continuous learning opportunities, promotion of inquiry and exchange of ideas, encouragement of colleagues and group learning, establishment of systems for achieving and sharing learning, empowerment of individuals towards a collective vision, connection with the environment, and leaders and support for learning) has an impact on the knowledge creation of elementary school teachers in District 4 of Tabriz.

In the present study, the relative importance of challenging stressors in affecting self-confidence was considered, and the dimensions of challenging stressors in self-confidence were measured on a 5-option Likert scale. The statistical population of this study consisted of all active teachers in District 18 of Tehran and District 4 of Tabriz, and our sample size was 155 people based on the Cochran formula, which was sampled using the available sampling method. Finally, 154 analyzable questionnaires were returned. The reliability of the study was confirmed using Cronbach's alpha. Inferential statistics were used to analyze the research data. The prerequisite for using the relative importance technique is the existence of a relationship between the components of the independent variable, which was obtained based on the Pearson correlation test in this study. Then, the R statistical software was used to determine the relative weight of each component of basic psychological needs in the impact on the dependent variable. Based on the research findings, it was confirmed that the relative weight of the dimensions of challenging stressors in the impact on self-confidence is not the same. That is, it can be claimed that the dimensions of challenging stressors have a significant impact on teachers' self-confidence.

Today, psychological empowerment in educational environments is an important and fundamental issue that is unfortunately neglected in some educational environments. The purpose of this research was to determine the relationship between Jehadi management and psychological empowerment through spirituality at work in teachers of the first secondary level of Mamsani city. This research was applied and descriptive and correlational. The statistical population of this research was all 301 teachers of the first secondary level of Momsani city, of which 170 people cooperated with the researcher as samples and by cluster random sampling method. Data collection tools were standard psychological empowerment questionnaires of Jehadi management and spirituality in the work. Descriptive statistics methods were used to describe the data, and Pearson's correlation coefficient, regression, and structural equations with PLS were used to analyze the data. The results showed that there was a positive and meaningful relationship between Jehadi management and spirituality at work with psychological empowerment, and there was a positive and meaningful relationship between Jehadi management and spirituality at work. Also, the results of the research showed that the relationship between Jehadi management and psychological empowerment through spirituality at work was positive and significant . Therefore, it is appropriate to use Jehadi management and spirituality at work for the purpose of psychological empowerment in the target society.

Knowledge hiding is a relatively common phenomenon in educational organizations with destructive effects. Teachers may not share their job-related knowledge with colleagues for various reasons and sometimes hide their understanding. Therefore, it is necessary to examine the effective constructs for reducing knowledge hiding; thus, the study aimed to investigate the mediating role of the learning community and organizational voice in the relationship between synergistic leadership behaviors and teachers' knowledge-hiding behaviors.

The study type was descriptive-correlational, and the statistical population included 3244 teachers in Kashan, with a sample size of 358 people using the Cochran formula. The research tools were four questionnaires: synergistic leadership, knowledge concealment, organizational voice, and learning community. The reliability of the questionnaires was estimated through Cronbach's alpha as 0.75 for synergistic leadership, 0.81 for knowledge concealment, 0.89 for organizational voice, and 0.72 for learning community.

The mean of the knowledge-hiding variable was lower than the criterion score, and the mean of the synergistic leadership, organizational voice, and professional learning community variables was higher than the criterion score. Synergistic leadership behaviors, teachers' organizational voice, and teachers' professional learning community have a negative and significant effect on knowledge-hiding behaviors, and synergistic leadership behaviors have a positive and significant impact on teachers' organizational voice and professional learning community. The results of this hypothesis can be explained as follows: When a school principal who adheres to the application of the components of the synergistic approach in leadership for his organization places cooperation and the resulting synergy at the top of his priorities, he uses various mechanisms to motivate teachers and awaken their desire to cooperate. By establishing two-way communication with teachers, encouraging them, and providing rewards and privileges for teachers in carrying out organizational tasks and activities, synergistic leaders can utilize their potential capacities and abilities to achieve organizational goals, thereby facilitating the application of knowledge and its sharing among members.

Research limitations: 

This study's limitations included using self-report questionnaires to assess variables, limiting the research sample to teachers in Kashan, and conducting a cross-sectional study and collecting data.

Originality/value: 

It is essential that education managers, through organizational training programs, instill in school administrators that they should not remain in a mere management role; instead, they should move towards leadership roles such as synergistic leadership and, by increasing learning communities and listening to teachers' organizational voices, enhance the level of teacher cooperation and provide the basis for knowledge sharing.

In today's changing world, team creativity and its effect in the work environment has become one of the most important concerns of educational organizations. Therefore, the current research was conducted with the aim of investigating the factors affecting team creativity, including entrepreneurial leadership style and psychological safety of the team. The research population consisted of 620 teachers of work and knowledge schools and technical conservatory in Shiraz city, and a sample of 237 people was selected from this population by simple random sampling based on Cochran's formula. The research method was quantitative, descriptive and causal studies. To collect research data from entrepreneurial leadership questionnaires; Team psychological safety and team creativity were used. To determine the reliability and validity of the tool, Cronbach's alpha and confirmatory factor analysis techniques were used to determine the reliability and validity of the instrument, the results indicated the desired reliability and validity of the tool. Data analysis using the structural equation model and with the help of two Spss software. 25 and Lisrel. 8.8 done. The results of the analysis showed that: entrepreneurial leadership has a direct, positive and significant effect at the 0.05 level on team creativity and team psychological safety; Also, entrepreneurial leadership has an indirect, positive and meaningful effect on team creativity through the mediating role of psychological safety of the team. Finally, in order to be able to react appropriately to the changes and innovations of the dynamic environment around them, educational organizations and schools should use the entrepreneurial leadership style of fear and anxiety of the team of teachers to express innovative ideas. reduce as much as possible and in this way increase their team creativity.

The present study aimed to Identifying and Validating Pathology of Elementary Teacher Appointment in Education.

To this end, the study included both qualitative (phenomenology) and quantitative (survey) phases. The participants in the qualitative part consisted of work force recruitment experts of the education ministry selected via purposive sampling. The data in this stage reached theoretical saturation after 22 interviews. The statistical population in the quantitative section was the teachers working in education in Isfahan province, and the sample size was determined using the table of Krejci and Morgan (1970), The number of 384 people was determined and selected by available sampling method. A semi-structured interview was used to collect data. The interviews were recorded and implemented and analyzed based on the 7-step method of Colaizzi. The credibility of the findings of the qualitative section was confirmed by returning to the participants and the reliability was confirmed by retesting.

To validate the findings of the qualitative section, a questionnaire with 29 items was prepared in the quantitative section. Confirmatory factor analysis was used to analyze the findings. The results of the research led to the identification of 29 injuries in the form of 7 conceptual units.

The educational system will be successful in solving the problems of appointing teachers when it can solve a significant part of the lack of attention to research and welfare and livelihood activities.

The aim of the present study was to investigate the effect of cultural intelligence on the psychological contract with the mediating role of occupational organizational trust. The statistical population of all primary teachers in Urmia District 2 was 1439 people, and based on Morgan's table, 304 people were selected as a statistical sample by two-stage cluster sampling method. In this research, three standard questionnaires of cultural intelligence, psychological contract and organizational trust were used. Validities were investigated using the validity theories, based on the perspective of the statistical community and the structure with the question factor analysis method. The reliability of the questionnaires was estimated by the combined reliability multiplication method for cultural intelligence 0.86, psychological contract 0.84 and organizational trust 0.86 respectively. Data analysis was done at two levels of descriptive statistics and inferential statistics. Thus, to test the research hypotheses, descriptive statistics and then structural techniques using LISREL software were used. The findings indicated a good fit of the model and showed that cultural intelligence has a positive and significant effect on psychological contract (path coefficient 0.62). The effect of cultural intelligence on organizational trust is positive and significant (path coefficient 0.93). Organizational trust has a positive and significant effect on psychological contract (path coefficient 0.68) and finally organizational trust has a mediating role in the relationship between cultural intelligence and psychological contract (path coefficient 0.42).

The aim of the present study was to investigate the focal relationship of level five leadership with organizational excellence of schools. The statistical population of the research included all the teachers of primary schools in Fars province in the academic year of 2020-2021, numbering 16,264 people. According to the classes of the research society such as the type of region (rich, semi-rich and deprived), the number of cities/districts (39), and gender (male and female) by proportional stratified random sampling method and based on the Cochran formula, a sample of 375 people was selected. The research method is quantitative, descriptive and correlational. Data collection was done based on five-level leadership questionnaire of Cham Asemani (2007), and Organizational Excellence of Amarloo (2018), whose Cronbach's alpha coefficient was 0.96 and 0.91, respectively. In order to analyze the data, descriptive techniques, Pearson correlation matrix, focal correlation analysis, and multiple linear regression were used through SPSS 25 software. The results showed that: the dimensions of level five leadership have a positive and significant focal correlation in alpha of 0.01 with a value of 0.725 with the organizational excellence of schools and are able to explain 464% of the variance of the variable of organizational excellence of schools. Dimensions of manager's personality traits; choosing competent employees, then setting the goal; disciplinary culture; the use of technology and the force density dimension and jump have a positive and significant effect on the organizational excellence variable of schools at the level of 0.01.

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.

This research was conducted with the aim of identifying the concept of principal of managers from the point of view of school teachers in Maragheh city.

The nature and general characteristic is a qualitative research. Among the qualitative research methods, conventional content analysis method was used in an exploratory way. The statistical population of this research included male and female teachers of Maragheh schools. The sample size was determined based on the principle of theoretical saturation of 20 people. The sample people were selected based on the purposeful criterion-based sampling method. One of the most important criteria considered for sample selection was having at least 5 years of teaching experience in educational centers for teachers. Then, data was collected with the data collection tool, which in this research was a semi-structured in-depth interview. After that, the text of the interviews were extracted and 91 sub-themes were identified by coding the concepts and 21 main themes were obtained by classifying these themes in similar categories.

Based on the obtained thematic map, it was found that the theme of providing organizational infrastructure and the theme of knowing the laws and regulations of education are placed at the first level and affect the themes of communication skills, environmental relations and crisis management.

The results showed that the mentioned themes lead to moral competence, technological competence, personality competence, scientific and specialized competence and management in schools.

The present research was conducted with the aim of predicting teachers' professional ethics through psychological contracts using the correlation method. The statistical population of this research consists of 600 primary school teachers in Malekan city. 234 people were selected based on Cochran's formula and sampled using a simple random sampling method. The data collection tool comprises the standard questionnaire on psychological contracts by Montez and Rocio (2015) and the professional ethics questionnaire by Haywood et al. (2009). Cronbach's alpha method was used to estimate the reliability of the questionnaires, demonstrating the high reliability of the questionnaire. To determine the type of test used in the analysis of the research hypotheses, the Kolmogorov-Smirnov normal distribution test was employed. Subsequently, due to the normality of the data, linear regression inferential statistical methods were utilized to analyze the research hypotheses. The research results indicate that it can be said with 95% certainty that psychological contracts can predict teachers' professional ethics. Additionally, the results of the sub-hypotheses indicated that social responsibility, belonging to the scientific community, self-efficacy, and scientific responsibility can predict teachers' professional ethics.

The achievement of organizational ambidexterity in the dimensions of exploration and exploitation in the educational system can be created by increasing and growing thinking skills and intellectual capital. For this reason, paying attention to it and trying to identify and strengthen the key elements effective in its success and excellence is one of the duties of researchers and scholars. Therefore, this research aimed to investigate the effect of entrepreneurial thinking skills on organizational ambidexterity with the mediating role of intellectual capital in teachers of Isfahan.The research method was descriptive-correlational, and the statistical population included teachers of Isfahan City who were selected as a sample of 340 people using the Krejcie and Morgan table and the stratified cluster random sampling method.The research tools included three questionnaires on organizational ambidexterity, entrepreneurial thinking skills, and intellectual capital.The reliability of the tools was also estimated using Cronbach's alpha coefficient for thinking skills 98/0, organizational ambidexterity 97/0, and intellectual capital 90/0. Data analysis was performed descriptively and inferentially using Amos version 22 and SPSS version 26 software.The results showed that the total effects of entrepreneurial thinking skills, intellectual capital, and intellectual capital on organizational ambidexterity were positive and significant, and the mediating role of intellectual capital in the effect of entrepreneurial thinking skills on organizational ambidexterity was positive and significant. Based on this, educational and curricular affairs authorities and planners should take the necessary measures to familiarize teachers with entrepreneurial thinking skills in the education system and learning environments.

Innovation has been the basis of the development and sustainability of social systems, and achieving innovation requires innovative behavior. Among the different types of leadership and decision-making styles, their relative and different effects in creating innovative behavior, shared leadership and strategic decision-making also play a key role in the occurrence of such behaviors. Therefore, this research was conducted with the aim of investigating the effect of share leadership on innovative behavior with the mediating role of strategic decision making. Descriptive-correlation research method was structural equation modeling. The statistical population of the research included all the primary school teachers of two districts of Kermanshah in the number of 1150 people, using stratified random sampling method, 291 teachers were selected for the study. Standard questionnaires of shared leadership, strategic decision-making and innovative behavior were used to collect research data. Cronbach's alpha tests and confirmatory factor analysis were used to determine the reliability and validity of the questionnaires. Research data after collection were analyzed using Pearson correlation coefficient and structural equation model in Lisrel and SPSS statistical software. The obtained results showed that shared leadership does not have a direct and meaningful effect on innovative behavior(0/48), but shared leadership has a direct and meaningful effect on strategic decision-making(0/73), and strategic decision-making has a direct and meaningful effect on innovative behavior(0/57), and finally, shared leadership has a mediating role in strategic decision-making. It has an indirect, positive and significant effect on innovative behavior.

The focus of the present study is to design the teachers' intrinsic motivation model. It is a functional study and the mixed approach has been used in it. The statistical population of the study in the qualitative part included all the experts in the department of education in the city of Isfahan from whom 13 experts were interviewed via semi-structured interview through purposive sampling method. A researcher-made questionnaire was designed in the quantitative part in order to confirm the model taken from the qualitive part and 530 questionnaires were distributed among all the teachers in the city of Isfahan and 504 ones which were complete have become the basis of analysis after being returned. The results in the qualitative part revealed that the positive effective factors and negative effective factors influence the intrinsic motivation and intrinsic motivation, per se, results in two personal and organizational outcomes. The results of quantitative part, too, show that the identified factors in the qualitative part have significant effect on the intrinsic motivation.

The present research was conducted in order to investigate the use of ICT on the verbal and motor learning management of primary school students. The statistical population of this research includes all primary school teachers of Sufian city, numbering 174 people, of which 115 people were selected as the sample size. Morgan's table was used to determine the sample size in this research, and simple random sampling was used to select the sample. The research method was a descriptive survey. In this research, the measurement tool was a researcher-made questionnaire on a 5-point Likert scale. The reliability of the questionnaires was calculated using Cronbach's alpha method of 0.94. Sample t-test was used to analyze the research hypotheses. The results of the research indicate that from the point of view of teachers, the use of ICT is a major factor in the management of verbal and motor learning of primary school students.

The aim of this research was to examine the correlation between workplace spirituality and the effectiveness of middle and elementary schools. The statistical population of the current research consists of more than 1500 teachers. According to Morgan's table, the sample size is determined to be 306 people. The sampling method in this research was relatively random. The statistical population consists of middle and primary school teachers in Parsabad. In this study, the Spirituality in the Workplace Questionnaire developed by Milliman and colleagues (2003) was utilized to assess spirituality in the workplace, while the knowledge questionnaire created by Fard and Mahjoub (2008) was employed to measure school efficiency. In this study, the library method is utilized to establish and compile the theoretical foundations and research findings, while the field method is employed to gather data for testing the hypotheses. The data was collected in the form of a descriptive statistics table, and the Pearson correlation coefficient and the t-test of two independent populations were used to test the hypotheses. The research findings revealed a positive and significant correlation between spirituality in the work environment and school efficiency. Additionally, there is a notable contrast in efficiency between middle school and elementary school teachers.

The present study aims to investigate the effect of indirect supervision on teachers' job satisfaction during the time of remote working due to the coronavirus, with emphasis on their internal motivation and psychological empowerment. This applied research is correlational research in terms of the method of collecting descriptive survey information and in terms of cross-sectional time and terms of the type of relationship between variables. The studied population is secondary education teachers in Tehran, and the sample is an available cluster type with a sample size of 214 people. The method of data collection was a five-choice Likert scale questionnaire, and the data analysis was done through Lisrel 8.8 - SPSS 26 software and using structural equation modeling. The results show that between indirect monitoring of job satisfaction with the mediating role of intrinsic motivation, between indirect monitoring of job satisfaction with the mediating role of psychological empowerment, and between psychological empowerment on job satisfaction, and intrinsic motivation on job satisfaction, and finally There is a significant and positive relationship between indirect supervision and job satisfaction.

The purpose of the present study is to investigate the components of peer mentoring for teachers. The approach of the present research is qualitative and its method is a systematic review based on the model of Wright et al. (2007). The research community consists of 623 articles about the components of peer mentoring for teachers that were presented in reputable scientific journals between 2014 and 2023. The research sample includes 30 articles that were purposefully collected and selected based on thematic data monitoring. The research data were collected from the qualitative analysis of the studied documents. Based on the data analysis, the components of peer mentoring for teachers were classified into 6 dimensions and 18 factors. These dimensions include the dimension of individual-personality components (including factors; personalization, process management, motivation and interest and cognitive characteristics), socio-cultural dimension (including factors; attention to learning culture, creating professional communities and effective interaction), organizational dimension (including factors; support) and consulting components dimension (including factors; communication skills, ethics and clinical supervision), educational components (including factors such as expertise) core, collaborative learning, authentic education and educational technology) and research components (including factors such as research skills and the integration of theory and practice).