Information and communication technologies (ICTs) have become commonplace entities in all aspects of life. ICTs have become within a very short time, one of the basic building blocks of the modern society. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy. Teachers use information and communication technologies in order to teach students the knowledge and skills needed for the future knowledge society. Their knowledge, skills and attitudes towards ICT in education have a significant influence on ICT adoption and implementation behaviors in classroom. Also teacher training models by the mediating role of their self confidence affect their self confidence in using ICT. Teachers in general agree that computers constitute a valuable tool and they are positive about students’ attainment of ICT knowledge and skills. In many cases, they perceive ICT as a new subject matter in education rather than a new way of teaching and interaction between learners and knowledge. It does not only provide access to knowledge but also allows for the development of this knowledge within the classroom. In general, teachers’ training, their backgrounds, the way they learn, the way they perceive their role as teachers and their self confidence are all factors which contribute to the manner in which they use ICT in teaching and learning processes. The aim of this study was to investigate the relationship between organizational features, teacher's knowledge, skill and attitude and their sense of self-confidence to apply ICT in teaching based on an explanatory model. Research Questions:1- Is there a significant relationship between organizational characteristics (supportive climate, teaching experiences and training) and teachers’ self-confidence to apply ICT in teaching?2- Is there a significant relationship between organizational characteristics (supportive climate, teaching experiences and training) and teachers’ knowledge, skill and attitude?3- Is there a significant relationship between organizational characteristics (supportive climate, teaching experiences and training) and teachers’ self-confidence to apply ICT in teaching by the mediatory role of their knowledge, skill and attitude? The population of the study was all the high school male and female teachers in the four Shiraz Educational Districts. By classified random Sampling, 325 teachers were selected and completed surveys for this study. The instrument used in this study was survey of factors affecting teachers’ teaching with ICT technology (SFA) (Papanastasiou & Angeli, 2008). Validity and reliability of the instruments were measured. The results showed high validity and reliability of all the instrument sub scales. Data was analyzed by SPSS16 and LISREL8.54 software. Using path analysis based on Baron & Kenny’s (1986) steps, in the current article theses steps were followed:Step 1: Facultie's flexibility (intuitional and rational) is correlated with student's development (academic average and intellectual development).Step 2: Facultie's flexibility (intuitional and rational) is correlated with student's active learning.Step 3: Student's active learning affects student's development (academic average and intellectual development).Step 4: To establish that student's active learning completely mediates the facultie's flexibility–student's development relationship, the effect of facultie's flexibility on student's development controlling for student's active learning should be zero. The effects in both steps 3 and 4 are estimated in the same equation. 1- The apprenticeship and school supportive climate had a positive and significant relationship with teachers’ sense of self-confidence to apply knowledge and skill of ICT in teaching. Teaching background had a negative and significant relationship to teachers’ sense of self-confidence to apply knowledge and skill of ICT in teaching.2- The apprenticeship and school supportive climate had a positive and significant relationship to teachers’ knowledge, skill and attitude to apply ICT in teaching. Teaching background had a negative and significant relationship to teachers’ software knowledge, skill and attitude to apply ICT in teaching. 3- Through teachers’ software knowledge, skill and attitude, the apprenticeship and school supportive climate, had a positive and significant relationship with teachers sense of self-confidence to apply ICT in teaching. 4- Through teachers’ software knowledge, skill and attitude, apprenticeship, had a positive and significant relationship with teachers’ sense of self-confidence to apply ICT in teaching. The field of education has been affected by ICTs, which have undoubtedly affected teaching, and learning. ICTs have the potential to accelerate, enrich, and deepen skills, and also to motivate and engage students. Rapid changes in technology will ensure that ICT will proliferate in the classroom. ICT will also require a modification of the role of the teacher, who in addition to classroom teaching will have other skills and responsibilities. There is a range of enablers that assist teachers when they are developing innovative practice in ICT-rich. These enablers are the teachers’ knowledge, skills and attitude toward ICT that affect their self confidence in applying the ICT in teaching.

The main objective of this research is to explain the relationship between principal's transformational leadership and organizational climate dimensions in primary schools for girls of Saqez. Method of study is applied and descriptive correlational nature. The study population consisted of all primary schools include 18 school that at every school 5 teachers randomly sampled with a total of 90 teachers. A questionnaire of transformational leadership by Kouzes & Posner and a questionnaire of school climate by Hoy to collect information has been used. Both reliability and validity of the questionnaire was acceptable. The Pearson correlation coefficient and multiple Regressions to analysis of collected data were performed. Results show that there are correlation between the components of principal's transformational leadership and organizational climate dimensions and moreover based on the investigations of the components of transformational leadership style, intellectual stimulation is the most powerful predictive school climate component. Similarly among the components of organizational climate the principal supportive behavior has the largest power in predict of principal's transformational leadership style.

Therefore in this research to test relationship between organizational climate of school and Personality characteristics of the Administratiors. The Izenk questionnaire, in the four Aspect(introversian / extroversion) and neurotic characteristics (neuroticism/emotional stability) and Hoy and organizational climate questionnaire in the six aspect (supportive, Directive, Restrictive, collegial, committed, Disengaged) were used for testing the school climate. The statistical sample consist of 52 male and female principles of high school Isfahan and They were seleted among all principle of The five districts of Isfahan through the Classified random sampling and also three teachers from each school were selected randomly to answer the questions of organizational climate.(n =159). Findings revealed that there is no relationship between the personality chara

This research was conducted with the aim of identifying the environmental factors affecting the bullying of students in school, and with the mixed analysis method of exploratory type (qualitative-quantitative). The qualitative part was carried out with a grounded theory approach and a systematic method. The population includes all sixth grade teachers and school executive officers in the academic year of 1402-1403 and the sample size was determined to the point of saturation of opinions, 12 people. And it was selected with a purposeful and judgmental method (and the qualitative data was analyzed by systematic coding and by MAXQDA2020 software. Qualitative results showed 9 categories of "Lack of proper training, lack of support and communication atmosphere, informal power structure, lack of specialized dealing with bullying, character development of bully and victim, personality destruction of the bully, human factors, physical characteristics of the school, and the structure and organization of the school", are environmental factors affecting bullying. The research method in the quantitative part was descriptive-correlation and the population consisted of 1117 male students of the sixth grade of Khoy city in the academic year of 1402-1403. The sample size was determined by the Karjesi-Morgan table, 373 people, and selected using the one-stage cluster method. Data collection was done with the Illinois Bullying Questionnaire and the questionnaire of environmental factors affecting bullying among students. Analysis showed that the determined factors, directly and indirectly, are able to predict bullying in school and explain 70.9% of its variance. Based on the results, it can be said that this study has added more richness to the existing knowledge about bullying in schools, and by controlling the factors identified in this study, such as creating a supportive atmosphere and paying attention to The physical characteristics of the school reduced the amount of bullying among students.

This study aimed to investigate the structural relationship between school ethical climate and academic citizenship behaviors with the mediating role of positive youth development. The research adopted a correlational design by using the structural equation modeling to explore the relationship between variables. The statistical population consisted of first and second-grade high school students of the city of Shiraz, from which 671 high school students (293 boys and 378 girls) were selected using a multistage random cluster sampling method. They completed the School Ethical Climate Scale )Schulte et al., 2002), the Positive Youth Development Scale (Geldhof et al., 2014), and the Academic Citizenship Behaviors Scale (Goolparvar, 2011). Data were analyzed by using the structural equation modeling. According to the findings, school ethical climate and positive youth development had a direct and positive effect on academic citizenship behaviors. In addition, the school’s ethical climate had a direct and positive effect on positive youth development. The results of the bootstrap test showed that positive youth development plays a mediating role in the relationship between school ethical climate and academic citizenship behaviors. This means that school’s ethical climate predicts academic citizenship behaviors positively, through the mediating role of positive youth development. Accordingly, it can be claimed that the school’s ethical climate increases academic citizenship behaviors among students by promoting their positive youth development.

The purpose of this study was to investigation of relationship between sport commitment، coaching behavior، motivational climate، and basic psychological needs among adolescent female athletes. The study population consisted of female athletes who regularly participated in various sports. For this purpose، 373 athletes selected as sampling group. Results indicated that mastery climate was significantly correlated with autonomy-supportive coaching behaviors and basic psychological need satisfaction. Autonomy supportive coaching behaviors were also significantly correlated with basic psychological needs satisfaction. Mastery climates were predicted by autonomy-supportive coaching. Psychological need satisfaction was predicted by Mastery climate. Sport commitment was predicted by psychological need satisfaction. These results supported from conceptual framework of Coatsworth and Conroy. Based on these results، coaches should foster basic need satisfaction through the use of autonomy- supportive coaching behaviors and mastery climates، in turn، leads to continued sport participation.

There are diverse influential factors affecting students’ level of self-regulation. In the current study, the role of school social environment in students’ degree of self-regulation was examined. Furthermore, this hypothesis was tested that ‘open climate in school can anticipate the higher levels of self- regulation’. The participants were 415 junior female students at four high schools in 2009-2010 academic years belonging to two socio-economic classes (low and high) of society. They were required to answer three questionnaires assessing school social climate, self-regulation and academic motivation. In the present study which was conducted via a casual-comparative method, socio-economic situation, academic motivation and academic achievement (the students’ GPAs) were controlled. The findings of multiple regression analysis with hierarchical model supported the examined hypothesis and three variables of socio- economic situation, academic motivation and school climate were found to be the significant predictors of the higher levels of self- regulation. It was also found that 18.6% of the variation in students’ selfregulation can be explained by taking school climate into account (F4,410 = 23.38, (p<0/01).

The aim of this study was investigated the academic civic behavior model based on the school emotional climate and positive experiences at school with the mediation of academic flourishing in high school students. In a correlational study 368 people numbers from the senior high school students of Khoy city in the 2021-22 academic years were selected as a sample based on the Krejcie and Morgan table with the multi-stage cluster random sampling method. The research tools were included academic civic behavior (Golparvar, 2011), school emotional climate (Pasha Amiri, 2009), positive experiences at school (Furlong et al., 2014) and academic flourishing (Diener & Biswas-Diener, 2008). The data were analyzed by path analysis method in SPSS and Amos software. The findings showed that the academic civic behavior model based on the school emotional climate and positive experiences at school with the mediation of academic flourishing in high school students have a good fit. Also, the variables of school emotional climate and positive experiences at school on academic flourishing and the variables of school emotional climate, positive experiences at school and academic flourishing on academic civic behavior had a direct, positive and significant effect. In addition, the school emotional climate and positive experiences at school with the mediation of academic flourishing on academic civic behavior had an indirect, positive and significant effect (P<0.001). According to the results, in order to improve the academic civic behavior in high school students it is possible to promote their school emotional climate, positive experiences at school and academic flourishing through the improvement of different school situations.

The purpose of the present study was to determine to the relationship between school climate and tendency toward delinquency among high school girls in Kerman. Based on Parson's theory as well as Simons-Morton, Grump, Haynie, and Saylor’s thoughts, schools were considered to play a significant role in juvenile delinquency. In this survey, the instrumentation consisted of a questionnaire. The statistical population comprised high school girls who were enrolled in 2012-2013 academic year in Kerman. For the purpose of sampling, stratified sampling method was used and 381 students were selected. Results of descriptive and inferential statistics showed that 1) There exists a high tendency toward delinquency among teenage girls. 2) There was an indirect, significant relationship between school climate and girls’ tendency toward delinquency. More specifically, the higher the affective, instructional, balance-seeking, interactive, and expectation climate, the lower the tendency toward delinquency. 3) Multiple regression analysis showed that only three types of school climate, i.e., balance-seeking, expectation and affective, impacted the intensity of tendency toward delinquency and could account for 15 percent of its variance. The results also showed that there was a negative relationship between school climate and juvenile behavioral problems. Hence, developing appropriate school/student relationship can hinder students’ behavioral problems.

This study was carried out to design a model forteacher personal efficacy from school climate and teacher collective efficacy - social variables.In this study, 255 teachers from elementary schools in Bajestan city were selected with multistage random sampling method. Instruments of the study were Teacher Sense of Efficacy Scale (Short form), School Climate Index and Collective Teacher Belief Scale. Results of the study showed that all absolute, comparative and parsimonious fit indices were suitable for the supposed model. According to this model, indirect path from school climate towards teacher personal efficacy, via collective teacher efficacy, was positive and significant. Also direct path from collective teacher efficacy towards teacher personal efficacy and direct path from school climate towards teacher collective efficacy were positive and significant, too. Results of current study showed the importance of mediation of collective teacher efficacy in relationship between school climate and personal teacher efficacy, indicating the neccessity of group activites among school teachers.