The aim of this study was compare of educational democracy, citizenship skills and academic burnout among public and private schools of Shiraz City. The research method was causal-comparative. The study population consisted of all public schools and non-government schools in Shiraz high schools of which there are 70 schools (60 public schools and 10 private schools) is. school grade 2 class was selected. The sample comprised a total of 12 classes. In this study, three questionnaires measuring educational democracy Qltas and colleagues (1393), academic burnout Boers (1997), citizenship skills Mohammad Johnny (1390) respectively. Analysis of descriptive and inferential statistics used in descriptive statistics (calculation of frequency, percentage, mean, standard deviation) and inferential statistics methods were used independently. The results showed that between democracy education in public schools and non-government schools there is a difference between academic burnout in public schools and non-government schools, there is no difference between citizenship skills in public schools and private schools there.

The purpose of this study was to provide a model for ranking of non-governmental secondary schools. This research was a sequential exploratory mixed strategy which was done as a case study in Shiraz. The statistical population was non-governmental schools’ stakeholders of secondary schools in Shiraz including experts and public participation in education and five pillars of schools (school’s principle, teachers, school council, students and parents) .Sampling in the qualitative part was done by targeted method. In the quantitative part, stratified random sampling with a sample size of 333 people was used. The research tool of the qualitative part was an open interview with the participants and a library survey of Key education documents. Research tools in the quantitative part of the research were based on the findings of the qualitative part. The analysis of the qualitative data was done by using thematic analysis and statistical analysis of the quantitative part was performed through confirmatory factor analysis. The findings of the qualitative section showed that 9 criteria and 28 indices are effective in the ranking of non-governmental secondary schools. The results of factor analysis related to the quantitative part showed that proposed model the ranking model of non-governmental schools was approved. Moreover, from the perspective of the stakeholders, three scales, namely the education services, outputs and the student-related ergonomics, are to be respectively given the highest priorities so their indices can play an important role in the rating of the schools.

This research was undertaken to investigate Tehrani families’ attitude towards selection of public and private schools. Purposive sampling was used and the sample comprised parents of primary school boys in districts 1 and 19 of Tehran. In this qualitative research, the obtained information from 12 interviews was analyzed through content analysis. The results indicated that parents chose public schools due to their high efficiency, low cost of school fees, and schools’ being in vicinity. In addition, for the families which selected private schools, educative aspect was more important than academic aspect. Parents had different attitudes and parents’ cognition was an important factor in the formation of the attitudes. Nevertheless choice of schools was affected by families’ cultural capital. In fact, families with higher cultural capital compared to economic and social capital, had greater investment in their children’s education.

In this research, the author is going to investigate after implementing on indirect education plan (school – mayor plan) in which the students themselves are performers and addresses student information, responsibility and inclination to participate in urban and non – urban environmental issues. This study is a scientific – applied research and its statistical population is girl public guidance school in Tehran, municipality strict 10. Using simple random sampling, one school was chosen as a control group and the other as an experimental. The number of students were 870, that upon applying the cocran formula, 268 of them was chosen as respondent to questionnaire. The data gathering tools were self – administered questionnaire and existing records and documents in schools archives. As well as a library research. For data analysis pre-post test, based on Man Vitny U test, was used. The result showed that school – mayor plan has had no impact on students responsibility, but implementing of the plan has had promoted the students information and participation in environmental issues.

The purpose of this study was to investigate the fitting of the proposed model in relation to Authentic leadership and organizational commitment of employees through mediation of organizational justice variable. The population of this study was all teachers of boys' high school secondary schools in the second district of Qom. From the population, 300 sample were selected based on cluster sampling. To collect data, Authentic leadership Questionnaire (Avolio et al., 2007), Organizational Justice Questionnaire Niehoff and Moorman (1993) and Allen & Meyer (1997) Organizational Commitment Questionnaire were used. To analyze the research data, structural equation modeling - fitness indexes and path coefficients were used. The results of the data analysis showed that Authentic leadership has a direct and significant impact on teachers 'organizational commitment and organizational justice has a direct and significant impact on teachers' organizational commitment. Also, Authentic leadership indirectly through organizational justice affects the organizational commitment of teachers of influence Meaningful. Consequently, the proposed conceptual model has a suitable statistical fit, that is, the model of organizational commitment explanation based on Authentic Leadership and organizational justice is fitted with empirical data.

Present research was performed to compare achievement motivation, self-confidence, school connectedness and academic performance of students from public schools, exemplary schools, smart schools and gifted schools of Sari. This research is applied in terms of purpose, descriptive in terms of nature and causal-comparative in terms of method. Statistical population was all eight-grade-primary- school girl students from public schools, exemplary schools, smart schools and gifted schools of Sari in academic year 2015-2016 and 170 students were selected as sample using available sampling. Measurement tools were standard questionnaires of Herman's achievement motivation (1970), Eysenck self-confidence (1976), Berry et al School connectedness (2004), and Fam and Taylor academic performance (1999). The validity of questionnaires was confirmed by experts of psychology and education and the reliability of questionnaires using alpha Cronbach measurement was confirmed 0.86 (achievement motivation), 0.83(self-confidence), 0.85(school connectedness) and 0.87(academic performance). Data was analyzed using descriptive (mean and standard deviation) and inferential (Kruskal-Wallis non parametric test) statistics methods bu IBM SPSS 23 software. Results showed that achievement motivation, self-confidence, school connectedness and academic performance of students from public schools, exemplary schools, smart schools and gifted schools are different, so that achievement motivation of students from smart schools and self-confidence, school connectedness and academic performance of students from gifted schools were the most.

School is a place for nurturing the children talents and plays a substantial role in constructing healthy people. This study conducted to compare the environmental health and safety status of governmental and non-governmental primary schools in Kashmar in 2015-2016.
This is a descriptive/cross-sectional study conducted on 31 governmental and 14 non-governmental primary schools in Kashmar city in 2015-2016. To collect data, the designed checklist approved by ministry of health was filled through interview, observation and inspection. Data were analyzed by SPSS 22 and Excel 2007 software using Fisher's exact test and Chi-squared test.
Based on the obtained results, regarding the building status, safety status, buffet status and environmental health indices, 86.51%, 83.87%, 49.7% and 95.16% of governmental schools and 77.67%, 83.68%, 78.58% and 88.57% of non-governmental schools were in suitable situation, respectively. Governmental schools were significantly better than non-governmental schools as a matter of school area and proper school plan (p˂0.05). On the other hand, non-governmental schools were significantly better in terms of buffet health than governmental schools (p˂0.05).
In conclusion, the results show that privatization do not necessarily improve environmental health indices in primary schools. To have a healthy and safe school, proper management, increase in allocated budget for schools and strict monitoring by health centers are required.

In order to study of the effectiveness of Allameh high and middle schools in Tehran, the descriptive methodology has been utilized among of students, teachers and managers. In this study correlates of effective schools has been utilized. Edmonds and Lezotte identified the correlates of effective schools and stated that all effective schools had: (a) safe and orderly environment, (b) clear and focused mission, (c) instructional leadership, (d) climate of high expectations for success, (e) opportunity to learn and student time on task, (f) frequent monitoring of student progress, and (g) home school relations. In order to gather required data, questionnaires distributed among students. The questionnaires have prepared by Gonzaga University for a research in the Nine Mile Falls School District in the spring of 1994. Furthermore for this purpose, teachers and managers have interviewed. Consequences indicated that: 1) from view of students, teachers and managers Allameh high and middle schools are effective schools and 2) from view of teachers, human resource management of Allameh high and middle Schools were weak.