نشریه آموزش و ارزشیابی
پیاپی 17 (بهار 1391)

The present study aimed at assessing the performance of education management in the city of Miandoab based on EFQM in 2011. The research method was descriptive survey. The sample size was selected through simple random sampling included 28 people. To test the hypotheses the t-statistic was used. The main instrument utilized for data collection was a standard questionnaire which has been organized based on (EFQM) model. Each of the sub-criteria included objective examples and guided points, arranged based on the characteristics of education. The sub-criteria posed 264 questions based on RADAR logic. Having participated in a 2-day orientation course, the subjects were given the questions. The performance of the management was assessed through self assessment by the employees. To test the validity of the questions some experts were consulted, and to determine the reliability of the questions Cronbach's alpha was used which was α=0.95. The study consisted of 2 questions. Miandoab's Education Administration gained 506.59 out of 1000 for its performance based on the EFQM. The performance of the administration in empowerment criteria gained 49.83 percent and results criteria 51.48. Accoring to the findings of the study it was suggested to enhance the performance of the organization. The results showed that, the performance of the administration management in Miandoab city based on EFQM model in results criteria was better than empowerment criteria.

The aim of the present study was to determine the relationship between the variables of autonomy theory (autonomy need, merit and dependency) with the students´ social intelligence. The statistical population included 386 Zanjan Islamic Azad University students with age range from 18 to 39. The sampling method was stratified sampling. To gather the data two kinds of questionnaires namely. Psychological need satisfaction scale and the social intelligence scale were used. The descriptive and inferential statistics (Pearson's correlation) were used to test the hypotheses. The results showed that there was a positive signification difference between the autonomy and merit need satisfaction with social intelligence, while there was a negative significant difference between the dependency need satisfactions with social intelligence. The results also showed that there wasn’t any relationship between gender and social intelligence. The satisfaction of the essential psychological needs can be effective on increasing social intelligence but it is still in its primary stages.

The aim of this research was to explain the relationship between managers` managerial skills with organizational climate schools of and teachers` job satisfaction from teachers` viewpoints. The research method was descriptive correlation. Statistical population was all the employed teachers of secondary schools in Hormozgan province in academic year of 2011-2012, which include 8143 persons. Using Morgan's table the sample size was 368 people. For gathering the data three questionnaires were used namely one researcher made and two standardized ones. Managers` skills questionnaire, organizational climate questionnaire and job satisfaction questionnaire. To analysis the data Pearson coefficient correlation, independent sample t-test, one-way ANOVA, Tukey test and Regressions coefficient were conducted. Findings Showed that there was significant difference between managerial skills with organizational climate and Job satisfaction, managerial skills dimension was able to forecast organizational climate and Job satisfaction. No significant relationship was found between teachers regarding the sex. There was significant relationship between the three kind of skills (technical, human and conceptual). On the whole with Organizational Climate and Job satisfaction regarding the sexes, no significant relationship was found between variables.

The objective of the study was to investigate the relationship between the multiple intelligence (verbal, logical-mathematical, spatial, musical, physical kinetic, intrapersonal, interpersonal, naturalistic), and personality characteristics (extraversion, compatibility, conscientiousness, neuroticism, flexibility) in prediction of the students’ strategic surface and deep learning procedures. The statistical population included 413 human sciences students from TabrizPayamNoorUniversity. The sampling method was multistage random sampling. The sample size was (283 female and 130 male): to gather the data two questionnaires, namely five main personality factors, the study skills and procedures were used. To analyses the data, Pearson’s correlation coefficient and multiple regression were used. The result showed that there was not significant difference between, verbal, logical- mathematical, spatial, intrapersonal, naturalistic and surface strategic learning procedures. There was significant difference between multiple intelligence components and seep strategic learning procedures. The results of regression analysis showed that the conscientiousness, verbal, and interpersonal (with negative Beta value) were the meaningful predictors of strategic learning procedures. The best predicting factor for surface learning was interpersonal intelligence and openness, neuroticism, conscientiousness, verbal and musical ranked thereafter the predicting for deep learning, variables such as verbal, naturalistic, and conscientiousness (with positive Beta value) were statistically meaningful.

The purpose of the current research was to consider the relationship between leadership styles with high schools manager's conflict management in Esfahan in 2010-2011. The research method was descriptive correlation. The statistical population was 141 people. The method of sampling was simple random sampling. Using the Morgan's table the sample size was 102 people. Two standard Bass & Avolio leadership styles questionnaires Putnam and Wilson's conflict management questionnaire were use. Face and content validity questionnaires were confirmed by experts. The reliability of the questionnaires was of the calculated by Cronbach’s alpha coefficient were respectively 0.84 and 0.85. The descriptive statistic and inferential statistic (Pearson's correlation Pearsons, step by step regression and t with two independent groups) were used data analysis. The results of research showed that correlation coefficient was meaningful between transformational and transactional leadership style with solution– oriented strategy. laissez– faire leadership style with control and non– intervention strategy .But it wasnt observed a meaningful relationship between transformational and transactional leadership styles and control and non– intervention strategy, laissez– faire leadership style with solution– oriented strategy. The results also showed that transformational and Transactional leadership styles have been meaningful in terms of sex but there wasnt a meaningful difference in education between groups. Meaningful difference wasnt observed in terms of sex and education in laissez– faire leadership style between groups. In addition, the results showed that there was meaningful difference in terms of sex in control strategy between groups but it wasnt observed meaningful difference in terms of sex and education in non – intervention and solution oriented strategies.

The study aimed at investigating the effective social and environmental factors on the high-school female students` drop-out in MiandoabTownship in 2010-2011. The statistical population included two groups (4085 drop-out and 604 non-dropouts) students. The research method was causal – comparative. The sample size was selected through multistage cluster sampling. Using Cochran's formula the sample size was 234 drop-out student. The sample size was randomly selected from non- dropout students. To gather the data researcher made questionnaire was used. The descriptive and inferential statistics were used to analyses the data. To test the hypotheses the t-statistic was used. The results showed that there was a significant difference between drop-out and non-dropout students. So the social, environmental, family. Economical and per groups factors are very effective in female drop-out. The mean difference for drop-out based on the living environment (rural or urban) was 1.28 which shows the rate of drop-out is higher in rural area, but it is not statistically significant.

Anxiety is the most common mental disorder and an important factor in the incidence of social conflict and mental health disorder. The aim of this study was to survey some factors affecting the prevalence of clear anxiety in Mashhad female high-school students. This study was a cross sectional study (descriptive-survey). Using Cochran's formual 570 students was chosen as the sample size. To gather the data, two questionnaires were used. The first questionnaire (checklist) was related to some variables related to socioeconomic and demographic characteristics and the second questionnaire was Spiel Berger anxiety questionnaire. The collected data were analyzed through SPSS software version16. The sampling method was multi-stage random sampling. The result showed that there was a significant relationship between the clear anxiety with mother's relationshio with the student, mother's job, mother's educational grade with, (P=0.022), father's educational grade, father's job, father educational grade, and relationship of other children with student. Considering the obtained research results the researcher suggests authorities according to the mental health in similar populations to improve the quality of mental health, more extensive studies should be conducted in the general population.

Many studies have been conducted on anxiety in EFL classroom settings and also on individual's Emotional Intelligence (EI) skills in a variety of situations. The major purpose of this study was to assess if there were any specific relationships between Iranian EFL learners’ EI skills (such as interpersonal, intrapersonal and stress –management) and their anxiety level. Participants of the study were 152 EFL college students, both males and females, who were selected randomly among freshmen and sophomores in Islamic Azad University -Tabriz. The researcher utilized two questionnaires to collect the required data in order to determine the level of foreign language classroom anxiety and emotional intelligence skills. The first questionnaire was Horwitz's foreign language classroom anxiety scale (FLCAS) and the second one was Bar-on's Emotional Intelligence test. Based on the quantitative findings of this study, it was found that there exited a significant correlation between foreign language learning anxiety and emotional intelligence skills in total. It was also found there were significant negative correlations among all the selected sub skills of EI in this study, except between interpersonal relationships and anxiety. It was also noted that the difference of anxiety mean scores between EFL male and female participants was not significant. Based on results of this study, the difference of EI mean scores between EFL males and females was not significant, except the sub skills "stress-management, self-actualization and stress – tolerance", in which there was a significant EI difference means scores.