نشریه پژوهش در مسائل تعلیم و تربیت
شماره 57 (1397)

This research was conducted with the aim of examining the equality of job opportunities in the Education organization. The research approach was descriptive-analytic in general, and the statistical population consisted of three main communities of teachers, including teachers with teaching experience 1 to 4 and 5 to 30 years, serving in the 2nd District of the Education Department of Sanandaj as well as retired teachers of the last 5 years of in the same district, using the Morgan table number of samples. The population size foe this part of the research were 285 for student-teachers, 137 newly recruited (1-4 years), 338 for employment (5 to 30) and 140 (retired). The method of sampling in this step was random sampling and the method of data collection was multi-stage clustering. The utilized research tool is a researcher-made questionnaire consisting of 5 components of salary and benefits, job promotion, occupational restrictions, job responsibilities and organizational external issues that are designed in 56 items. Validity of the questionnaire has been approved by the experts through the CVR test And the researcher has used Cronbach's alpha for reliability of the research with 0.80 Approval. Finally, due to the normality of the research data for the statistical data of the three teachers' populations, considering the normality of the research data (positive and negative), one-sample t-test, Friedman, one-way ANOVA and Tukey's post hoc test To confirm or reject the hypotheses were used. The results of the research while confirming the mentioned components in order to determine the level of equality in the organization, indicate the general agreement of the three groups of teachers mentioned on the existence of job inequality in their organization. This agreement, with regard to the main components of the research in the field of prioritizing each of the areas of equalization in the organization, is divided into three groups with relative differences.

In the field of bullying in educational settings, many of the studies have been focused on peers; however, bullying behaviors can be seen in adults, and even teachers. This study aimed to develop and validate teacher bullying scale which measures the various forms of bullying behaviors displayed by teachers. The initial stages of the scale design were determined by defining the target structure, creating items and receiving and reviewing the views of the experts (faculty members of the Department of Psychology and Educational Sciences of the University of Tehran). The psychometric characteristics of teacher bullying scale were examined by implementing a questionnaire in 20 primary and secondary schools in Tehran. Exploratory Factor Analysis (EFA) showed that the teacher bullying scale comprised 28 items in 3 components of physical bullying (11 cases), bullying (10 cases) and verbal bullying (7 cases). In the confirmatory factor analysis, the3 components that were obtained were validated. The teacher's bullying scale also had a good internal consistency for the overall score scale and its sub-dimensions.

This multitraits-multimethods study aims to formulate a model for authentic leadership in higher education. For so doing, the grounded theory has been used as the research methodology. For this study to be conducted, there were two groups of participants for the qualitative and quantitative sections. The former consisted of 13 academic elites specializing in educational management while the latter included 331 people who were randomly selected from the lecturers and staff of management faculties of Azad, Open, Farhangian and national universities of western provinces of Iran. These participants were kindly begged to fill out a researcher-made questionnaire. There were three phases for the data analysis; open coding, axial coding and selective coding. Data analysis led to designing a qualitative model for the study. The results provided a paradigmatic model including authentic leadership in higher education as an axial concept, causal conditions, underlying factors, intervening factors, processes and consequences. Confirmatory factor analysis approved the conceptual model provided by the quantitative module of the study.

The present study aims to identify habit and agency position in human education. This study is a conceptual analysis focusing on defining clearly the concept meaning by explaining accurately its relationships with other concepts. Based on the results, habit is a condition in human existence, which is created by repeated actions and eases gradually the difficulties of doing the action. The agency is based on the concepts like freedom of action, self-control, responsibility, and critical thinking in revealing an action and stems from desire, cognitive, and voluntary bases in human existence. The most important analyzes of the findings are the necessity of agency development in education and retarding it temporarily, eliminating the responsibility of the trainee when divesting the agency, negating the absoluteness in agency development due to the possibility of error in action bases, the double value of behavioral habits due to forming in the agency context, the value of unconscious habits during agency weakness, the effective role of the unconscious habits in strengthening the action bases, the limitation of conscious habits in the dependence on the action bases, and preventing the decline of habits through linking with value and emotional stimuli.

This research aimed to explain wisdom based on identity styles through psychological capital. For this aim, based on multistage-cluster sampling method, a sample of 424 students from Hamedan universities was selected, and Three-Dimensional Wisdom Scale (3D-WS), Identity Styles Inventory (ISI-3) and Psychological Capital Questionnaire (PCQ) were completed by them. The data analyzed by using the structural equation modeling (SEM) method and AMOS software. For each of the latent variables, measurement models were estimated and tested, and all of the models were supported. The final model presented a particular pattern of relationship between the research variables, and could explain 0/18 of the variance of wisdom. The fitness indicators of the model showed the proper fit with the data (χ2=3.58, P=0/17, χ2/df=1.79, GFI=1/00, AGFI=0/98, CFI=1/00, NFI=0/99, RMSEA=0/04). Direct effects of diffuse/avoidant identity style on wisdom was confirmed, but direct effects of informational and normative were non-significant. All three identity styles showed indirect effects through psychological capital on wisdom. In totall, the data supported the role of identity styles in development of wisdom through psychological capital, so that diffuse/avoidant identity had considerable negative effect and informational identity the most positive effct.

Aim and

The paper examines the interrelationship between art and social philosophy and deeper exploration of the thematic and to some extent content that may contribute to the field of perception both theoretically and evolutionarily.

Understanding the art and schema of its media is a tool of understanding the complexities of social philosophy. The role of art in human representations and propositions, especially in the cultural-civilizational turn, which is characteristic of our time, must be noted.

Art brings spirit and meaning to daily life, reflecting the new horizon and creating new perspectives of the cognitive domain , theoretically and developmentally. Art can empathetically and positively embody each structure with a positive approach to ontological awareness of its significance ,authencity and appeal; In the modern age the art is more inclined by more concrete and sensualized incentive rather the utopian world, the edificated feelings of a sublimed or” perfect man” . In the modern age the human being is disembeded , alienated, lonely and atomized seeking his “identity”.

Iranian art is transgressive , but at the same time keeps cleverly moving boundaries, for example ,be twin right and duty.
In the modern age, human beings are identified through "emerging" constructs. Art empowers individual ,social and organizational actors to face the ongoing challenges of imagination, meanings, freedom of choice, and at the same time the increasing breadth and variety of moral commitment. These challenges are theorems and materials of ethics and morality studies.