International Journal of Schooling
Volume:2 Issue: 1, Winter 2020

The aim of this study was to evaluate organizational solidarity in public schools in Shiraz (Iran) in relation to the environment.

The present study is an applied research in terms of the design and is a descriptive-survey study in terms of the method. The study statistical population included all primary and secondary public-school teachers of Shiraz of which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument a short-form of the organizational solidarity scale (Torkzadeh, Taghizadeh and Moharrar, 2012), which were distributed and collected between research sample after calculating their reliability and validity.

The results of the study showed that the degree of organizational solidarity in both social-emotional and structural-instrumental dimensions in elementary schools is at a desirable level. Also, the findings indicated that there is no significant difference between the different dimensions of organizational solidarity in elementary schools but there is a significant difference between the various dimensions of organizational solidarity in secondary schools (p< 0.002). So that comparison of means showed that structural-instrumental solidarity is significantly higher than social-emotional solidarity. In addition, the results of multivariate analysis of variance (MANOVA) showed that there is a significant difference between social-emotional solidarity and structural-instrumental solidarity in elementary and secondary schools (p<0.01).

Elementary schools experience more social-emotional solidarity.

The current research aims to study the impacts of teaching the Educational- Rumi's Compilation pattern on critical thinking Tendency. The study approach is of Semi experimental pretest-posttest type with an existing control group, the statistical population of which is all female students in the twelfth grade at Technical Schools in Birjand in the academic year of 2016-2017. A total of 30 people, who had the desired input characteristics, were selected by a multistage cluster sampling as the sample group. The of Ricketts critical thinking questionnaire (2003) was used to measure the variables of the research. The analysis of the research data was conducted through the Multivariate Covariance Examination. The results indicate that the teaching the Educational- Rumi's Compilation pattern increased the critical thinking (In all three dimensions, creativity, maturity and commitment) of the experimental group versus the control group. According to the results, it can be said that through the training of the Educational- Rumi's Compilation Pattern, critical thinking tendency is strengthened in children.

This research examined the effect of teachers’ satisfaction level of public sector universities on student satisfaction. Requisite data were collected through self-administered questionnaire, from 100 teachers and 100 students of 5 public sector universities selected on the basis of simple random sampling. The study first determined teachers’ satisfaction on the basis of three dimensions of their job including teaching, supervision and stress. Teaching was found insignificant determinant of teacher satisfaction whereas stress was significantly and negatively related to teacher satisfaction and supervision was significantly and positively related to teacher satisfaction. The study then determined the students’ satisfaction on the basis of active teaching, learning activities and assessment framework. Active teaching was found insignificant determinant of student satisfaction whereas learning activities and assessment framework both significantly contributed towards student satisfaction. Finally the impact of teachers’ satisfaction was examined on student satisfaction concluding positive and significant relationship between the two at 0.01 level of significance.

This research has been applied in terms of purpose and descriptive in terms of method of action research.

The method of collecting information was using a new approach of combined research method. The research site was one of the elementary schools in Birjand in the academic year 2014-2015. The research sample was selected by purposeful sampling method. In this research, after proving the existence of anxiety and anxiety of the sixth-grade student in the evaluation of math lesson, using scientifically and creatively collected evidence and information, scientific and creative methods were used to reduce anxiety and anxiety. Research tools included qualitative methods such as peer evaluation, observation and interview with parents, as well as quantitative methods such as Test Anxiety Inventory (TAI) for data collection.

Examining student nutrition status and improving it as one of the most important prerequisites for learning, reviewing fear history in a math lesson by talking to the student himself and his parents, focusing on the principle of substitution fear, helping the student to volunteer in anxious classroom situations, providing a few simple exercises to the student prior to the main assessment in math alarm, asking the student to help students in lower grades in math lesson to establish a self-efficacy anxiety disorder, using cognitive learning, in the process of solving math exercises related to evaluation, the use of relevant evaluation using authentic tasks, the use of amplifiers activity, encouraging based on the lowest level of performance without fear or anxiety in children and the use of self-assessment and peer assessment was.

After implementation of these solutions, the student's anxiety was assessed again with the help of combined research method. The results showed that students' anxiety was reduced in math lessons.

The study aims to assess the impact and correlation of information literacy on the job commitment of public library workers of two Iranian western and eastern provinces.

The research is designed on a descriptive method, applying a survey data gathering methodology. The population are all librarians of public libraries of Kermanshah and South Khorasan provinces during 2014-2015. The sample population of study, consisting of 147 individuals, was chosen through random stratified sampling method. To gather the data, information literacy questionnaire and job commitment standard questionnaire were used. Validity of questionnaires was confirmed by content validity evaluation. To ensure reliability of the questionnaires, Cronbach’s alpha correlation was calculated. Coefficient value of Cronbach’s alpha gained was 0.93 and 0.91 for information literacy and job commitment, respectively.

A high over all positive relation between information literacy skills and job commitment among the employees of research population was observed. A significant relation between each dimension of information literacy of employees and their job commitment according to their information literacy skills was revealed. Moreover, there was a significant relation between information literacy and each facet of job commitment of employees. Information literacy facets predicted 43 percent of job commitment variance.

This paper revealed a positive development of information literacy skills affecting job commitment among employees.

Educational institutes have increasingly recognized the importance of choosing authentic leadership pattern for their administrators, as it will bring them very positive and wonderful consequences in various levels. Therefore, the aim of the present study is to explore an authentic leadership pattern for educational administrators.

In order to achieve this special pattern, the study was performed qualitatively and with a qualitative case study method. Potential research participants included successful directors and Vice-Presidents in Shiraz University and colleges with ten successful managers of the ten first considerations using targeted sampling approach. Then, using snowball sampling technique and considering the findings' saturation criteria, another 5 people were added to determine the sample adequacy. Furthermore, semi-structured interview tools were used to gather the research data and then, the interview results were analyzed; that is, firstly open coding and then axial coding were performed to achieve the basic, the organizer and the comprehensive themes.

The findings of the current study showed that, from the primary 188 codes, the authentic leadership pattern of the education administrators involves 83 basic themes and four personal, interpersonal, organizational, and intra-organizational organizer themes in order to achieve the inclusive themes of academic authentic leadership.

Paying attention to this leadership style and investment in enhancing this particular model by educational leaders help them to do their tasks effectively toward all the stakeholders in a moral manner and improves managers' insights in developing strategies when dealing with challenges and issues ahead. In conclusion, according to the findings of the study, the following suggestions, divided to functional and research, are being provided.