نشریه رهیافتی نو در مدیریت آموزشی
سال یازدهم شماره 5 (پیاپی 45، آذر و دی 1399)

The purpose of this study was to design a model of competency of schools managers for use in the assessment center. In this cross-sectional study, the qualitative components of the exploratory study were tested using structural equations. The research community in Delphi, all the experts, professors and senior managers of human resources in education, was interviewed using a targeted snowball sampling with 25 experts. The statistical population was in the quantitative phase of all educational managers of Tehran city. 462 people were selected as sample using cluster sampling. The research tool was a researcher-made questionnaire. To analyze the findings of the Delphi method, a second order confirmatory factor analysis method was used. The results showed that the dimensions and components of the model of competency of the education managers for use in the assessment center are: knowledge competence (general knowledge of management, incident knowledge in the field of educational management, knowledge in the field of education and teaching, environmental knowledge, knowledge of related laws and Knowledge of information technology), professionalism (good ethics, commitment to values, honesty and truthfulness, flexibility, chastity and kindness, customer orientation and conflict management), personality traits (pattern, accountability, commitment, participatory, learning, Perfectionism, self-improvement, self-management and self-confidence (executive) (information management, risk-taking Resource management, timely feedback, operational planning and decision-making skills (leadership) (motivation, empowerment and empowerment, teamwork and team building, penetration and impact, talent management, success and inspiration) communication (skills) Hearing, ethics and good behavior, ability to communicate with employees, understanding and understanding of others 'perspectives, ability to communicate clearly and clearly, ability to communicate with school principals and ability to interact with students' parents (cognitive) (creativity, innovation, rational thinking and insight).

The present research aims to present a conceptual model for educational NGOs active in the field of school construction. The research is conducted with a Qualitative approach using data-based method of research. The means of data-gathering were semi-structured interviews employing purposeful snowball sampling method, conducted with 24 distinguished persons. Firstly, qualitative data in the execution process of the grounded theory were analyzed in three stages of open encoding, axial encoding and selective encoding. Then, based on the analytical pattern from the grounded theory extracted from 106 primary codes or concepts in interviews, and extraction of 57 concept from theoretical literature of the research, The conceptual model of the research was designed based on five general dimensions, including: 1. Input management 2. Process management 3. Output management 4. Management audit and 5. Feedback. These dimensions are extracted from 14 components, Included respectively: organizational resources, government resources, personal resources and managerial, participatory and supportive activities plus quantitative, qualitative, diversity and outcomes outputs, including output evolution and excellence, strategic analysis, continuous development and improvement The management system of the organization and finally the feedback that these components are derived from the 50 main indicators. Results showed the combination of the management’s characteristics and beliefs, in line with organizational and social factors, influence the management of educational NGOs. Also, the consequences of the utilization of the management pattern for educational NGOs are divided into two individual and social aspects. In terms of influencing the manner of management, contextual factors were influential in two environmental and policy-making aspects and intervening factors were influential in two internal and external aspects. If the organization manages educational NGOs with reliance on effective factors in paradigmatic model of grounded theory, it shall gain more success.

he aim of this study was to investigate the differences in the competencies of smart school principals based on the foundation's data theory. This research is a qualitative research conducted in the statistical community of university professors, specialists and experts in educational technology. Samples were selected by targeted and snowball method. Finally, 22 people were interviewed and the data were analyzed through semi-structured interviews during the three stages of open, central and selective coding. In open source, post-implementation interviews were defined using content-by-line content analysis, conceptualization, and then conceptualization, and concepts and categories. In axial decoding, the relationship between classes, content determination category was selected and studied based on the characteristics related to other categories, focus on research, repetition in data and abstraction as the central category of the present research. Then other concepts were categorized in terms of causal conditions, pivotal category, strategies, context, intervening conditions and consequences, and theoretically related to each other in the form of paradigm model. In the selected coding of the theories, according to the identified concepts and codes, the final selection was made. Lincoln and Goba's (1985) approach was also used to provide validity and reliability. The results showed that in the conceptual coding stage, 30 concepts were selected and identified in nine executive, decision-making, leadership, perceptual, communication, teamwork, and individual management categories. And individual competencies were placed as research theories.

Abstract The main purpose of this study is to investigate the effect of organizational culture on Entrepreneurial passion with an emphasis on the mediating role of Organizational learning and market orientation. The research method is applied in terms of purpose and descriptive-correlation in terms of data collection (Research design) passion with an emphasis on the Structural equation Modeling. The statistical population included all employees of the Technical and Professional Organization in Khuzestan Province (N: 800). Due to the geographical dispersion and difficulty of access to all members of society, a random multi-stage cluster sample of 260 people was selected based on Cochran's formula. Data collection tools have been standard questionnaires with validity and reliability. Thus, to measure organizational culture, Cameron and Quinn's (2011) questionnaire, market orientation, Narver and Slater's (1990) questionnaire, organizational learning, Neefe's questionnaire (2001) and Cardon et al.'s (2013) questionnaire were used for entrepreneurial passion, that their formal and content validity was confirmed by professors and experts. Also, the results of the reliability test were calculated and confirmed using Cronbach's alpha coefficient of 0.91, 0.89, 0.99 and 0.72, respectively. The results of data analysis using structural equation modeling with SPSS & PLS Smart software showed that organizational culture has a significant effect on Entrepreneurial passion both directly and through market orientation and organizational learning.

The purpose of this study was to "design and validate a model for the professional development of school principals in a mixed manner". The research was applied in terms of purpose and mixed method. The statistical population of this study in the qualitative section included educational management experts. First, in this section, with a deep study of the theoretical foundations and background of the research presented on the subject of research in both internal and external sectors, the components of professional development of school principals were identified. Then, semi-structured interviews were conducted with purposeful sampling method and each interview was coded through NVivo software. This process continued until the researcher reached theoretical saturation. The statistical population of the high school principals in the provinces of Tehran province is 2711 people that were selected by Cochran formula of 385 samples by multistage cluster sampling. The data collection tool was a researcher-made questionnaire for quantitative determination of face status and desirability. Its face and content validity was confirmed by 10 experts in management and educational leadership and its reliability was measured by Cronbach's alpha coefficient (0.864). And combined reliability (0.899) is achieved. The results showed that the professional development of managers has eight components: "organizational factor", "policy factor", "economic factor", "cultural factor", "value factor", "social factor", "individual factor" and "technology factor". That is, in professional development, managers explain 80% of the variance. On the other hand, the status of organizational and policy components was lower than average and undesirable and the other components were average and far from optimal. Finally, the research model was formulated based on the philosophy and goals of the model, the theoretical foundations, and factors influencing the professional development of managers, which was confirmed with 99% confidence

The present study aimed to present a paradigmatic model of a research-based school using the qualitative method of grounded theory. The population comprised of all the experts and specialists in educational management and curriculum development in Isfahan province, from whom 24 experts and specialists in educational management and curriculum development were selected by purposive (snowball) sampling and a semi-structured interview was conducted to interview with these experts. Findings of the study showed that the deficiency of the course-based structure, the developmental attitude, the requirement for research orientation in the document of fundamental change, the requirement for research orientation in the law of the sixth five-year plan of development and the development of prospective thinking are the causal factors that directly influence research orientation and somehow justify its necessity. The change in learning policies, multimodal grounding, and institutional support are also the contexts that facilitate the realization of research orientation; furthermore, a number of macro factors (socio-cultural, conflict among the institutions of power) and micro factors (psychosocial capital, the demonstrative discourse of education) mediate these influences. To realize research orientation in schools, a number of strategies are needed among which we might refer to the revival of the school’s mission and the rearrangement of educational elements. If the research orientation is realized, positive effects can be observed both on the individual (development of individual pragmatism, mental dynamics), and socio-organizational (social knowledge-based development, organizational improvement) levels.

The purpose of this study was to identify patterns of organizational culture in schools, focusing on its typology, which could be used as a guide for school administrators in the rapid changes. This qualitative research was a kind of analytical-case study with a library method. The surveyed community included sources, compilations and authoritative researches of the last four decades in the field of organizational culture of schools inside and outside the country that were available in accordance with the search terms. A sample of 308 cases that provided theorizing, modeling, and typology. With content analysis and subject coding, the findings were identified in two categories. In the first category, the approach is based on three categories (1. Functionalism, 2. Process-driven approach, 3. Improvement-Efficiency approach) with the aim of understanding the phenomenon of school culture and strategies for increasing school performance. In the second category, with the methodological view of research and application of the results in three groups, descriptive evaluation studies, correlation studies and school culture studies. This typology shows that the school has a specific organizational culture, based on the factors and backgrounds, and that managers and educational leaders with a comprehensive understanding of patterns can be the discoverer and creator a positive organizational culture in schools.

 This research was conducted with the aim of determining the qualitative development model of the universities' Incubators of Iran, using the tradition of qualitative research based on Grounded theory , with Strauss and Corbin's approach and paradigmatic logic. This study conducted interviews with 15 managers of the Incubators in Iran . The sampling was carried out through theoretical method and according to the type of coding, the data analysis was based on three stages of open coding, axial coding and selective coding. From analysis of interviews in the coding phase of 204 concepts, in the pivotal coding step of 60 sub categories and in the selected coding stage, 23 categories were categorized. The results of Pajhwah showed: The causal conditions of the paradigm of qualitative development of the centers of growth of the universities consisted of 6 main components (organizational framework, educational factors, financial factors, communication patterns, effective teamwork, market research). Underlying conditions include three main categories (function, economy, rules). The Substance and intervention conditions include the four main categories (support, empowerment, attitude, interpersonal analysis), paradigm strategies including five main categories (distinction, reward, scientific attraction, development development, financial support), qualitative development paradigm implications including 5 main categories (Rich and reinforced employment, entrepreneurship growth, talent management, scientific marketing). Finally, the original theory of qualitative development model of the universities' Incubators of Iran was developed based on these categories as a conceptual model.

Curriculum responsiveness is a new concept that can be re-created and utilized using existing scientific support that has been developed further in the fields of system and social-organizational science. Due to the of lack of necessary researches in this regard and vacuum of conceptual framework, and in order to comprehensively study the responsiveness of the curriculum, the present study aims to develop a conceptual framework of a responsive environment curriculum in higher education, qualitative case studies have been conducted by using the view of qualified and relevant experts. Potential participations were selected by using target approach, the method of selecting key experts, theoretical saturation criterion, and collecting information using semi-structured interviews. The data were analyzed using the method of thematic analysis and the formation of the themes network. Based on this, a comprehensive, organizing and basic themes of the framework of curriculum responsiveness in higher education was considered. The validity of the findings was determined and affirmed by using a collection of methods as credibility, dependability, conformability, transferability, triangulation and control. As a result of this study, As a result of this study, a framework of environmental responsiveness was developed in the curriculum of higher education consisting 18 elements with 111 components and related characteristics. The elements include: logic of curriculum, the sources of determining and compiling goals, Needs assessment, prioritization strategy, education concept, learning concept, role of a teacher, role of a student, learning environments, teaching- learning places, teaching- learning time, teaching – learning contents and resources, teaching – learning evaluation, curriculum validation, curriculum system, managing and controlling on curriculum performance, Deliberation and prioritization, Pathology Barriers of curriculum implementation, evaluation, correction, revision and change of the curriculum.

This study examines and analyzes how the components of emotional intelligence affect intelligent leadership. The research method was descriptive-correlation with emphasis on structural equations. The statistical population of this study consisted of teachers and faculty members of Farhangian University campuses (1100 people). The sample size was determined based on one rule in order to perform the confirmatory factor analysis, 330 people using the appropriate class method. Intelligent leadership data were generated by a researcher-made questionnaire and emotional intelligence data were collected by the Goleman Emotional Intelligence Questionnaire. Cronbach's alpha coefficient for intelligent leadership components was 0.89 and for emotional intelligence dimensions was 0.825, which indicates the appropriate reliability of data collection tools and their formal and content validity was confirmed by experts and experts. Data analysis was performed using SPSS and LISREL software. The research findings show that "awareness of the situation" with a diagnostic coefficient of 0.892 is the most important dimension of smart leadership. The results also show that "social skills" and "self-awareness" with a detection factor of 0.43 and 0.33 are considered as the most important dimensions of emotional intelligence, which have a significant impact on smart leadership, respectively.

The title of this study is "Explaining the pattern of relief culture and charity in the official education system of the country". This research has been done by exploratory mixed research method and has been considered as proportional to the structure and nature of the research from the applied tools The statistical population of the study consisted of 212 educational experts working in the Education Department of Bushehr province and the stratified sample of the research was 52 experts selected from the collection. In the quantitative part, the researcher-made questionnaire with validity and reliability of questionnaire was used. Data integration was performed in both quantitative and qualitative stages using spss statistical software and factor analysis technique.

The aim of the research is to make education policy in Iran according to the theory of good governance according to; It is an indicator of public trust and the research method is descriptive-survey and it is applied in terms of purpose and in terms of cross-sectional time. The teachers' research community is in District 1 of Tehran. Due to the large population of teachers, 265 teachers were selected using cluster random sampling using Cochran's formula. The method of data collection is library and field studies and a questionnaire was used to measure the variables. Spss software was used to analyze the information. According to the results of the research, public trust training including interaction, tolerance, participation, socialization, Confidence, honesty, and risk-taking are among the educational policies among elementary school students. According to the results of the table, in relation to the average variable of interaction, tolerance, confidence and risk-taking, it is less than average and it is necessary to strengthen educational policies in this regard and the average variables of participation, sociability, and honesty and Honesty is above average and has a high level of public trust.

Assessment Questionnaire (1980) and the Hershey, Blanchard, and Goldsmith Productivity Assessment Questionnaire were used to gather information. Pearson correlation coefficient and regression analysis tests were used to analyze the data. The results showed that the gap between power, individualism and masculinity could lead to increased job stress and Conversely, weakening these components leads to reduced job stress. Considering the impact factor related to the component of risk avoidance, it should be said that strengthening this component can lead to a reduction in job stress and vice versa, weakening this component will lead to an increase in job stress. The results showed that strengthening the power gap, individualism and masculinity could lead to a reduction in employee productivity and, conversely, a weakening of these components could lead to an increase in employee productivity. The results also showed that increasing job stress can lead to a decrease in employee productivity and, conversely, a decrease in this variable can lead to an increase in employee productivity. Based on the results, it can be said that the variable of job stress plays a mediating role in the relationship between power distance, individualism, risk rejection and masculinity.

The Effect of Adult Literacy on Economic Development and Reduction of Social Harms The issue of considering social norms is of great importance in any civilized community. Confronting social values will lead to gradual collapse of the society and threatens its security. The purpose of this research is to find the effect of adult literacy on economic development and the reduction of social harms. Data was gathered from 12 adult literacy teachers in Shiraz and the samples were chosen purposefully. Deep interviews were continued until saturation of the information. In order to interpret the interviews, descriptive statistics was used. Thematic content analysis was conducted to analyze and describe data. The results showed that adults’ learning and literacy would improve life skills as well as economic development individually and socially by using excitement focus approach and problem focused approach coping strategies. These strategies increase social and mental capacities of individuals and helps them to be more effective in dealing with problems as well as improving their capabilities.

The purpose of this study was to analyze the content of social studies textbooks at fourth, fifth and sixth grades of elementary school based on the VARK'S learning styles. It was a content analysis descriptive research using Shannon entropy method. The population included the curriculum (purpose, content, Teaching –learning activities and evaluation) of the fourth, fifth, and sixth grades. The sample of curricula is social studies subject. In order to analyze the existing curriculum (intended) with each learning style, the objectives of the textbooks were first studied, then the content of the textbook was examined. For analyzing the Teaching –learning activities we analyzed the Teacher guide book. In the evaluation component, the textbooks questions and the Teacher guide book were analyzed. The research tool was a checklist of VARK'S learning styles (1998). Based on VARK'S learning style questionnaire, 6 experts from the field of curriculum and psychology were received and their views were confirmed in the final design of the checklist and the content validity of the checklist. In order to ensure reliability, analytical coding was provided to three researcher and an agreement rate of 88% was estimated. The results showed that in the social textbooks (purpose, content, Teaching –learning activities and evaluation) at the fourth elementary grade, the Auditory style was in the first and the visual style in the fifth rank. At fifth grade, the auditory style was at the first and the combinative style in the fifth rank and finally at the sixth grade, the reading / writing style was in the first and visual style in fifth rank. Therefore, it can be said that the preferred style in social studies curriculum is the auditory style at the fourth and fifth grades and reading / writing style in the sixth grade