نشریه رهبری آموزشی کاربردی
پیاپی 4 (زمستان 1399)

The aim of this study was to investigate the causal pattern of relationships between the characteristics of servant leadership, career path, work ethic and organizational civic behavior among the staff of Urmia University. The research method is descriptive-survey and is of structural equation type. The statistical population of the study included all administrative staff of Urmia University, 596. A sample of 236 people was selected using the stratified relative sampling method for the study. Four standard questionnaires of servant leadership (Taylor, 2002), career path (Adeckla, 2011), work ethic (Gregory, C. Petty, 1990) and organizational civic behavior (Kanowski, 1996) were used to collect research data. The results obtained from the implementation of software output path analysis models show the appropriateness of the fit of the structural equation model. The results of hypothesis testing by structural equation modeling showed that servant leadership has a direct and significant effect on career path, work ethic and organizational civic behavior. The results showed a direct and significant effect of career path and work ethic on organizational civic behavior. The results also showed that career path and work ethic play a mediating role in the causal relationship between servant leadership and organizational civic behavior. Therefore, in general, it can be said that career path and work ethic have been able to play a mediating role in increasing the effect of servant leadership on organizational civic behavior. Therefore, university administrators should emphasize employee leadership, work independence and work ethic to enhance the civic behavior of employees.

The purpose of this study was to investigate the role of secondary education on the teacher's job support through mediation of knowledge sharing. The research method is descriptive and correlation is a type of structural equation modeling. The population consisted of all high school teachers in Tehran province who were selected by using randomized cluster sampling method (380 people) as a statistical sample. Three questionnaires were used for collecting the research data from Abdullah Abrisham's Instructor's Instructor's Inventory, Shane Job Support Questionnaire and Knowledge Sharing Knowledge Wang et al. Data were analyzed using structural equation modeling. The results indicate the fitness of the conceptual model and its confirmation for the community of high school teachers in Tehran province. The direct effect of in service training variables on knowledge sharing was significant and direct effect of knowledge sharing on job reliance is significant. However, the direct effect of in-service training variables on job support was not significant. There was also a significant and indirect effect between in-service training on occupational support based on the role of mediating knowledge sharing (0.42). Therefore, direct knowledge sharing and in-service training indirectly account for 45% of job support. According to the findings of this research, it is suggested to consider the promotion of in-service training and the need for them to increase their knowledge base, in order to increase their job support.

Good governance, transparent and accountable management in an educational system with the aim of ensuring a fair and sustainable scientific, economic and social development. The educational system always strives to find a strong position for itself among the stakeholders by relying on this concept and presenting its indicators. Good governance has been proposed as a new method for the sustainable development of the educational system and it can be argued that one of the reasons for good governance is its role on the efficiency of educational systems. The present study provides a definition of this concept, expresses its indicators and components, and while presenting the prevailing harms in the governance of higher education in Iran and examining its effects, provides solutions to eliminate the harms and correct good governance in the education system. The present study can be considered as a interpretive meta-analysis of the situation of governance injuries in higher education in Iran, so while studying libraries and documents, the method of content analysis and analysis of scientific reports has been used. The research findings indicate that by recognizing the basic and priority issues; Which is the cause of many harms in the governance of higher education and also the discovery of relationships between them, solutions and suggestions for good governance in the Iranian education system.

The aim of the research was to identify and prioritize the barriers to the development of entrepreneurial school from the perspective of high school principals in Ardabil city, which was done by descriptive-analytical research method. The statistical population of the study of all principals of secondary schools in the first and second years of Ardabil city in the academic year of 2009-2010 was 300, of which 170 people were selected through Morgan and Georgian formulas by stratified random sampling. The data collection tool consisted of a researcher-made questionnaire adapted from the research literature. The validity of the questionnaire was estimated through formal-content validity and reliability through Cronbach's alpha coefficient, which was higher than 0.7 for all variables. Data in SPSS software were analyzed by single sample T test, Kai Scovar and Friedman. The results of this study showed that from the perspective of principals, barriers related to teachers with average (3.74), barriers related to students with average (3.55), organizational barriers with average (4.18), government barriers with average (13) 4.4 Obstacles to planning and curriculum content with an average (4.24) and environmental barriers with an average (3.91) play a significant role in the lack of development of entrepreneurial schools. The results of the Friedman test showed that the ranking of barriers to entrepreneurial school development from the principals' point of view is the barriers to planning and curriculum content, organizational barriers, government barriers, environmental barriers, student barriers and teacher barriers, respectively.

The aim of this study was to compare the effect of reverse education learning and traditional education on the academic motivation of elementary school students. The research method was quasi-experimental with pretest and posttest design with control group. The statistical population of the study consisted of male and female students of the fifth grade of elementary school in Talesh city in the academic year 1398-99. The sample of this study includes 39 male and female students in the fifth grade of elementary school, including 22 in the experimental group and 17 in the control group, who were selected by available sampling method. In this way, first two schools were selected from the primary schools of Talesh city that were available and then from each school of the fifth grade which included male and female students and had an almost equal volume. To collect the data, the Passion Questionnaire (Wang et al, 2011) was used, which had three behavioral, emotional and cognitive aspects of school desire, which can measure all aspects of academic motivation related to mathematics. Cronbach's alpha coefficient calculated for this questionnaire was estimated to be above 0.7. Data were analyzed by multivariate analysis of covariance. The results showed that the research hypotheses about the effectiveness of reverse education on students' academic achievement were confirmed and the students in the experimental group had significantly more academic desire than the students in the post-test control group.

Organizational voice is very effective in educational organizations and provides the basis for organizational creativity. Organizational voice is influenced by several variables, including culture and moral leadership. The present study is a descriptive correlational model (structural equation model), which aims to predict the organizational voice of teachers based on moral leadership mediated by moral culture. The statistical population of the present study consisted of 1302 teachers in district one of Ardabil province and from the aforementioned statistical population using the Morgan table, 292 people were selected by multi-stage and stratified cluster sampling method for men and women. Required data were collected using standard questionnaires of Ethical Leadership of Kalshvien et al. (2011), Goble et al.'s Ethical Culture (2011) and Organizational Voices of Zuhair and Ardoughan (2011), and data were analyzed using software. Spss21 and 8lisrel performed. The results indicate that the direct effect of moral leadership on teachers 'organizational voice is equal to 0.88, which indicates the positive effect of moral leader on teachers' organizational voice. At the same time, the relationship between moral leadership and teachers' organizational voice is intensified by moral culture. So that moral leadership with the mediating role of moral culture can explain 0.99 of the variance of teachers' organizational voice. Therefore, organizations should pay special attention to institutionalizing ethical culture and applying ethical leadership style.

The aim of this study was to investigate the role of family socio-economic status and social skills of teachers on academic achievement with the Mediating students' academic engagements. This research is of applied type and in terms of implementation, correlation and structural equation modeling analysis. The statistical population of this study included all 19 mathematics teachers and 5675 first grade male and female high school students in the academic year (2019-2020) of Aligudarz city. A one-stage cluster sampling method of one school for girls (50 people) and one school for boys (50 people) and 6 teachers were selected as a sample. Pham and Taylor (1999) Student Academic Achievement Questionnaire, Garmaroodi and Moradi Family Socio-Economic Status Questionnaire (2010), Matson et al. (1983) Teachers' Social Skills Questionnaire and Hunting Academic Engagement Questionnaire (2013) were used for data collection. Structural equation modeling was used to analyze the research data. The results showed that teachers 'social skills and family socio-economic status have a direct and significant effect on students' academic engagement (0.53 and 0.62). Socio-economic status the family and teachers 'social skills have a direct and significant effect on students' academic achievement (0.54 and 0.55) and indirect and significant effect (0.56 and 0.62) on the mediating of academic conflict; Students' academic engagement has direct and significant relationship with their academic achievement (0.69). the structural model of the research was approved. It can be concluded that socio-economic status family and teachers 'social skills have significant effect on academic achievement mediated of students' academic engagement.