نشریه مدیریت و چشم انداز آموزش
سال چهارم شماره 2 (پیاپی 12، تابستان 1401)

AbstractThe present study was conducted with the aim of determining the relationship between information literacy and communication skills of teachers with academic self-efficacy with the moderating role of students' intelligence beliefs. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the research was made up of 295 girls' secondary school teachers in Rudsar city with a statistical sample of 167 people and 4006 girls' secondary school students in Rodsar city with a statistical sample of 216 people. In order to collect data, questionnaires of Babaei (2008), questionnaire of Jing & Morgan (1999), questionnaire by Yazdani (2012), and questionnaire by Koein Dam (2004) were used. In order to analyze the data, structural equation technique was used using Lisrel statistical software and Spss statistical software. The research findings showed that there is a positive and significant relationship between teachers' information literacy and students' academic self-efficacy. There is a positive and significant relationship between teachers' communication skills and students' academic self-efficacy. The results of the research showed that intelligence beliefs have a moderating role in the relationship between information literacy and teachers' communication skills with students' academic self-efficacy. Extended AbstractIntroductionIn the field of self-efficacy, research shows that students who have made great academic progress have been able to manage learning and resistance against social pressures due to their self-efficacy beliefs (Ghasemi, 2014). When a student believes that he has the ability to progress and achieve success, he has achieved academic self-efficacy. Self-motivated students, especially when faced with problems, show hard work and perseverance more than people who doubt their abilities. When students' perception of educational effectiveness is high, they will participate in activities that accelerate the development of their skills and abilities (Maghsudi, Esmaeili Shad, 2017). Intelligence belief is a factor that affects the level of students' learning. People's intelligence beliefs have been considered as their superior styles. According to them, belief in intelligence is an internal mediator that provides prominent mental structures for cognition, emotion and behavior. Therefore, intelligence beliefs can be placed within the dimension of document stability, because they mainly refer to the changeability of intelligence ability and being effective or not of effort and training of intelligence ability (Habib Khalgh, 2016).Information literacy is the ability to obtain, evaluate and use information from various types of sources (Franklin et al, 2019). Information literacy is a tool for individual empowerment. This empowerment can be seen in a person's skill in analyzing and making research decisions or his independence in searching for the truth (Farokh & Shah Talabi, 2018). Information literacy is the set of skills necessary to search, retrieve and effectively use different information sources (Lee et al, 2020). People with these skills can correctly identify their information needs, identify the resources necessary to meet this need, and search, identify and select information by formulating appropriate strategies in these sources, that is, they are able to critically evaluate the results of this search, choose the most suitable options, and recognize the information value of the sources to meet their information needs.Theoretical frameworkInformation literacy is the set of skills necessary to search, retrieve and effectively use different information sources (Karantzas & ETAL, 2017). Communication skills refer to the ability of managers to effectively exchange ideas and information with others (Tari et al, 2020). Educational self-efficacy beliefs help determine what a student can do with their knowledge and skills. As a result, educational progress is largely influenced by the student's perceptions of his abilities and predicted by it (Nazerzadeh et al, 2020), (Doek, 2011). Intelligence beliefs include incremental intelligence belief and inherent intelligence belief. The belief of incremental intelligence refers to the fact that intelligence is a flexible, increasable and controllable quality. On the other hand, the inherent belief about intelligence refers to the fact that intelligence is a fixed, inflexible and non-increasing quality.Messer (2020) investigated the effect of information literacy and communication skills on performance improvement. The results of the research showed that information literacy and communication skills have a significant effect on performance improvement.Kiya (2020) conducted a research titled "Investigation of the relationship between information literacy and the level of creativity and self-efficacy of Farhangian University students". According to the results, it can be said that the more the information literacy of students is improved, the more it affects the creativity and self-efficacy of students.MethodologyThe research method was descriptive-correlative in nature and applicable in terms of purpose. The statistical population of the research was made up of 295 girls' secondary school teachers in Rudsar city with a statistical sample of 167 people, and 4006 girls' secondary school students in Rodsar city with a statistical sample of 216 people. In this research, cluster random sampling method was used. The questionnaire (Babaei, 2008) was used to collect data related to the variable of intelligence beliefs, and the questionnaire (Jing & Morgan, 1999) for the variable of academic self-efficacy, and the questionnaire by (Yazdani, 2012) for the variable of information literacy, and the questionnaire by (Koein Dam, 2004) for the variable of communication skills. Discussion and ResultsIn order to investigate the hypothesis of the research, the modeling of structural equations, the method of structural equation modeling with the help of spss software was used to test the hypotheses from inferential statistics. Then pls software was used to test the hypotheses or the conceptual model of the research, and the results showed that the strength of the relationship between teachers' information literacy and students' academic self-efficacy was calculated as equal to (0.34) and shows that the observed correlation is significant. The strength of the relationship between teachers' communication skills and students' academic self-efficacy has been calculated equal to (0.45) and shows that the observed correlation is significant. The strength of the direct relationship between information literacy and academic self-efficacy has been calculated (0.34) and shows that the observed correlation is significant. The strength of the indirect relationship between information literacy and academic self-efficacy in the presence of the variable of intelligence beliefs has been calculated (0.67) and shows the correlation observed is significant. The strength of the direct relationship between communication skills and academic self-efficacy has been calculated (0.45) and shows that the observed correlation is significant. The strength of the indirect relationship between communication skills and academic self-efficacy in the presence of the modulating variable of intelligence beliefs has been calculated (0.74) which shows that the observed correlation is significant. The strength of the direct relationship between information literacy and academic self-efficacy has been calculated (0.34) which shows that the observed correlation is significant. The strength of the indirect relationship between information literacy and academic self-efficacy in the presence of the modulating variable of intelligence beliefs has been calculated (0.67) and it shows that the observed correlation is significant. The strength of the direct relationship between communication skills and academic self-efficacy has been calculated (0.45) and shows that the observed correlation is significant. The strength of the indirect relationship between communication skills and academic self-efficacy in the presence of the modulating variable of intelligence beliefs has been calculated (0.74) and shows that the observed correlation is significant. Considering the strength of the direct path relationship is less than the indirect paths, therefore, the existence of the modulating variable of intelligence beliefs increases the strength of the relationship and the role of the modulating variable of intelligence beliefs is confirmed in the current hypothesis.ConclusionThe present study was conducted with the aim of determining the relationship between information literacy and communication skills of teachers with academic self-efficacy with the moderating role of students' intelligence beliefs. The results of this hypothesis are consistent with the research findings of Yavari (2019); Maghsudi & Esmaeili Shad (2017); and Ras et al, (2016). Students recognize themselves in their academic tasks with sufficient and autonomous knowledge, they understand themselves better and engage themselves with the goals and assignments and as a result, they succeed in their studies. In addition, in this case, they get the necessary satisfaction about their own learning. In fact, when students consider themselves efficient and put their homework under their control, their internal motivation for academic homework increases (Nokarizi & Dehghani, 2013). Students who believe that their efforts will lead to better results from the classroom system, focus their efforts on learning from lessons and getting excellent grades. According to the results of the present study, it is suggested that the officials and those involved in education should be more sensitive about the academic self-efficacy of their students so that they can benefit more from their progress in the future. By using strategies such as verbally persuading students when solving relatively difficult problems, providing conditions for participation and teamwork, and fostering the belief that learning requires continuous and high effort, the conditions for increasing academic self-efficacy and using learning strategies provide effective academic engagement.

Abstract
The purpose of this study was to investigate the effect of job security on organizational maturity through knowledge sharing mediation. The research method was descriptive-correlative. The statistical population of the study was all faculty members of University of Kurdistan in the academic year of 2020-2021 that 190 faculty members were studied by stratified random sampling through questionnaires of job security (Neysi, 2002), organizational maturity (Spides, 2007) and knowledge sharing (Bohlool, 2013). For data analysis the Pearson correlation coefficient and structural equation modeling were used with SPSS21 and Smart PLS softwares. Results showed that job security has a positive and significant effect on organizational maturity; job security has a positive and significant effect on knowledge sharing; knowledge sharing has a positive and significant effect on organizational maturity; and job security has a positive and significant effect on organizational maturity mediated by knowledge sharing. Therefore, it can be concluded that when faculty members feel a good job security, they share their knowledge with others, which results in the desired organizational maturity of the university.
Extended Abstract

Organizational growth in universities and institutions of higher education under the influence of changes and developments, such as the introduction of advanced information and communication technologies in higher education, rapid growth of knowledge and the resulting changes, the need for universities to be accountable to society, financial constraints of higher education systems, public and global Higher education, the competition of higher education institutions, has become particularly important. Senior managers of higher education have found that if universities and institutions of higher education and their faculty members have a good level of growth and development, then we can expect that the other university resources will be used well, and continuous quality improvement in various activities will take place. In fact, addressing the issue of organizational maturity has evolved from a choice to an obligation for universities, because in this way, the professional growth of faculty members happens better and faster, and organizational growth has increasingly become a key mechanism for the improvement and development of the university (Gharouneh, Mirkamali, Bazargan Kharazi, 2014). Therefore, proper management of organizational growth is a vital and mandatory issue for all universities and institutions of higher education, including the University of Kurdistan, and identifying the factors affecting its organizational growth will be very important. According to the mission of Kurdistan University, its faculty members are considered as the expert force and the core of the university in performing professional responsibilities. Considering the competitive environment of domestic universities in attracting students and introducing their capabilities, the relatively new organizational structure of Kurdistan University, and the composition of young people in the organizational structure of that university, it is necessary to study the factors affecting organizational growth. Job security of faculty members of Kurdistan University can be related to the organizational growth of that university, but since this relationship is not completely linear and direct, other factors may play a mediating role in this regard. In this study, the mediating role of knowledge sharing is discussed. Therefore, the main issue of the research is whether job security has a positive and significant effect on the organizational growth of Kurdistan University with the mediating role of knowledge sharing?
Theoretical framework
The term organizational maturity was first used in 1957 by Robert Blake and Jane Mouton in the group's Psychoanalysis Magazine, and today many organizations have used organizational maturity to increase the efficiency, productivity, and health of their organization (Seyedi & Latifi, 2016). Organizational growth is a process in which the performance of employee's organization is improved and is basically based on the process of training and changing the values and attitudes of managers and employees of the organization (Jukić, Pluchinotta, Hržica & Vrbek, 2022). Organizational maturity can be considered at the micro and macro levels: At the micro level, organizational maturity contains information about people and personal interactions within the organization; at the macro level, it focuses on productivity information about strategy development, workforce coordination, and external factors (Karakaya & Yilmaz, 2013). In 2007, Spiders identified the dimensions of organizational maturity, including openness and transparency of the system, trust in others, feedback from within and without, partnership with others, cultivating and adopting, and a low level of organizational structure (Nikpour, 2019).
The issue of job security as one of the necessities of work dates back to the early 19th century, which became binding after the efforts of trade unions and finally with the passage of government laws employing employees with regard to job security and pre-determined criteria regarding the amount of work of individuals. During the 1970s and early 1980s, concerns were raised about the devaluation of labor. In the early 1990s, the trade union applied the idea of employment security in its reports, and finally the Security Flexibility Act was adopted with the aim of providing a higher level of employment security, especially for temporary agency workers. Also, from the beginning of the twentieth century, a new thinking about the nature of work was formed by considering the concept of job security, which was more emphasis on empowering employees in organizations (Keikha, Shahraki & Keykha, 2018). In the new concept of job security, organizations must become dependent on individuals; That is, organizations must provide the necessary conditions for empowering their employees in the professional dimensions, practical courage, experience, job satisfaction, behavioral, communication, thinking and work conscience so that employees can meet the professional and social expectations of the organization and have job stability in this regard (Babaei, Rasuli & Tagizadeh, 2015).
Although knowledge is a key capability and a vital resource, it is not enough to just have knowledge in the organization, but knowledge must be exchangeable. Attempting to share knowledge with others is a voluntary behavior (Hosseini Sarkhosh et al., 2016). Knowledge sharing is a process that involves both bringing and receiving knowledge (Entezari et al., 2016). In early studies, knowledge sharing was seen as a process of knowledge management. The benefits of knowledge sharing are achieved at both individual and organizational levels. At the individual level, knowledge sharing enables employees to improve their skills and experiences by working with others and sharing their knowledge and learning from each other, and to achieve professional growth. At the organizational level, it also has benefits such as creating a competitive advantage, optimal communication with customers, improving the performance of the organization by increasing efficiency, productivity, quality and innovation (Tavakoli et al., 2013).
 

The research method is descriptive-correlative. The statistical population of the study includes all faculty members of Kurdistan University in the academic year 1401-1400 with a volume of 373 people (342 males and 31 females) by random-stratified sampling (by gender), and 190 Scientific faculty members (174 men and 16 women) were selected as the sample, based on Cochran's sampling formula. Three questionnaires of job security (Neysi, 2002), organizational maturity, and knowledge sharing (Bohlool, 2013) were used to collect information. Descriptive statistics (mean, standard deviation) and inferential statistics of structural equation model were used to analyze the data using Smart PLS software.
Discussion and

Based on the descriptive findings, the mean and standard deviation of the research variables were as follows: Job security 3.76 ± 0.41, organizational maturity 3.45 ± 0.59 and knowledge sharing 3.89 ± 0.39. In examining the research hypotheses, it was found that: Hypothesis 1: Job security has a positive and significant effect on organizational growth. According to the findings, the value of job security β coefficient on organizational maturity is 0.47. Given that the value of T obtained is 13.57 and is greater than the standard value of 1.96, the research hypothesis is confirmed.
Hypothesis 2: Job security has a positive and significant effect on knowledge sharing. According to the findings, the value of job security β coefficient on knowledge sharing is 0.63.Given that the value of T obtained is 21.02 and is greater than the standard value of 1.96, the research hypothesis is confirmed.
Hypothesis 3: Knowledge sharing has a positive and significant effect on organizational growth. According to the findings, the value of knowledge sharing coefficient β on organizational maturity is 0.41. Given that the value of T obtained is equal to 11.57 and is greater than the standard value of 1.96, the research hypothesis is confirmed.
Hypothesis 4: Job security has a positive and significant effect on organizational growth with the mediating role of knowledge sharing. The Sobel test was used to test the hypothesis. According to the value of the indicators a) the value of the path coefficient of the independent variable on the mediator variable a = 0.63, b) the value of the path coefficient of the mediator variable on the dependent variable b = 0.41, c) the standard error of the path of the independent variable and the mediator Sa = 0.056, D) The standard error of the mediator and dependent variable path is Sb = 0.080, the value of z was equal to 4.66. Since this value of z was greater than the value of 2.58, the indirect effect of job security on organizational maturity mediated by knowledge sharing (β = 0.25) at a level less than 0.01 is significant.

Overall, the findings of this study showed that job security of faculty members, both directly and indirectly and through the mediation of knowledge sharing has a positive and significant effect on organizational growth. Considering the positive effect of job security, it is suggested to the top managers of the university that by delegating authority and maintaining the job independence of faculty members, observing justice and non-discrimination, providing appropriate facilities for preventing occupational accidents, providing appropriate facilities for using insurance, retirement Empowering them through in-service training, using their constructive opinions, suggestions and beliefs in organizational decision-making, and accelerating the process of transforming formal-definitive employment status can enhance faculty members' sense of job security. Also, considering the positive effect of knowledge sharing on organizational growth, the following suggestions are made to university senior managers: Introducing individual and organizational benefits of knowledge sharing, expressing the need to promote the university and not lag behind other universities to faculty members through regular knowledge management meetings and Knowledge sharing, creating an atmosphere of trust in the university for the exchange of knowledge and personal information.

Abstract
The aim of this study was to analyze the factors affecting the management of education in educational organizations with emphasis on the educational approach. The method of the present study was descriptive in the form of SWOT method. The statistical population of this research is all articles and researches related to this subject with emphasis on content sources of the 5 recent years, which have been indexed by databases. The tool used was a researcher-made checklist of factors influencing education management. Using descriptive statistics, tables related to the factors affecting education management in educational organizations in two categories of external and internal factors as well as strategic factor analysis (SFAS) were presented. Findings of this study showed that; lack of attention to creativity, innovation and intellectual development of learners; the presence of professors, educators and teachers unfamiliar with the topics of education; lack of flourishing of learners' talents in the educational environment; more emphasis on theoretical courses and voluminous assignments and lack of motivation and moving learners is one of the main obstacles and factors in managing education in the organization. Therefore, to plan and reduce the adverse effects of these factors, solutions such as the use of new technologies in education; increasing the quality of support programs and services, equipment and educational space; increasing the quality of the scientific level of professors, educators, teachers and learners; continuous educational pathology; and proportionality of professors, educators and Teachers to learners can be used.
Extended Abstract
Today is the age of management and leadership, and the success of institutions and organizations largely depends on the efficiency and effectiveness of management. The educational system structure in any country includes a set of needs of the official organizations of that country; and the performance of the education system, which is managed by the educational directors, is not only important in terms of economic and social progress, but also is of crucial importance in terms of impact on job mobility and expectations. Education is also the best tool for changing values and behaviors, and it makes people, according to their talents and desires, ready to perform social and economic services and get jobs, and as a result, personal comfort. Hence, since the beginning of the last century, no country without education and training in educational institutions and educational administrators has gone through the stages of development and progress (Asemandareh & Bakht˒2022. (Reaching the peaks of progress and development in all its dimensions; Scientific, political, social, cultural and economic, has been one of the greatest concerns of various nations and societies, especially in recent centuries. Numerous factors play role in the comprehensive development of a country, of which education and, consequently, educational systems are the most important. The educational system in the country also plays a decisive role in the development of the country. (Abbaspour˒ et al, 2019)
In our society, not much attention has been paid to the management of educational organizations in terms of training and making the necessary preparations for officials. This lack of attention to this serious matter has caused problems for novice official managers. On the other hand, since it is necessary to change the education as well as other social affairs, so the matters and cases that the officials and staff of educational institutions deal with should be carefully examined in order to make them successful and facilitate the progress of the crucial matter of education. (Sabokzehi & Bavar, 2022(
Therefore, sufficient and comprehensive knowledge of the factors and obstacles that exist in this direction, can be very effective in educational decisions and policies and helps policymakers in this area to be able to be based on a precise and fact-based view. Monitor educational affairs and carry out educational planning. Therefore, in this article, we are looking for the factors affecting education management in educational organizations and analysis of these factors. Using the SWOT model, internal and external factors related to education management in educational organizations are counted and then strategic strategies are analyzed. They can be used to improve the training management strategy in the organization. So the main questions of the article are:
What are the most important external factors (opportunities and threats) related to education management in educational organizations?
What are the most important internal factors (strengths and weaknesses) related to education management in educational organizations?
What are the most important strategic factors of education management in the organization?
What are the training management strategies in the organization?

Theoretical framework
A review of theoretical foundations and research shows the importance of recognizing the factors affecting education management in the organization. Pali and Tafazoli (2021) in a study entitled "Study of the impact of educational technology equipment and teaching aids on the rate of academic achievement of sixth grade students in Rudsar" showed that educational technology equipment and teaching aids have an impact on the rate of academic achievement of students (pali & tafazoli, 2021). Nasiri and Jahanian (2018) in a study entitled "The role of creativity in educational management" stated that creativity in the field of education is a comprehensive, broad and effective issue that, if properly identified and managed, can play a role in all matters of education arranged for the components of the educational system. (Nasiri & jahanian, 2018)
The research method is descriptive in the form of SWOT method. The statistical population of this research is all articles and researches related to this subject with emphasis on content sources of the 5 recent years, which have been indexed by databases. The tool used was a researcher-made checklist of factors influencing education management. Using descriptive statistics, tables related to the factors affecting education management in educational organizations in two categories of external and internal factors as well as strategic factor analysis (SFAS) were presented. After reviewing various sources and using the views of experts, many methods and techniques can be used to analyze strategic cases, but SWOT analysis is the most common (Ghanbari & et al, 2015). SWOT analysis is an important decision support tool and is typically used as a tool to analyze the external and internal environments of the system )Kangas, 2003(. The SWOT technique or matrix is a tool for identifying threats and opportunities in the external environment of a system and recognizing its internal strengths and weaknesses in order to assess the status and formulate a strategy to guide and control that system. In fact, it is the best strategy for organizations.
Discussion and In order to answer research questions about external and internal factors related to education management in the organization, these factors were analyzed, and to organize external and internal factors in the form of opportunities, threats, strengths and weaknesses facing the organization, with the use of grading factors and according to the importance of each opportunities, threats, strengths and weaknesses; and according to the impact of each of them on the management of education in the organization, these factors were calculated and determined in the form of analysis tables.
 
 
 
 
Also, by using the analysis tables of internal and external factors and their combination, the most important strategic factors in the management of education in the organization are presented. In fact, by analyzing strategic factors, planners who make strategic decisions can limit strengths, weaknesses, threats, and opportunities to a smaller number of factors and develop various offensive (SO), contingent (ST), adaptive (WO) and defensive (WT) strategies by overlapping each factor.
The aim of this study was to analyze the factors affecting education management in educational organizations with emphasis on the educational approach. Findings of this study showed the effective factors in managing education in the organization in two categories of external and internal factors as well as strategic factors and strategies. According to the findings of this study, education management has a special place and importance in the organization, the effects of which directly appear on learners and its audience. Considering the situation and identifying the strengths and opportunities as well as the weaknesses and threats that exist in the education management process, the effective approaches to this process according to the SWOT model, indicate that the most important strengths (internal factors) that the organization faces with in education management: The use of new technologies in education, the quality of support programs and services, equipment and educational space, the quality of the scientific level of professors, teachers and learners and continuous educational pathology, which is found in Pali & Tafazoli's research (2021). which pointed to the impact of educational equipment and technologies and teaching aids on the rate of promotion of students' academic achievement and also is consistent with Shalian's research (2021) which deals with the relationship between teachers' communication skills and students' academic adjustment and academic well-being. It is also in line with the research of Sigil Morad et al. (2021) and Nasiri and Jahanian (2018) on weaknesses (internal factors), and share the result on the most important opportunities (external factors) in education management with Eghbali Barmchi's research. (2020) and Boak & Crabbe (2018).

Abstract
The current research has been conducted with the aim of explaining the relationship between emotional intelligence and self-management with organizational innovation of health network employees of Tonkabon city. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the research was made up of 181 employees of Tonkabon health network. For this purpose, 123 employees of the mentioned department were selected as the statistical sample of the study by simple random sampling method. In this research, three standard questionnaires of emotional intelligence by Nwaka and Ahayuzu (2009), self-management skills by Manz et al. (2000), and organizational innovation by Amid et al. (2002) were used. The findings of the research showed that the research model had a favorable fit and indicated that emotional intelligence and self-management were directly related to the organizational innovation of employees. The results of the research also showed that the components of social awareness and reward had the highest correlation with organizational innovation.
Extended Abstract
Emotional intelligence is among the features that can help managers in the field of design and new thinking and compromise and adaptation to new conditions, especially in the field of decision-making in critical and undetermined conditions (Enayat Sani, 2018). In order to survive in the new paradigm of competition, organizations must look at innovation as a necessary strategy in the current era and, while recognizing environmental changes and developments, identify organizational indicators that influence organizational innovation in order to deal with them, and give the most appropriate answers to these changes (Akbari Zanjani, B. 2016).
Another category that causes employees' innovation in the organization is their self-management. Self-management is the foundation on which other management skills are built. In other words, intrapersonal skills are the introduction to interpersonal skills; and knowing and managing others requires knowing and managing yourself. This process is a sequential strategy through which individuals and employees of a group encourage and guide themselves to achieve a specific behavior and desired result (Mirkarimi, 2015). Self-management is a process in which employees in the organization motivate, guide, and direct themselves in order to achieve behavior, performance, or a special goal, or in the process of achieving them (Mirsafian, 2018; Bues, 2013).
Considering that emotional intelligence and self-management can play an important role in employee innovation and organizational performance, the researcher in this research seeks to answer the question whether there is a relationship between emotional intelligence and self-management with organizational innovation in the employees of Tonkabon health network.
Theoretical framework
Emotional intelligence is a factor that motivates a person when he fails, and due to having high social skills, leads to establishing a good relationship with people (Safari, 2020). Today, emotional intelligence has been explained as a type of intelligence that includes both the accurate understanding of one's own emotions and the accurate interpretation of the emotional states of others. He is aware of his feelings and how he controls and manages them. The remarkable thing about emotional intelligence is that the abilities of emotional intelligence are not inherent, they can be learned (Aflakifard, 2020).
Self-management is an orderly process through which individuals and employees of a group encourage and guide themselves to achieve a specific behavior and desired result (Mousavi & Sardari, 2019). The root of this concept goes back to the theories related to the impact on themselves, in which the emphasis on themselves is to find ways to control themselves and manage themselves (Heydari & Dasht, 2021).
Innovation refers to the ability to combine resources in a new way to create goods and new production methods and open new markets and even sometimes reorganize the industry (Azeem et al, 2021).
Jena & Goyal (2022) in their research investigated the sequential mediating effect of individual-group fit and adaptive performance in the relationship between emotional intelligence and employee innovation, and concluded that intelligence leads to better performance and ultimately organizational innovation, and individual- Group fitness and adaptive function change the strength of this effect incrementally.
Ziaei et al. (2022) investigated the relationship between organizational innovation and emotional intelligence with organizational commitment. The results of this research, which was conducted among the librarians of public libraries in Rasht city, showed that organizational innovation is a positive and significant predictor of organizational commitment, and emotional intelligence is a positive and significant predictor of organizational commitment.
The research method is descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the research was made up of 181 employees of Tonkabon health network. A number of 123 people were selected as the statistical sample of the study based on the Karjesi and Morgan table and by simple random sampling. In order to collect data related to the variable of emotional intelligence, the questionnaire by Nwaka and Ahayouzo (2009); and for the variable of self-management skills, the questionnaire of Manz et al. (2000); and for the variable of organizational innovation, the questionnaire of Amid et al. (2002) were used.
Discussion and In order to investigate the hypothesis of the research, the modeling of structural equations, the method of structural equation modeling with the help of spss software was used to test the hypotheses from inferential statistics. Then PLS software was used to test the hypotheses or the conceptual model of the research, and the results showed that the path coefficient of the relationship between emotional intelligence and organizational innovation is (0.241). The t-statistic for this coefficient is also (5.271) and its value is more than the significance threshold, i.e. (1.96). Therefore, the first hypothesis based on the relationship between emotional intelligence and organizational innovation is confirmed. The path coefficient of the strength of the relationship between self-management and organizational innovation is (0.559). The t-statistic for this coefficient is also (5.631) and its value is more than the threshold of significance i.e. (1.96). Therefore, the second hypothesis based on the relationship between self-management and organizational innovation is confirmed.
The present research was conducted with the aim of explaining the relationship between emotional intelligence and self-management with organizational innovation of employees of Tonkabon health network. This finding is consistent with the results of Mardani (2018) and Younesifar et al. (2014); Emotional intelligence is a set of abilities which helps us to establish a friendly and tolerant relationship with others in our personal or professional life. Emotional intelligence alone is the biggest factor for predicting a person's performance in the work environment and the strongest force for leadership and success. Characteristics such as the ability to excite and arouse oneself, endurance and stability against failure, not losing the spirit of empathy and hope are related to emotional intelligence. Creativity and innovation are essential elements in maintaining the life and movement of any society in an organizational environment (Singhai & Agrawal, 2021). Self-management is an orderly process through which individuals and employees of a group encourage and guide themselves to achieve a specific behavior and desired result (Arif & Akram, 2019). Increasing self-awareness and behavioral management, setting personal goals, self-encouragement and self-punishment, visualization of successful performance are the characteristics of people with self-management skills. Self-management skills are critical to exhibit innovative behavior (Heydari & Dasht, 2021). In this regard, the following practical suggestions can be proposed: The value of applying knowledge and performance pressure as a whole provides a suitable environment for the implementation of emotional intelligence and innovation, which is suggested to be given more attention and more detailed planning. Sufficient care should be taken in attracting and recruiting human resources to their self-management category, and then, continuous training and necessary skills should be designed to maintain and update the knowledge of these resources and strengthen their memory and individual innovation. In terms of informing and empowering employees in the field of intelligence and its types, especially emotional intelligence, the heads of the Tonkabon health network have made the necessary arrangements, including holding a workshop on emotional intelligence and its effects on the organization, in order for the employees to achieve organizational learning and become a learner organization, and finally do organizational innovations; because emotional skills can be used to create a favorable environment for learning and effective communication in organizations.

Abstract
The purpose of this research is to identify the dimensions and components of important factors of fundamental and strategic innovation in petrochemical design and construction companies. The research method is qualitative and applicable. Two methods of documentary study and fuzzy Delphi have been used to collect data. The statistical population of the research includes 10 experts (university professors in the field of management) who were selected in a purposeful way and their opinions were extracted using the fuzzy Delphi method. In order to prioritize factors affecting fundamental and strategic innovation, the standard factor analysis model coefficients of the final model were used. The component of revolutionary technologies with a standard coefficient of 0.93 is in the first place, the component of innovation in the market with a standard coefficient of 0.86 is in the second place, the component of innovation in the development and planning of human resources is in the third place with a standard coefficient of 0.85, the component of emerging new industries with a standard coefficient of 0.83 in the fourth place, the component of innovation in organizational processes and organizational structure with a standard coefficient of 0.82 in the fifth place, the component of product innovation with a standard coefficient of 0.78 in the sixth place, and finally the operational capability component with the standard coefficient of 0.75 was ranked seventh.
Extended Abstract
Today, due to facing the tidal waves of global changes (social, technological, economic), it is no longer possible to compete with major global competitors in the traditional way in the economy through only one type of innovation, and if a company wants to face ruthless competition in a resilient world needs to quickly change the way it does business. For this, it requires a type of innovation that helps the institution or business to adapt to the changing business environment as quickly as possible by applying appropriate forms of innovation (Faghih et al, 2018). Strategic innovation with a holistic and systematic approach is what institutions and organizations can benefit from in order to maintain competition. In that case, strategic innovation is a combination of innovation and strategy (Haghshenas Keimasi, 2018).
Large organizations, including petrochemical design and manufacturing companies, are facing political obstacles, internal conflicts, oil prices, geopolitics, and economic tension, which is one of the needs of these large organizations. Unligned motivations, organizational structures that focus on existing operations, or personal motivations can affect innovation decision-making (Mirza et al, 2022). Executive managers also invest too much on their popular projects or spend a lot of resources on ideas they have created themselves. Depending on the gradual or radical innovation, there may be differences regarding how to apply them and which one is more important. Current researches have not provided specific factors regarding the difference in criteria depending on the innovation (Kranz, 2021). When an idea is created, organizations choose which one to put more in the implementation phase. It is at this point that the considered critical factors are applied to the selection process. It should be noted that the innovation selection process is different for radical and gradual innovation ideas. We should note that the linearity of the process of gradual innovation does not exist for radical innovation. For managers, it is important to recognize this tension (Vergera et al, 2021).
In this research, the researcher intends to answer the basic question that what are the important factors of fundamental and strategic innovation in petrochemical design and construction companies and how are these factors ranked?
 
Theoretical framework
Brink (2022) conducted a research entitled "Organizing to activate strategic innovation in the sense of horizontal leadership for the duality of stability and change". The statistical population is service companies in Paris. The research method was descriptive-analytical and purposeful sampling. The results of the research showed that while being creative and creating ideas seems very easy, being innovative and implementing these ideas and accomplishing them in a regular way is very difficult.
 Baregheh et al. (2022) conducted a research entitled "The role of governance and strategic innovation in organizational learning". The statistical population includes industrial companies in England. The research method is Correlation and the sampling method is random simple. The research results showed that the level of industrial governance and organizational strategic innovation can play an effective role in improving people's learning and organizational performance.
 
This research is considered a developmental research according to its purpose, and since in this research we are also looking to solve a problem under the title of important factors of fundamental and strategic innovation, the research method is applicable. Also, based on the research plan and in terms of data collection, the current research is a descriptive (non-experimental) research and three methods; document study, Delphi, and survey were used to collect information, so there is a kind of trinity in the method. The collection tool in this research is a semi-structured interview form. The statistical population of this research includes 10 academic experts (academic professors in the field of management) whose views were extracted and refined by means of targeted sampling and using the fuzzy Delphi method. In the fuzzy Delphi technique, experts usually present their theories in the form of verbal variables, then the average of the experts' opinion (numbers presented) and the amount of disagreement of each expert are calculated from the average, and then this information is sent to the experts to obtain new theories.
 
Discussion and In order to prioritize factors affecting fundamental and strategic innovation, the standard factor analysis model coefficients of the final model were used. The results showed that the important factors of fundamental and strategic innovation are 7 dimensions: "Innovation in the development and planning of human resources", "Innovation in organizational processes and organizational structure", "Innovation in the product", "Innovation in the market", "The birth of new industries", "operability", "revolutionary technologies" and 45 indicators. The component of revolutionary technologies with a standard coefficient of 0.93 is in the first place, the component of innovation in the market with a standard coefficient of 0.86 is in the second place, the component of innovation in the development and planning of human resources is in the third place with a standard coefficient of 0.85, the component of being born New industries with a standard coefficient of 0.83 in the fourth place, the component of innovation in organizational processes and organizational structure with a standard coefficient of 0.82 in the fifth place, the component of product innovation with a standard coefficient of 0.78 in the sixth place, and finally the operational capability component of the standard coefficient of 0.75 was ranked seventh.
 
The current research was conducted with the purpose of identifying the dimensions and components of fundamental and strategic innovation with the fuzzy Delphi technique. The results of this research are consistent with the findings of researchers such as Baregheh et al. (2022), Hübel et al. (2022), Tayebi Abolhasani et al. (2020) and Taherpour Kalantari & Hosseini (2020); effective organizational communication can reduce intra-organizational communication barriers, and extensive extra-organizational communication keeps the organization in sync with the complex technological environment that is rapidly changing (Gharagozlu, 2018). By creating cooperation and respect in the organization, which provides a cooperative and reliable environment between employees and managers, as well as increasing the willingness to take risks and the willingness to innovate among employees in the organization, the organization can be synchronized with technological innovations. Omitting intra-organizational communication barriers, creating a cooperative environment in the organization, flexibility and readiness of employees to accept changes and pay attention to the ideas of new employees are more important in this dimension (Ghanbari, 2019). Management systems have an impact on technological innovation by supporting idea generation (through sending employees to exhibitions and conducting visits) and operationalizing ideas (through team building, establishing a proposal system and creating creativity and innovation mechanisms). Organizational structure shapes employees' activities to achieve common organizational goals (Dinesh, 2021). Based on the obtained results, it is suggested that the company should continuously try to develop the knowledge of the employees in the direction of its goals. In this regard, the creation of groups in which interaction and exchange of opinions take place and tacit knowledge transferred from one person to another is emphasized. Managers should also consider material or spiritual rewards for the innovative activities of their employees. Finally, in order to create less concentration in the organization, it is better to delegate authority according to the responsibilities and duties of the members of the organization, and in order to create less complexity in the organization, organizational units should be placed in a network or horizontal manner.

Abstract
The purpose of the present research is to analyze the benefits of cooperative education planning in the cultural activities of public libraries. Qualitative approach and grounded theory method have been used in this research. Four libraries with many cultural activities were selected from the public libraries of Tehran city, then 10 members, 3 officials and 6 librarians, and 32 local non-members were selected by theoretical sampling method. The data was collected through semi-structured interviews, and the theoretical coding method was used for analysis. The results showed that public libraries have not been able to play a role in planning cooperative education in cultural activities. Not valuing collective wisdom and society in planning cultural activities, mistrusting people and librarians in planning cultural activities, the absence of volunteer associations and popular organizations to implement cultural activities, and the low quantity and quality of library cultural activities of public libraries have been the cause of the rolelessness of public libraries. The consequences of not using participatory planning are: lack of trust in local participation, lack of use of local capacities and potential, lack of ability to attract audience and members, reduction of interaction with organizations and cultural centers, failure to fulfill the goals of the library; which is the satisfaction of members and patrons and their attraction to reading.. Also, the use of collaborative education planning in cultural activities by public libraries will be possible with interaction with librarians in line with the use of experiences and expertise in the field of cultural activities, efforts to maintain and strengthen trust and communication with potential members and society in the design and carry out cultural and reading activities, communicate more with the society and cultural educational centers and organizations around public libraries.
Extended abstract
UNESCO's studies have shown that cultural institutions in a decentralized system can be a reliable means of attracting the participation of local levels, and by using new methods; they will enable people to do many things with participation, including educational activities. (Taleshi, Mustafa & Effti, 2011. On the other hand, in the executive document of Agenda 2030: cultural campaign, in addition to paying attention to "cultural indigenization" and paying attention to culture at the national and local levels, one of the policies to achieve the goals of sustainable development are to strengthen collaborative education planning at the national and international levels, so that with the participation of cultural activists, government officials, civil society organizations and communities, UN member states are also encouraged to this campaign and strengthen the cultural foundations in many fields with the participation and use of the service population (Yildirim, 2019).
With the same credit, public libraries can expand their educational and cultural activities with the participation of people, and provide lifelong education, as well as promote study and intellectual development of people (Larson, 2018)). The researcher is trying to address the main goal of analyzing the benefits of cooperative education planning in the cultural activities of public libraries.
Theoretical framework
Jin Yang (Institute of Lifelong Learning of UNESCO) has put lifelong learning policies and educational planning at the forefront of the future of cultural centers, including libraries, until 2025. Developing a coherent lifelong learning system, educational planning, requires the participation of stakeholders and employees. For example, most of the public libraries in the United States, in order to plan lifelong learning activities for the elderly, have taken into account various programs with subjects of interest to the elderly, such as nutrition / health / stress management and entertainment (Sabo, 2017).
On the other hand, the public libraries of the future in redesigning and resiliency in the future, with their increasing lack of budget, need to strengthen interaction and participation with other organizations, develop cooperative education planning and pay attention to socialization, as well as communication with cultural institutions (Swist, 2022).
In order to face the emerging paradigm in the future, libraries are trying to contain and cope with this category, for example, university libraries have also taken measures in this direction to determine which strategic planning approach can encourage the academic staff of the library to adopt new organizational structures and adapt to the emerging paradigms of the library. In response to this problem; employee participation, in-service training, and the use of organizational ideas are necessary. By using new collaborative and educational methods such as brainstorming, surveys, creating focus groups, or environmental scans, it is possible to strengthen the adaptation to the paradigms of the new era in academic staff (Leebaw, 2019).
 In fact, the use of collaborative planning in university libraries, the empowerment of collaborative education, the use of collaborative style for decision-making and planning, as well as library partnerships with other educational centers can also be indicators of organizational innovation (Toudar, at all, 2020).
The public libraries of the world have been able to offer lifelong activities, services and education more powerfully by using planning models such as cooperative education models. One of these activities is the design and planning of interactive library exhibitions (Matthews, Metko and Tomlin, 2018).
In the "Planning Book for the Future of Libraries", there are various discussions about the writer's views and predictions about libraries in the 21st century and the future until 2025 and the opportunities that may arise for libraries in which people have become the key to success for the future of libraries. This book is about planning with the same approach of participation of people's supporters, where the member or sponsor is more suitable than the user. Through close and face-to-face communication with the public and brainstorming between librarians and the public, the library will become a central element of their lives, not just a place to meet information needs or common uses, but a place for lifelong learning and training (Kim, Frierson, 2014).
Research In this research, qualitative approach and grounded theory method have been used. Four libraries were selected from the public libraries of Tehran city with many cultural activities, then 10 members, 3 officials and 6 librarians, 32 local non-members were selected by theoretical sampling method. The data collection method is a semi-structured interview. All the interviews were recorded and then transcripted and analyzed. Interviews were recorded with their permission, so that in addition to maintaining the confidentiality of the information, the ethical obligations of the research were also observed, and the theoretical coding method was used for the analysis.
Research The results showed that public libraries have not been able to play a role in planning cooperative education in cultural activities. Not valuing collective wisdom and society in planning cultural activities, mistrusting people and librarians in planning cultural activities, the absence of volunteer associations and popular organizations to implement cultural activities, and the low quantity and quality of library cultural activities of public libraries have been the cause of the rolelessness of public libraries. The consequences of not using cooperative education planning are: lack of trust in local participation, lack of use of local capacities and potential, lack of ability to attract audience and members, reduction of interaction with organizations and cultural centers, failure to fulfill the goals of the library, which is the satisfaction of members and clients and attraction them to reading.
The results showed that the use of cooperative education planning in cultural activities by public libraries through interacting with librarians in line with the use of experiences and expertise in the field of cultural activities, efforts to maintain and strengthen trust and communication with potential members and society in the design and implementation of cultural and reading activities, it will be possible to communicate more with the society and cultural and educational centers and organizations around public libraries. Public libraries, as a service-oriented social institution, can successfully design their activities and cultural programs by assessing the needs, analyzing and examining the needs of users and taking advantage of citizen participation, as well as creating local sincere gatherings and voluntary reading associations. The formation of local voluntary reading associations for continuous and sustainable participation in educational and cultural activities is one of the solutions in such a way that the use of maximum and community-oriented participation and interaction in the design of educational and cultural activities will increase the quality of service delivery.
In line with the use of cooperative education planning, in order to enrich the cultural activities of public libraries, it is suggested to strengthen the interaction with librarians in order to use experiences and expertise in the field of cultural activities. Efforts should be made to maintain and strengthen trust and communication with potential members and society in the design; and implementation of cultural activities and book reading; and maximum communication with society and cultural, educational centers and organizations around public libraries. Today, public libraries can plan education and creation of cultural activities based on the three special tasks of its informants, on the one hand as lifelong learning centers and people's universities in order to improve skills and businesses, provide collaborative educational programs with educational and professional centers. The final suggestion is that the planners of cultural activities of public libraries can use cooperative education planning models to design their cultural programs and activities in order to focus on the audience and community members, as well as by paying attention and identifying the factors in order to provide opportunities to interact with users and society, so that they can achieve their superior cultural and educational goals. In fact, by communicating as much as possible with the beneficiaries and cultural centers, they should plan education in such a way that the lifelong learning of the society is improved.

Abstract
The present study was conducted with the aim of investigating the mediating role of teachers' teaching spirit in the relationship between principals' supervision skills and teachers' teaching quality. The method of this study is a descriptive correlative type. The statistical population of the research included all 512 managers and teachers of Horand city in the academic year 2021-2022, of which 124 people were selected as the sample size using available sampling method. The standard questionnaires of Siraj's teaching quality (2002) with a reliability coefficient of (0.93), the Mirkamali teachers' morale questionnaire (2008) with a reliability coefficient of (0.94), and the Katz model managers' management skills questionnaire (1974) with a reliability coefficient of 0.97) were used in order to collect data, whose validity was confirmed by academic experts and their reliability was also confirmed through Cronbach's alpha coefficient test. In order to analyze the data, descriptive and inferential statistics were used with the help of Spss26 and Amos24 software. Quantitative findings from the test of research hypotheses showed that there is a significant relationship between the supervision skills of managers and their components with the quality of teachers' teaching (p=0.004) and the teachers' teaching spirit (p=0.001). Also, supervision skills and teaching spirit 29% of the variance of teaching quality, and the variable of principals' supervision skills have been able to explain 33% of teaching spirit. Finally, the mediating role of teachers' teaching spirit in the relationship between principals' supervision skills and teachers' teaching quality was confirmed. According to the findings, it can be said that managers, along with their knowledge and skills, play a significant role in the quality of teaching and the teaching spirit of teachers, which should be given special attention.
Extended Abstract
One of the main concerns of the educational system is intellectual growth and maturity, the success and academic progress of students, and this organization is efficient and successful when the science teachers have a good academic and social status (Muhonen, et al, 2018). Therefore, one of the important things in order to achieve educational goals and justice is to pay attention to the quality of teaching and instructing of teachers (Yazdani, et al, 2020). Quality in the field of teaching is defined as a degree of conformity and compatibility of each of the main indicators and characteristics of teaching quality with the standards and desirable and superior characteristics of that organization (Babagoli, Belaghat, 2016). Teaching quality is one of the important factors and characteristics of teachers; because in addition to affecting the way of teaching, learning and retrieving information of students, it has influenced the self-awareness, employment and development of students' analytical thinking (Idris & Mbudai, 2017).
One of the variables that can be related to the teaching quality of teachers is the supervision skills of principals (U-Sayee & Adomako, 2021). The effectiveness and efficiency of managers requires management skills that can be used in different situations and positions to achieve organizational progress and success (mentee, et al, 2019). If the educational managers of a society have sufficient knowledge and skills, without a doubt the educational system will have higher effectiveness, quality and credibility (Subakzahi & Bavar, 2021).
Morale refers to the sense of confidence, trust, sympathy and friendship that exists between teachers. Having the spirit of teaching is one of the dimensions of teachers' competence (Seraji, et al, 2018). Teachers' motivation has a significant impact on the emergence of new initiatives, the tendency to promote positive changes in student learning, and students' academic motivation (Jurs, et al, 2022).
According to the mentioned materials, the main problem of the research is that what effect does the supervision skills of the principals have on the quality of teachers' teaching with the mediating role of teachers' teaching spirit?
 
Theoretical foundations
The skills of managers are the ability of managers to move the components of a group or complex to adapted move all components toward determined and specific goals (Ghorbanzadeh, 2017). Leaders with high management skills bring qualitative schools and create effective schools. In this way, effective schools can provide meaningful learning experiences related to students' needs and society's demands (Mutohar, Trisnantari, 2020).
The quality of teaching is the process that brings the most formative and essential learning experience to students. These experiences may include dimensions such as improving perception and the ability to use the ideas presented in the lessons, change in attitude, passion for order and the place where the scientific effort takes place, mental growth, improvement in specific abilities such as critical writing and reading, oral communication, analysis, synthesis and generalization (Karimi, Esmaeilishad, 2022).
Work spirit refers to the way of thinking, the way individuals and groups of employees perceive their workplace, and the effort, cooperation, and desire that employees show to achieve the organization's goals (Danaeefard et al., 2020). Teachers are the most important members of the educational system in the teaching-learning process, so it seems necessary to reduce obstacles and find motivational solutions to increase work efficiency.
Susanti et al. (2020) showed that academic supervision conducted by managers could help teachers improve the quality of teaching in the classroom. Therefore, if the performance of teachers' supervision by managers is optimal, high-quality learning will be achieved (Susanti et al., 2020).
Torkiantabar and Hoseini (2017) showed that there is a significant relationship between the leadership style of managers and its components (democratic, authoritarian, and collational leadership style) with the quality of teaching (Torkiantabar, Hoseini, 2018).
The research method is descriptive-correlative type. The statistical population included 512 managers and teachers of Hurand city (East Azerbaijan province) in the academic year of 2021-2022. Among the statistical population, 124 people (63 women and 61 men) were selected as a sample size using the convenience sampling method. The standard questionnaires of Siraj's teaching quality (2002), the Mirkamali teachers' morale questionnaire (2008), and the Katz model managers' management skills questionnaire (1974) were used in order to collect data. The criteria for entering the participants in the current research were: 1. to answer the questionnaire, managers, and teachers who had teaching and management experience were selected, respectively; 2. Also, teachers and managers of all educational levels in Hurand city were eligible to participate in the exam. The exclusion criteria were: 1. Due to the importance of the research, the participants who did not have the motivation and desire to fill out the questionnaire were excluded from the statistical sample.
In order to collect data, Seraj's teaching quality questionnaire (2002), Mirkamali's teachers’ spirit questionnaire (1998), and the Katz model managers' management skills questionnaire (1974) were used.
In order to examine the research hypothesis and analyze the data, the structural equation model was used using Spss26 and Amos24 software. The findings show a significant relationship between the overall scores of the teachers' spirit (r=0.40) and managers' supervision skills (r=0.44) and its subscales (technical skills: r=0.41, human skills: r=0.39 and perceptual skill: r=0.43) with the overall score of teaching quality and its sub-scales (lesson plan, teaching implementation, evaluation, and interpersonal relations) (P<0.01). It means that, by increasing the management skills of managers and promoting the teachers' spirit, the teaching quality will improve. There is a positive and significant relationship between teaching spirit (r=0.29) and management skill (r=0.32) and its subscales (technical skills: r=0.33, human skills: r=0.32) at the level of (P<0.01). But the perceptive skill r+0.24) has a weak positive significant relationship with the lesson design. There is a medium positive and significant relationship between teaching spirit (r=0.35) and management skills (r=0.40) and its subscales (technical skills: r=0.38, human skills: r=0.34, perceptive skills: (r=0.39); and teaching performance at the level of (p<0.01). There is a medium positive and significant relationship between teaching spirit (r=0.41) and management skills (r=0.42) and its subscales (technical skills: r=0.40, human skills: r=0.35, perceptive skills: r=0.42); and teaching evaluation at the level of (p<0.01). Also, There is a medium positive and significant relationship between teaching spirit (r=0.37) and management skills (r=0.43) and its subscales (technical skills: r=0.35, human skills: r=0.39, perceptive skills: (r=0.45); and intra-personal relationship at the level of (p<0.01). Managers' supervisory skills directly affect teachers' teaching quality at a significant level of 0.32 (P= 0.004). Managers' supervisory skills directly affect teachers’ spirit at 0.58 at a significant level of 0.001. Also, the spirit of teaching directly affects the quality of teaching at 0.29 at a significant level of 0.01. In general, it can be said that supervision skills and teaching spirit have explained 29% of the variance in teaching quality. Also, teaching skills have been able to explain 33% of teaching spirit. Finally, the mediating role of teachers' teaching spirit in the relationship between managers' supervision skills and teachers' teaching quality was confirmed. This means that by increasing managers' supervision skills and improving teachers’ spirit, the quality of teaching is improved.
The present study aimed to study the relationship between the supervision skills of managers and the quality of teachers' teaching through the mediating role of teaching spirit. The findings of this study are consistent with the findings of Esmaili and Azizi Nejad (2021), Tan et al. (2020), Zahed babolan et al. (2021), and Abdoli (2002). In explaining the findings, it can be said that managers are known as essential players in improving teaching and learning conditions in schools. By increasing their management skills, managers can take various measures to improve the motivation of the industrious teachers such as creating enough opportunities and chances for the growth and development of teachers, creating open communication channels throughout the organization, promoting teachers according to their competencies, clarifying organizational missions and goals, and paying attention to and appreciating hardworking teachers to increase teachers' motivation (Ashrafi, Zeinabadi, 2019). Increasing the spirit not only makes teaching more enjoyable for teachers but also makes learning more enjoyable for students. Apparently, when the leadership is strong and influential, teachers become more aware of their goals and more committed to them. There is harmony between individual and organizational goals, which is a positive factor in improving their performance and the emergence of their internal and desirable capabilities to increase work quality (Hamidi & Saādati, 2015).
According to the findings, it is suggested that: 1) the education officials hold in-service training courses to provide managerial supervision skills for managers and employees. The criteria for passing this course, in addition to receiving a passing grade in the first stage, is success in the second stage of the exam, i.e., oral exam and questions and answers related to the first stage exam (to ensure the acquisition and learning of management skills). 2) According to the researcher, in addition to the effectiveness of educational workshops in increasing managerial skills; personality factors, mood, excitement, and people's experience play a fundamental role in better management and, as a result, the organization's success. Based on this, it is suggested that education officials choose people to manage organizations and schools who, in addition to adequately learning management skills in training courses, have a thoughtful, authoritarian, sympathetic personality and temperament (they have a managerial personality). 3) Also, in order to increase the quality of teachers' teaching, in addition to holding educational workshops based on introducing the characteristics of effective teaching, the mental conflicts of teachers should be reduced so that their mental preoccupation in the classroom is only the success and learning of students and the creation of effective teaching to better educate students.