نشریه مطالعات مدیریت و رهبری در سازمان های آموزشی
پیاپی 4 (زمستان 1400)

The aim of this study was to explain the relationship between quality of learning experiences and academic self-efficacy with the mediating role of academic motivation. The study is applied in terms of purpose and the nature of the research is a descriptive correlation. The statistical population included all female high school students in Shirvan. Using Cochran's formula, the statistical sample size was estimated to be 235 people. 220 questionnaires were returned. Data collection methods include two methods of library and field study. The data collection tools were questionnaires: Morgan-Jenks (1999) Academic Self-Efficacy Questionnaire, Newman (1990) Quality of Learning Experiences Questionnaire, Harter Academic Motivation Questionnaire (1981). The research instrument had face and content validity and reliability was calculated using Cronbach's alpha coefficient of 0.88, 0.74 and 0.77, respectively. Research data were analyzed using SPSS and PLS software. The results of descriptive statistics showed that the authors of academic self-efficacy and academic motivation are at a very good level and the quality of learning experiences is at an average level. Inferential analysis also showed that there is a relationship between the quality of learning experiences and academic self-efficacy with the mediating role of academic motivation in female high school students in Shirvan.

The purpose of this study was to predict the academic satisfaction of students based on the variables of mental health and self-efficacy. This applied research was a field data collection method and in terms of implementation method was descriptive-correlational. The statistical population consisted of 192 undergraduate students at the Islamic Azad University of Neka., who were selected as the sample size using Krejcie and Morgan table and relative stratified random sampling method, 128 individuals were selected randomly (gender).Data collection tools were standard questionnaires of of mental health, the experts and Specialists confirm self-efficacy and academic satisfaction Questionnaire.The validity of these questionnaires was confirmed by experts and the reliability was calculated using Cronbach's alpha coefficient respectively was 0.82, 0.81 and 0.75. For data analysis, descriptive statistics and inferential statistics (Pearson correlation coefficient and regression) were used.The results of the research showed that there is a positive and significant relationship between mental health with academic satisfaction and self-efficacy with student's academic satisfaction. The results of regression analysis showed that the variables of mental health and self-efficacy can predict the academic satisfaction of the students.

The purpose of this study is to provide a model for the sale of new goods through the one-to-one marketing method. Since in applied research, the main goal is not only scientific discovery, but also to test and study the application of knowledge, so the method of this research is applied in terms of purpose and has been done by exploratory method. The data collection method is mixed (quantitative and qualitative) and the data collection tool is interviews with experts by conducting specialized interviews in Delphi method and a questionnaire. Therefore, 375 people from the market of selling new goods by one-to-one marketing method (in the quantitative section) and 17 experts and specialists in this field (in the qualitative section) participated in this research. The collected data were analyzed by descriptive and inferential methods through SPSS 16 and Smart PLS software. The results showed that the components of the model of selling new goods through one-to-one marketing include method systematicity, technology orientation, design orientation, market orientation, resources use, the basis of efforts for new goods, conceptualization of new goods, and finally new product management; the model has a good fit and all its relationships are significant. Therefore, it can be concluded that this model is valid.

The most important educational process of the higher education system is teaching, which has the ability to dynamize the mental and functional dynamics of students of any ethnicity and culture. University lecturers will be able to guide educational disciplines in the path of excellence and purpose by surrounding all the heritage left by Iranian ethnic groups. The aim of this study was to analyze the opportunities and challenges facing the multicultural teaching of university lecturers. The present study is qualitative and has been conducted in Islamic Azad University of Kermanshah province. The study population included curriculum specialists, educational psychologists, sociologists and lecturers who were selected using a snowball sampling method of 27 people. Semi-structured interviews were used to collect data. Data analysis method was performed using grounded theory coding method (three methods of open, axial and selective coding).The findings indicated that cognition and awareness, behavioral performance, educational performance as well as teaching performance, content and educational policies are the opportunities and challenges of multicultural teaching from the perspective of lecturers of free universities in Kermanshah province, respectively.Considering the existing challenges for multicultural teaching, it is possible to make optimal use of the existing opportunities, the teaching environment of the studied universities to be multicultural and to strengthen the academic performance of students from different ethnic groups and to guide them in a purposeful way.

The process of evaluating the performance of faculty members leads to the creation of a system of standards, objective expectations from them, and the transparency of the evaluation system. This applied study was conducted with a mixed approach using a qualitative and quantitative approach with exploratory design. To collect the data needed to design a questionnaire from semi-structured interviews with 15 department heads were used. In the quantitative section, 30 faculty members participated. Sampling was done randomly and the tool is a researcher-made questionnaire.After analyzing the interviews and theoretical definitions, a paradigm model was designed. It addresses expectations in performance management, expectations that are met by competencies in terms of job profiles, ISO human resource management standards, and competency models, while intervening conditions such as micro and macro guidelines and policies can affect the indicators. Then the categories extracted from open, axial and selective codes and their sub-components and research strategies and the consequences of implementing this model in performance were formed. Then three main components and twelve indicators were identified. Ranking of indicators respectively concluded: in dimension of providing consulting services: components of competency foreign relations intercultural, creativity, innovation and technology, in dimension of research: communicative competency, modern technology, innovation, creativity and entrepreneurship and cognitive competency and in dimension of education: teaching quality, spiritual competency, psychological and managerial competencies were ranked.

Transformational leadership expresses a process that transforms people and relates to moral values ​​and characteristics and long-term goals. Evaluating the motivations that affect followers, satisfying their needs, and how to deal with them as individuals is one of the functions of this type of leadership. The purpose of this study is to predict transformational leadership with organizational learning and organizational citizenship (a case study of secondary school principals in Tehran). In this research, the descriptive correlation method has been used to answer the hypotheses. The statistical population of this study is high school principals in Tehran. The statistical sample size of this study is 180 people who have been selected based on simple random sampling method. The results show that transformational leadership predicts organizational learning but does not predict organizational citizenship behavior.