نشریه تدریس پژوهی
سال یازدهم شماره 1 (بهار 1402)

The purpose of this study was to design a model for spiritual leadership in secondary education principals in Tehran. The research method was qualitative. In this study, qualitative method was applied in grounded theory and quantitative structural equation modeling the research method was qualitative. The research community in the qualitative section consisted of professors, specialists and experts in this field. The number of samples in the qualitative section that was purposefully selected, 15 professors, specialists and experts. The research tools were semi-structured interview. Analysis of collected data, in the qualitative part by grounded theory method and through coding (open, axial and selective) using MAXQDA software was done. The results showed that ten components are involved in explaining the model for spiritual leadership in the secondary education principals of Tehran, which are: love component to altruism, faith component, sincerity, resurrection, trust , vision , organizational , Organizational membership , performance feedback , and finally content literacy (job attractiveness). The findings also showed that; Indicates the proper fit of the model.Keywords: Spiritual Leadership, Secondary School Managers, Education principals in Tehran Introduction Today, education is the basis of development in all socio-cultural, economic and political fields in most countries, it is considered as the growth industry and after the defense field, most of the government's budget belongs to it. Schools, as a social system, have a special and sensitive place in society and will be able to perform their duties and functions in the best possible way if healthy, active and dynamic organizations (Karimi & Sheshpari, 2012).By analyzing the organizational literature, we are faced with the fundamental issues affecting it. One of these categories is leadership, which several theorists have examined from different angles (Malik, 2020).Most scholars believe that the survival and preservation of organizations and institutions in today's world depends on their ability to respond to changes. In other words, maintaining and promoting organizations in the future depends on the development of effective leadership skills at all levels of the organization (Copland, 2013). According to Heck and Hollinger (1998), there has been intense interest in studying the leadership of the organization and its effects. They believe that the study and recognition of organizational leadership should come from a different philosophical and methodological system (Onamusi, 2020). The success of any organization depends on the ability, experience and capabilities of its leader. The impact of leadership on subordinates is very important in terms of direct and formal communication. This effect can be considered in various aspects such as training, performance evaluation and strategic planning of employees (saadatTalab et al, 2020). Some consider leadership as the process of impressing others to achieve desirable organizational goals. Leadership from the perspective of some experts is so important that the success of each manager in his or her ency in guiding and leading the organization's staff (Rahimzadeh Kalaleh et al, 2021).Nowadays, organizations are faced with dramatic changes that other traditional leadership models are not responsive to the new needs and requirements of organizations and we need new models of leadership in organizations (Joudi & Rezaei, 2015). One of the new leadership models is spiritual leadership. Spiritual leadership is related to values, beliefs, beliefs, thoughts, understanding, valuation and thrusm in society. And he pays attention to the basic needs of the leader and the follower for spiritual survival in order to provide the environment for the success and victory of the organization. And as a result, it leads to personal outcomes, such as increased physical and mental health. To have a more committed and productive organization (Ghasemi et al, 2014). Today, along with other theories and partly in line with the transformational approach, the theory of spiritual leadership (based on spirituality) has been proposed. Stressed the importance of spirituality's impact on leadership by suggesting that future leaders should not only be equipped with new knowledge and skills but should also be able to demonstrate a high level of emotional and spiritual wisdom and maturity (Yusof & Mohamad, 2014).Today, spiritual leadership includes leadership service models, employee participation and trust in them. By stimulating feelings for themselves and the organization, the spiritual leader makes employees interested in their activities and motivates employees to their job duties, understand the true meaning of their work and care for their jobs (Ziaei et al., 2008). Also, spiritual leaders increase organizational capabilities, organizational commitment, welfare and health and employee productivity by creating shared values, beliefs and perspectives among employees (Kafashu & Zameni, 2018). Also, the spiritual leader, with his specific characteristics and influence on the employees of the organization, creates a special vision of the future of the organization in the minds of the employees that they are optimistic about the realization of the organization's vision and the future of the organization; Therefore, the intrinsic motivation of employees to try more and achieve organizational goals increases. On the other hand, by promoting the love of altruism, employees pay special attention to each other and establish good relationships with other employees (Taghizadeh & Shokri, 2014).Therefore, considering the importance and special position of spiritual leadership in organizations, the purpose of this paper is to design a model for developing spiritual leadership of managers of secondary schools in Tehran.Theoretical Foundations Spiritual leader is a person who uses values, feelings, beliefs, beliefs and behaviors that motivate himself and others to preserve and create spiritual survival of employees. The spiritual leader performs these actions in two stages:1- While each of the leaders and followers of an organization feels that they have a meaningful and important job, the spiritual leader creates a common perspective.2- By establishing an organizational/social culture based on human values, the spiritual leader makes employees show a special interest in themselves and others, and they feel that others are also important and should be appreciated for their jobs (Copland, 2013). Spiritual leadership empowers individuals through the following components: - Organizational Perspective: The educational leader is skilled in simplifying the movement of the school in the form of vision and guiding values.- Love of altruism: A sense of unity, harmony and well-being that is created through attention, anxiousness and understanding of oneself and others.

It is possible to know the performance of university systems (activities and their results) through its dual form - quantity and quality - both of which show a complex reality. Educational and research phenomena in universities are born in such a complex field. Therefore, the "tools for determining" quality in higher education, regardless of this field, achieve a superficial knowledge of it and create an illusion of "certain knowledge" of it. Considering higher education as the wealth and capital of nations and societies and its role in the knowledge economy, higher education institutions to reduce costs, create added value to overcome their competitors, realize new expectations of internal and external stakeholders, interact with the working world community, promote Continuously improving the quality of teaching and learning and research, as well as responding to the increase in demand, have paid special attention to the quality of education. The quality of education has been one of the main concerns of higher education systems in most countries of the world (Parand & Qayyumi, 2017). With the spread of higher education and the limitation of public expenses, the sensitivity of the stakeholders towards the quality of higher education and its added value has increased (Shirbagi, 2011). Service quality is recognized as the main determinant of an organization's success in the current changing environment, and any decrease in customer satisfaction due to poor service quality is cause for concern (Van Duong, Binns & Lee, 2004).The study of student satisfaction plays an important role in improving the quality of education; therefore, one should first try to recognize the possible gap and eliminate or reduce this gap between the existing and the desired situation. Due to the importance of this issue and the fact that no study was found in Urmia University of Medical Sciences to identify the quality of education in the literature review, this research was conducted with the aim of determining the gap in the quality of education in Urmia University of Medical Sciences by receiving the opinions of working students studying in this university. In this way, to analyze the existing inadequacies and provide targeted solutions to reduce the quality gaps observed in the field of educational services. Therefore, the following research questions have been raised:1- What are the components of the higher education quality questionnaire?2- What is the status of educational quality in Urmia University of Medical Sciences?3- What is the status of educational quality dimensions in Urmia University of Medical Sciences?4- Is the status of educational quality in Urmia University of Medical Sciences different according to the gender variable of students?5- Is the status of educational quality in Urmia University of Medical Sciences different according to the respondent's faculty?Considering the role of universities of medical sciences in the education of students who play an essential role in promoting the health of the society, this research was conducted with the aim of evaluating the quality of the education process in Urmia University of Medical Sciences from the students' point of view.According to the research questions, the approach of the current research is quantitative and positivist in terms of the method of data collection and analysis, and its strategy was descriptive-survey. Survey is one of the methods of data collection in which information is collected through people who are called respondents and answer the questions. This method, which is used more than any other research method in behavioral science studies, can be used in all kinds of exploratory, descriptive, explanatory and evaluation studies (Saadipour, 2015). This descriptive-survey research was conducted in Urmia University of Medical Sciences in 2019. The statistical population includes all students of Urmia University of Medical Sciences. The number of 384 people was selected as a statistical sample using the table (Krejcie & Morgan, 1970) by the method of relative stratified sampling. To collect data from Mantz York's higher education quality questionnaire (Yorke, 1995) used. Finally, 336 completed questionnaires were returned.Exploratory factor analysis was used to identify the components of the higher education quality questionnaire. For the purpose of exploratory factor analysis of the present questionnaire, principal component analysis method with varimax rotation was used. Based on the information in Table 2, which shows the results of the Como and Bartlett test. Como's value is 0.70 and the result of Bartlett's test is also significant and indicates that the data are suitable and sufficient for factor analysis.To analyze the data, t-tests, one-way analysis of variance were used with the help of SPSS software. According to the results of the research, the dimensions of the higher education quality questionnaire include six factors of the educational program and goals, teaching method and quality, educational facilities and equipment, measurement and evaluation, educational satisfaction and feedback. From the point of view of the students, the high quality of education in Urmia University of Medical Sciences is not in a favorable condition. In all aspects of the quality of higher education, there is a significant difference between the desired situation and the current situation. The largest distance was related to the dimension of educational satisfaction and the smallest distance was related to the educational program and goals. Also, the results showed that there is no significant difference in the quality of higher education in Urmia University of Medical Sciences according to the respondents' gender and faculty. From the perspective of students, the quality of higher education in Urmia University of Medical Sciences was below average. Therefore, in order to improve the quality of the education process, detailed planning and practical measures must be taken in line with the educational and research demands and expectations of the students.In this regard, the results of the research indicate that the government should improve the budget in public universities, build infrastructure, create higher quality units, and attract and retain qualified academic staff to ensure the quality of education.

The aim of the current research was to design a teaching-learning model for the students of the second year of elementary school (the case study of Tehran city).The research method is a mixed model (qualitative-quantitative) with an exploratory approach. The method used in the qualitative stage was thematic analysis, in order to collect data using thematic analysis method (Atride-Sterling) and to analyze the data using the coding method and in the quantitative stage to analyze the data descriptively and inferentially. Was performed. The descriptive stage was used for the demographic part and the inferential stage was used for the factor analysis. The potential participants of the research were university scientific experts, 14 of the key experts were selected with the purposeful sampling method. The sample size in the quantitative stage using Cochran's formula and stratified random sampling method was 384 experienced teachers and experienced educators in the field of teaching in elementary school.In this study, the "document review form" tool was used. In the document mining section, out of 48 documents, including articles in reliable databases and websites, books, theses, 21 of which are Persian documents and between the years 1387 and 1401. And 26 cases of English documents were used between 1991 and 2022.The results showed that the validity of the data has been confirmed by using the alignment method. In the first coding, 297 basic themes were extracted, and then in the second round of coding, 25 codes were removed or merged and 272 basic themes were obtained. it placed. The validity of the research was done in the qualitative part by using the alignment of sources, negotiation with professors, the external reviewer's opinion and the content validity ratio of Laushe, and in the quantitative part by using confirmatory factor analysis.The reliability of the current research was done in the qualitative part using Holstein's coefficient of agreement, which was determined to be 0.97, and in the quantitative part, it was done using Cronbach's alpha coefficient, and all organizing themes had Cronbach's alpha coefficient higher than 0.7. Finally, in the mentioned model, there are five overarching themes: 1- goals, 2- knowledge-oriented factors, 3- support-oriented factors, 4- teaching-learning processes, 5- assessment-oriented factors, and 38 organizing themes and 265 approved basic themes. is placedIn order for teachers to adjust their education according to students' needs, they must know about students' interests, age characteristics, and their levels of readiness to understand new material. In a group where different education takes place, learning is social and is accompanied by cooperation, and students' abilities are valuable. Most students are motivated to learn when the teacher presents the topics in ways that the students understand. When the students understand the concepts presented by their teacher, it become responsible for their own learning, and when students consider themselves responsible for their own learning, this has a positive effect on their academic progress, critical thinking skills, and self-efficacy. The designed model was compiled with regard to elementary children and their developmental characteristics were taken into consideration, cognitive, social, emotional dimensions, etc., and this model is suitable for the alpha generation or generation z, and in this model, an attempt is made to contribute knowledge. Students should be given more importance and bring the current situation closer to the desired situation.In this regard, the present research has presented the learning teaching model in the second grade of elementary school in Tehran, and special attention is paid to 5 inclusive themes 1. Objectives (including 4 organizing themes "educational, educational goals, process of individualization and improvement of capacity" and 48 themes basic), 2. knowledge-oriented factors (with 4 organizing themes "content production, cognitive content, conceptual content and value content" and 21 basic themes), 3. support-oriented factors (with 10 organizing themes "factors Attitudinal, affective factors, human factors, teacher characteristics, social factors, cultural factors, improving teacher capacities, interactive factors, types of thinking and learning environment" and 75 basic themes, 4. Teaching-learning processes (with 18 themes) The organizer of "participatory learning, problem solving, virtual learning, skill learning, project learning, exploratory learning, interactive teaching, lecture teaching method, professor's student teaching method, retelling method, question and answer method, practice and repetition method, method discussion, role-playing method, laboratory method, scientific investigation method, legal scientific investigation method and innovation method" and 115 basic themes) and 5. assessment-oriented factors (with 2 organizing themes "formative evaluation and practical evaluation and 6 basic themes) a total of 38 organizing themes and 265 basic themes are shown. It shows the average ranks of each organizing theme, according to the significance of this test, all 38 organizing themes do not have the same rank and they are at different levels in terms of importance, so that the organization themes Attitudinal factors and innovation are the most important, and after that, the organizing theme of problem solving is the second most important, but the organizing themes of value content, social factors, exploratory learning and exploring in a legal way are the least important.In general, it can be concluded that according to the mentioned cases, the performance of students is caused by the influence of various variables, the identification and the amount of their influence can help to improve the progress of students in this field. Therefore, the overall effectiveness of each teacher's teaching is measured and determined in the light of the contrast between general criteria including teaching design, teaching implementation, classroom management, human relations, evaluation and desirable personality traits.

The main purpose of the study was to investigate the long- term effectiveness of expository text, refutational text and augmented text on conceptual change changes in elementary students (a combination of male and female students). Besides, the subordinate purpose of the study was to investigate the role of gender differences between male students and female students in the effectiveness of expository text, refutational text and augmented text on conceptual change and epistemic emotions on elementary students. Refutation text has been described by Guzzetti (2000) as one of the most effective means of producing cognitive conflict that can result in a change in readers' misconceptions, which means conceptual change. These texts traditionally contain three core features: (1) a common misconception is stated (e.g., Many people believe that if you drop a coin while walking in a forward direction along a straight path, the coin will land on the ground directly beneath the point from which it was released); (2) the misconception is refuted (However, the coin will actually move forward as it falls, landing some distance ahead of its point of release), and (3) evidence is described that supports the currently-accepted scientific explanation (Newtonian mechanics explain that when the coin is dropped, it continues to move forward at the same speed as the walking person because no force is acting to change its horizontal velocity). From an educational perspective, the effectiveness of refutation text has been attributed to increasing students’ awareness of their own conceptions in relation to scientific ones. This awareness, which involves the recognition of their own conceptions as limited and scientific ones as correct, is an essential condition for conceptual change. From a cognitive perspective, the co-activation principle, posited by van den Broek and Kendeou (2008), offers the ground for understanding how a refutation text supports conflict detection between prior knowledge and new scientific information. It postulates that by explicitly presenting misconceptions and scientific conceptions in close proximity to each other, a refutation text induces their co- activation in readers’ working memory, which in turn, facilitates the detection of conflicts and efforts to resolve them. By using the cognitive theory of multimedia learning (CTML), which posits learning from text and graphic is potentially superior to learning from text alone, an augmented text was produced. This augmented text consists of a refutation text added to an appropriate graphic. Like refutation text material, a refutation graphic should be designed to activate a misconception, refute it, and then present the correct conception. The combination of a refutation text and a refutation graphic may represent an optimal tool for knowledge revision. For multimedia learning to occur, information provided by texts should be integrated with information provided by graphics. Some crucial processes should be activated for effective multimedia learning. Specifically, selection and organization processes in the verbal and pictorial subsystems lead to the generation of a text-based model and a picture-based model. These models must then be integrated into a one-to-one mapping process, which also involves prior knowledge. The research method was experimental. The statistical population consisted of all 6th grade elementary students in region 17 in Tehran during the 1399-1400 school year. A sample of 155 students (77 female students and 78 male students) was selected from the statistical population. The sampling method was at-hand sampling. Their average age was 11.9 years. From a socio-economical point of view, most of them were middle class or indigent. According to three types of texts, students were accidentally divided into three groups: expository text group, refutational text group, and augmented text group. In the expository text group, there were 52 students (27 female students and 25 male students); in the refutational text group, there were 50 students (24 female students and 26 male students); and in the expository text group, there were 53 students (26 female students and 27 male students). In the first phase, in order to investigate the role of gender differences between male and female students, pretest- immediate posttest method was used. In the second phase, a delayed post- test was used in order to investigate the long- term effectiveness of texts on conceptual change.  Research instruments were Epistemic Emotions Scale (pekrun et al., 2016), researcher made texts (expository text, refutational text, and augmented text) and researcher made knowledge questionnaire (these texts and questionnaire were made under supervision of supervisors and expert teachers and passed a pilot study by researcher). Differences in knowledge questionnaire grade between pretest and posttest were used to examine the conceptual change. The data were analyzed using one- way analysis of variance (to study the effectiveness of three types of texts on epistemic emotions) and one- way analysis of covariance (to study the effectiveness of three types of texts on conceptual change) in the first phase and dependant T-test in the second phase. The first phase generally showed refutational text, and augmented text have significant effects on both conceptual change and epistemic emotions in both male and female groups, but expository text has not. Secernment results showed significant differences in epistemic emotions between refutation group and expository group and also between augmented group and expository group in both male and female groups. Therefore, there are no gender differences in this part. Moreover, regarding the effectiveness of texts on conceptual change, in the male group, differences in conceptual change between both refutation group and augmented group, as well as between expository group and augmented group, were significant. In the female group, differences in conceptual change between the refutation group and both the augmented group and the expository group were significant; besides, differences between the augmented group and the expository group were significant too. The delayed posttest results in the second phase showed that differences in conceptual change between immediate posttest and delayed posttest are not significant. Thus, texts have long- term effects on conceptual change. These results are very important and applicable to writers, especially who write academic books and suggest them use more refutational and augmented texts; the results might be useful for filmmakers and suggest them use refutational methods in producing scientific movies and cartoons.

In recent years, significant and extensive changes have occurred in the field of education. The paradigm of teaching to learning is changing. In this paradigm shift, instead of emphasizing direct, static and single-media education, the center of gravity of educational processes has changed to dynamic, multimedia and non-simultaneous education, and its operational impact on the emergence and development of the species Different types of learning community such as e-learning and blended learning have been revealed. In fact, even before the global pandemic emergency, the use of digital technologies and electronic education was expanding. But with the beginning of the outbreak of Covid-19, the importance of the development and application of electronic and blended education became more evident and its universal and mandatory use became challenging for some developing countries. In fact, it may be possible to continue the education process without physical presence, but the idea of ​​learning without interaction is absurd, and the complex and long-term process of learning with the aim of acquiring or improving information, skills, competences or behaviors requires extensive hidden and open communication between elements. It is educational. The most important of these elements from Anderson's point of view are teacher, learner and content, and their complex relationships in the context of education create six types of interaction: learner with learner, learner with learner, learner with content, learner with content, learner with learner and content with content.The creation of a global urgency to use electronic education has led many researches to this field, and the issue of interaction in this type of education has been investigated more than other learning communities; But considering the importance of educational interactions and its role in various learning environments, it is necessary to explore these interactions in traditional, electronic and blended education in comparison with each other, in order to have a more accurate understanding of the quality of each interaction in different types. To have a more reasonable and deliberate use of education, any of the traditional, electronic and blended learning environments in educational centers, schools and universities. This logic prompted the researcher to conduct a qualitative phenomenological research to analyze the life experience of English language teachers regarding the interactions of educational elements in three experienced traditional, combined and electronic education and to answer these questions: English language teachers' life experience of the interactions of elements How has education been in the traditional, electronic and blended learning community? What interactions happened in each of the communities and what are the concerns about the interaction of educational elements for English teachers? This qualitative research is applied in terms of purpose and was conducted with Klaizeri descriptive phenomenological analysis method.Experience in all three types of face-to-face, electronic and combined training was the basis for selecting participants in the research and conducting face-to-face semi-structured interviews. The process of gathering information continued until the repetition of propositions, concepts and theoretical saturation. The studied population consisted of all the English language instructors of Fouladshahr language schools in the academic year of 1401-1400, from which 15 people were selected by purposeful sampling. To ensure the content validity of the instrument, experts' opinions were used and to confirm the reliability, the intra-subject agreement method (0.82) was used. Data analysis was carried out based on the seven-step Klaizeri model and with the help of max-qda 2020 software. The lived experiences expressed in response to the research questions indicated that there were the most interactions of educational elements from the point of view of the instructors, respectively, in combined, traditional and electronic education. In such a way that the analysis of the life experiences of the educators in response to the first question about educational interactions in traditional education showed that the interaction of learner-learner, learner-learner and learner-written content formed the highest amount of interactions in traditional education respectively. But the lack of content-content interactions, the lack of teacher-learner interactions to share experiences, and the difficulty of teacher-content interaction to update information were emphasized by the participants in the research. Learner-learner, learner-content and learner-content interactions had the most themes in e-learning interactions, respectively. Among the interactions that were mentioned in electronic education, despite its lack in traditional education, was content-content interaction. In response to the third question of the research, the learner's interaction with classmates and with the content had the highest amount of interactions in combined education.In explaining the findings, it can be stated that along with the growth of some types of interaction in a learning environment, the need to evaluate other interaction options increases; because the maximum presence of all types of interaction reduces educational risks for learners and all learning elements. Based on the findings, blended learning community combines the merits of both face-to-face and electronic learning methods by providing educational content with easy access, supported by opportunities for live emotional interaction between learners and teachers. In fact, blended learning represents a fundamental change in the interactions of educational elements; because it does not limit these interactions between one or two elements and can optimize interactions in a way that was not possible in traditional and electronic education. Blended learning allows people to learn different materials by taking advantage of the required interaction with different visual, auditory, kinesthetic or a combination of all of them. The simultaneous use of different logical, interactive and individual learning styles by learners in order to understand the concepts makes it possible for every part of the education to be transmitted with the most appropriate media. Using social media to share and compare knowledge, encourage and demonstrate the effective use of newly learned skills, along with face-to-face training, significantly strengthens interaction and learning and fills the gaps in understanding concepts. Also, improving content-content and learner-content interactions in blended learning eliminates time limitations and increases the speed of learning while reducing transportation costs. By managing time, the learner engages mentally with the content at the right time, and this self-control helps the person interact with the content.Finally, it can be acknowledged that maybe it is not possible to completely return to face-to-face learning due to many reasons; Therefore, it is suggested that, in order to transition from the traditional educational system to the modern educational system, blended education should be given more attention, and by providing educational infrastructure, creating favorable changes in the attitudes and traditional roles of educational administrators and learners, providing equipment technology and the cultivation of specialized human resources, this learning community will be strengthened; In order to prevent postponement in education and by guaranteeing interpersonal interactions, the field of entry into all-electronic education for adults or job training will be provided.

Education is a process that is influenced by various factors in this process. The instructor (professor), educable (student), official organization, rules governing education, and teaching methods are important and effective components in education. Therefore, it can be said that any progress derives from the efficient and correct educational system of societies, and this depends on a number of factors, including changing teaching practices and patterns and planning to use new and active methods. Research has shown that the most important variable in the success of learners is the quality of the educator. Because the professor has a great impact on the teaching-learning process with all his personality, scientific and educational indicators. Increasing global demand for higher education on the one hand and paradigm changes in the health, economic and technology fields and the emergence of macro tendencies on the other hand has distance education from its traditional and ordinary form and has made it a coercion from choice. Distance education is the newest form of training that In addition to using comprehensive-based methods of electronic tools or web -based training programs. Therefore, the efficient and correct educational system depends on several factors. Research has shown that the most important variable in the success of learners is the quality of the educators' work. Therefore, the purpose of this study is to explain the views of experts on the factors affecting the quality of teaching in the faculty members the distance education. Therefore, unlike previous research, it was attempted to address the issue with a new approach and to use a paradigm model of effective factors in improving the quality of teaching in the faculty members of distanced education system. Therefore, given the limitations mentioned in previous studies, the present study,

To gain legitimacy, schools must always align with the ethical values upheld by society. As societal values encompass more than just academic and scientific advancements, schools are tasked with instilling these ethical principles in their students. In this process, teachers assume a crucial role in fostering students' ethical development. The success of not only the educational system but also any political and social framework relies heavily on the quality of teachers within a society. Today's schools and universities bear the significant responsibility of equipping students with the necessary knowledge and skills to navigate the complexities of the future ethically. Therefore, fulfilling this pivotal role demands that teachers possess professional knowledge and qualifications. Content knowledge (CK) refers to the teacher's knowledge about the content(s) that he/she teaches to the students. Pedagogical knowledge (PK) can be defined as a teacher's in-depth knowledge of educational processes and teaching-learning methods, including classroom management and evaluation. Technology knowledge (TK) refers to the teacher's knowledge of all kinds of classic and modern technologies and how to use them in teaching to make them more effective. Pedagogical content knowledge (PCK) includes the teacher's knowledge to identify the student's previous prerequisites for learning new topics and which educational approaches are more compatible with the lesson’s subject. Technological pedagogical knowledge (TPK) is the knowledge of the components and capacities of the existing technologies that the teacher can use in education and how the teaching that the teacher provides to the students may change due to the use of technology. Technological content knowledge (TCK) deals with the mutual relationship between content and educational technologies. Technological pedagogical content knowledge (TPACK) can be viewed as overarching knowledge and it refers to how technology facilitates students' learning, how technology solves students' learning problems, how students may create new knowledge, and what makes learning a lesson difficult or easy for students. Between 2009 and 2019, the TPACK framework has been the subject of extensive academic exploration, resulting in over 1200 journal articles and book chapters, 315 theses and dissertations, and 28 books. The TPACK framework consists of three interconnected circles (CK, PK, and TK) with an additional outer dotted circle. Despite efforts to refine and re-envision the model, it has remained relatively unchanged since its inception in 2009. It's worth noting that the outer dotted circle, although present in the framework, does not represent a distinct type of knowledge. According to Mishra and Koehler, the outer dotted circle pertains to the context within which the framework operates. This context includes the school subject matter, students' backgrounds, and the technologies available for teaching, all of which are described as "context-bound" elements that influence TPACK. However, despite the significance of the "context" in the TPACK framework, this aspect has not been adequately emphasized in previous studies. Furthermore, previous research has highlighted the wide-ranging nature of the context, encompassing various concepts from teachers' epistemological beliefs to classroom and institutional resources. Understanding and considering this multifaceted context are crucial for a comprehensive analysis of TPACK and its practical implications. The TPACK framework is a comprehensive model of teacher knowledge; however, it does not encompass teacher ethical knowledge. The ethical knowledge of teachers forms the foundation for their behaviors and interactions in the classroom. Given their significant influence on students' thinking, motivation, and knowledge, teachers wield extraordinary power in shaping their students' personalities. As role models, teachers play a crucial role in the lives of their students, and they are expected to serve as positive influences and examples to follow. Ethics in education means providing equal educational opportunities to all students regardless of nationality, gender, ideological differences, or mental disabilities. Attention to ethical principles in teaching can bring respect, tolerance, civil relations, and interaction based on predetermined rules among students. Ethical knowledge is the awareness of the inherent characteristic between the principles of social and individual ethics. A teacher's possession of these principles allows him/her to display the values ​​of personal and social ethics, which include a sense of right and wrong, respectful behavior toward others, objectivity, patience, and compassion. The primary purpose of this study was to representing teachers’ ethical knowledge in the TPACK conceptual framework. This study is a qualitative research based on the phenomenology method. A total of 13 experts were sampled using the purposive sampling method. All the participants are experts and authorship in teacher training (having at least one academic work including a research project, peer-reviewed journal article, or book) and having more than ten years of teaching experience in different educational settings. The study was carried out in 2022. After setting up the interview protocol, initial coordination was started with the participants. Some agreed to in-person interviews, while others preferred online interviews using google meet due to the COVID-19 pandemic. After interviewing all 13 participants using a semi-structured interview and preliminary analysis of the data, the saturation of the resulting data and the adequacy of the interview were determined. The data were analyzed using the thematic analysis technique and based on the method proposed by Attride-Stirling (2001) as one of the conventional coding methods in thematic analysis. The research findings indicate that despite being a relatively comprehensive theoretical framework, TPACK has overlooked teachers' ethical knowledge. Interviewees highlighted that Mishra and Koehler's (2006) model, which includes CK, PK, TK, PCK, TPK, and TCK, should also encompass ethical knowledge (EK) and Technological Pedagogical Content Ethical Knowledge (TPCEK). These additional dimensions are deemed essential for enhancing teacher professional effectiveness, particularly within the cultural context of the country. Including ethical knowledge and TPCEK in the TPACK framework would provide a more holistic approach to understanding and supporting teachers in their roles as educators and ethical decision-makers. The interviewees firmly believe that teaching possesses an ethical and normative nature, making it a profession that demands teachers to embody various characteristics and virtues. These virtues encompass ethical, intellectual, professional, and civic aspects. Moral virtues, for instance, encompass traits like sincerity, honesty, respect, justice, fairness, courage, decisiveness, self-control, and faithfulness. Regarding intellectual virtues, qualities such as humor, critical thinking, creativity, reflection, and resourcefulness are deemed essential. In the realm of professional characteristics, virtues like a genuine passion for the work, punctuality, scientific originality, authority, and a solid professional reputation, along with a sense of professional responsibility and the ability to create an effective learning environment and communicate professionally are highly valued. Furthermore, in the domain of civic virtues, features such as care and empathy, loyalty and commitment, openness, a sense of social responsibility, and a willingness to serve others are considered crucial virtues for teachers. Embodying these diverse virtues is seen as integral to being an effective and ethical educator, contributing positively to the development and growth of their students. In conclusion, the research revealed that although the TPACK model is relatively comprehensive, it lacks consideration for teachers' ethics, beliefs, and their impact on teaching effectiveness. As a result, it is essential for both practitioners and researchers to address the ethical dimension of teachers more prominently. The findings hold significant implications for policymakers involved in teacher training programs.

Accounting anxiety is students' fear of accounting in terms of their ability to understand accounting terms and concepts, as well as their ability to interpret, analyze and transfer financial information to decision makers. According to Eysenck's theory, anxiety is a personality trait that originates from the personality and cognitive structure of a person. Eysenck (1976) proposes the theory of the basis of personality that personality can best be described by the combination of high and low levels of two prominent traits that have a neural basis, namely extroversion, introversion, neuroticism and emotional stability.  Along with the concepts and dimensions of personality traits affecting anxiety, the psychological adjustment of students can be one of the factors affecting anxiety. Due to the important role they play in the future of the country, students are considered one of the important sections of the society. Studies indicate the prevalence of mental disorders such as stress, anxiety and depression among students. High levels of stress, anxiety, and depression can have negative effects on health, quality of life, academic progress, and students' readiness to accept their professional role. Therefore, it is very important to pay attention to it and its consequences, as well as to adopt appropriate solutions to get rid of it. Since the community of accounting students constitutes a significant part of the student population and is increasing every year, the importance of the mental health of these students is becoming more and more clear In the meantime, it is important and vital to pay attention to this group of students who will be responsible for the financial health of society in the future. Among the factors that cause anxiety, occupational stress plays a significant role, therefore, considering the importance of students' mental health, the prevalence of disorders and diseases related to it is increasing among students, this research aims to investigate the effect of personality traits and psychological adjustment. The statistical population of this research was made up of accounting students of the universities of Golestan province in 1400. The statistical sample studied included 163 students, of which 76 (47%) were female and 87 (53%) were male. To measure accounting anxiety according to Duman's research (2015), a questionnaire containing 20 items based on a Likert scale of 5 (strongly agree=1, strongly disagree=5) was used. The components of accounting anxiety include self-confidence, desire, anxiety, incapability and fear. Another variable of the research was personality characteristics, which is the NEOPI-R personality questionnaire, which is a substitute for the NEO test, which was prepared by McCree and Costa in (1985). This questionnaire also has a short form called NEO-FFI, which is a 21-question questionnaire and is used to evaluate 5 basic factors of personality (neuroticism, extroversion, adaptability, openness, conscientiousness) and based on this, it provides a comprehensive assessment of personality that It is presented on a 5-point Likert scale (1 strongly agree, 5 strongly disagree). Baker and Siriak's 1984 academic adjustment questionnaire was used to measure academic adjustment. This questionnaire contains 22 items that measure students' adaptability and includes the components of academic adaptability, social adaptability, personal-emotional adaptability and organizational dependency. The findings of the research were based on the analysis of 163 received questionnaires and were based on structural modeling. The obtained results show that personality traits had a direct effect on students' accounting anxiety and also with the addition of the mediating variable of psychological adjustment, the effect was still significant. Therefore, personality traits such as neuroticism and extroversion had a positive and significant effect on students' accounting anxiety, and five personality factors of neuroticism, extroversion, adaptability, openness, and conscientiousness had a positive and significant effect on academic psychological adjustment. Personality traits had an indirect effect on accounting anxiety through psychological adjustment. The analysis of the findings shows that students with neurotic personality traits experience more negative emotions and anxiety, and they cite internal factors such as incapacity and lack of talent as the reason for their failures. Students with high neuroticism may be difficult to interact with others due to the presence of mental and nervous disorders, which can also be a factor in the formation of anxiety. In explaining these findings, it can be said that accounting students with extroverted personality traits show high sensitivity to motivational processes based on the content of their university courses and therefore can experience high anxiety. People who are compatible with anxiety, their level of efficiency and social activity is high. These mentioned features can play an effective and positive role in the adaptation of students. People with adaptive characteristics seek external experiences. They are curious people who enjoy the process of research and discovering new things, so students with adaptive characteristics have a positive and significant effect on psychological adaptation. people with the characteristic of openness have high flexibility and these people have the ability to accept new conditions and high adaptability, and as expected, openness has a positive and significant effect on academic psychological adjustment. Being open to experience is a way to reduce anxiety. People with the characteristic of responsibility continue their studies with more responsibility and are more adaptable, which has a significant effect on reducing students' accounting anxiety. This study is related to the educational planners of the university and teachers and accounting professors. Determining the effective factors for anxiety in learning accounting and trying to reduce the causes of anxiety will have a positive effect on the efficiency and effectiveness of learning accounting. The added value created for companies by students who have been taught accounting efficiently and effectively will be enormous.

This article aims to present a foundational data theory regarding the teaching of itinerant teachers in multi-grade schools of Baneh city in Kurdistan province. Therefore, the current research is focused on the following main questions: What factors have caused the phenomenon of itinerant teachers? What are the most important problems and challenges of teaching itinerant teachers? What are the strategies for improving the teaching quality of mobile teachers? What are the consequences of having schools with mobile teachers? The answer to the above research questions required an in-depth study of the lived experiences of itinerant teachers in multigrade classes in rural schools. Therefore, an interpretive approach and qualitative strategy of foundational data theory in a systematic way was found suitable for the mentioned study. Education of Bane city was the main research field. The potential participants of this research were all schools with mobile teachers. Sampling was done in a purposeful and standard way. Therefore, in order of priority, 12 mobile teachers, educational leaders and education officials were invited to the interview. The results of this research have useful practical indications for the educational system and teacher training: firstly, despite the severe lack of teaching time for mobile teachers, playing such a role for teachers and students has created a complicated situation in real school life, and teachers must Build your own knowledge to benefit from the skills needed to face this challenge. Social interaction between teachers, students and their parents is a prerequisite for building such knowledge. Another important point is the need to empower itinerant classroom teachers; Empowering and improving teachers, especially in the areas of knowledge, attitude and classroom management skills, is one of the requirements that should be placed on the agenda of education officials. Considering the consequences of teaching mobile teachers, creating platforms in the form of empowerment courses and improving the teachers' professions is strongly felt. This research emphasizes the establishment of different types of social, educational and gender justice as important factors in preventing the establishment of schools with itinerant teachers. According to the analyzes related to the evaluation criteria of students in different levels of mobile schools, the identified concepts have been categorized into four coding options. Criterion evaluation, formative evaluation, constructive and positive evaluation, evaluation tool for these schools, evaluation of basic courses. According to the results of the conducted research and the findings of the current research, these results can be explained that most of the mobile schools in Baneh city are managed through multi-level classes. Therefore, if a teacher with sufficient motivation and skill is appointed for this work, significant results will be achieved. Of course, it is necessary to address the state of education in itinerant classes and identify issues and problems through necessary research and investigations and try to solve them. In such studies, one should pay attention to the characteristics of teachers, students, lesson organization, physical conditions of the educational space, class schedule, teachers' teaching activities, students' learning activities, the amount of students' homework, the method of evaluating what they have learned, the method motivation by the teacher, job satisfaction, etc. Finally, it is necessary to provide a suitable framework and model for setting up teaching and learning activities in mobile classrooms. One of the interviewees believes that: "There is nothing more important than the academic success of students. It is one of the important criteria and criteria for evaluating the success of a school. Therefore, the mobile teacher should focus his main attention on the success of the main and basic subjects. students. And he should continuously follow up the level of success and academic progress of the basic courses so that if there is a problem, he can think of a solution first". According to the analysis related to the quality strategies of the mobile school education system, the identified concepts are categorized into five categories. Professional growth and development of teachers, effective communication in school, positive economic resources, doing systematic work, training and retraining, the results of this research with Msimanga, 2019). Mehraban, 2009,) was consistent. In this context, Batra states that poor children are deprived of learning not because of the lack of necessary conditions for the possibility of participation and learning, but because of the conditions of deprivation of the ability to describe the everyday classroom, and this affects the academic performance of these children. It affects He also believes that the density of students in the class does not have a significant effect on their grade point average and math score. On the other hand, family resources have an important effect on the quality of children's education. In this context, Rabiei and Salehi state that the acceptance rate and retention rate in non-profit schools are higher than public schools in all three levels. According to the results of the research and the findings of the current research, these results can be explained as such that in deprived areas such as these villages and huts, the economic-social conditions of families are at a low level, and this is the basis for the performance It provides weak students. In addition, due to multi-level classes in rural areas (covering two schools by one teacher), the density of students sometimes increases. In addition to the density of students, the time needed to teach each level is limited and these factors can have a direct effect on the poor performance of students. Poor facilities, lack of attention of families to their children's education and other such factors are also factors affecting the academic performance of students (Mehraban, 2009).The results of the analysis showed that the teachers believed that a set of concepts such as educational injustice, physical exhaustion, illiteracy of parents, limited access to facilities, educational, cultural and sports poverty and the absence of extracurricular classes are the factors that create the low quality of education in these areas. Regarding the process of teaching and learning in classes with mobile teachers, four optional codes were identified. These four selection codes include reading, writing and math literacy, lack of educational facilities, orderly teaching for two schools, challenges related to time management, etc. The effective strategies and actions that have been deduced in order to correct the existing unfavorable conditions based on the quotes of mobile leaders and teachers, include a range of strategies related to the social environment, the educational environment, and the organizational environment. In explaining the results obtained from the aforementioned strategies, it can be said that when the traditional conditions governing these communities are corrected, the various discriminations that are allowed to these areas will be reduced, the living conditions and the level of culture of the families will improve, accordingly. Many obstacles in the way of education are removed. In addition, if the problems related to the educational environment are resolved and, for example, the teaching skills of the teachers are increased and the educational equipment is in a good condition, it is natural that the educational conditions will also improve in this environment.

Physical education, as one of the branches of educational sciences, plays an effective role in facilitating the learning and education goals of children and adolescents. This social phenomenon forms an important part of countries' educational programs (Hardman, 2011). One of the topics that is important in connection with the physical education course in the education system of any country is the relationship and interaction of the physical education course with the needs and desires of the students.(According to Reston (2009), knowing the needs and desires of students and what physical, cognitive, behavioral and movement characteristics they have is one of the important elements that should be considered in developing an educational program (Sport & Education, 2009).. Derri et al. (2012) believe that the correct understanding of students' needs and desires is one of the important aspects involved in the formation of educational quality, and at the same time, this key component is also effective in learning (Derri, Avgerinos , Emmanouilidou, & Kioumourtzoglou, 2012).Therefore, in developed countries such as the United States of America, since the 1980s, self-assessment of students' needs and wants in the classroom has always been emphasized and paid attention to in the educational system (Campbell, Murphy, & Holt, 2002). In Iran, however, there is a guideline and an approach that can be used to simultaneously evaluate the needs and desires of students in the classroom and use this information to plan future plans, especially in the field of Physical education. (Ramezani Nezhad; Hemmatinezhad, Mohebbi, Niazi, 2009) believes that creating a realistic and successful physical education class requires the participation and decisions of influential forces involved in it; And students, as the main audience, will be most affected by the quantitative and qualitative effects of the physical education class. Because the most important factor for maintaining the quality and improving the physical education lesson is to consider the needs and maintain the interest of the students; Therefore, knowing the students and their experiences as one of the forces involved in the physical education lesson is the first step to achieve an effective physical education class.Today's students, due to the growth of technology and the globalization of news, and in fact creating a village The world has certainly undergone clear changes in terms of their views, needs and demands, and these changes and cultural models have not yet been explored in our country (Sadeghi Boroujerdi, 2018). The review of the research conducted during the past years shows that the main audience of the physical education lesson, that is, the students, has not been paid attention to, Also, no research has been done on the characteristics of the physical education lesson and class, so the research that has been done in the field of physical education lesson so far has not been able to make many changes in the physical education lesson and increase the participation of students in this lesson. provide, because creating a realistic and successful physical education class requires the participation and decisions of influential forces involved in it; And students, as the main audience who have the highest population in physical education classes, will get the most effects from the quantitative and qualitative effects of physical education classes. Undoubtedly, the experiences of many years of physical activity and sports of students are fixed in a part of their self-concept and personality and shape their behavior in the next school period (Ramezani Nezhad, 2010). Therefore, in order to develop systematic and targeted programs for physical education lessons, the main audience of this lesson, i.e. students, cannot be ignored; Because the physical education lesson has special physical, emotional and social effects for students.  The mentioned researches and other researches show that many studies have been done in the field of physical education course, but no research has been done that deals with the opinions and views of students as the main elements of physical education classes in schools. Knowing the characteristics of the physical education course from the point of view of its main audience, i.e. students, helps teachers and researchers to familiarize themselves with their real desires and needs in class programs and activities, because the lack of attention and recognition of these characteristics and Or the non-compliance of the programs with the views of the students makes it difficult for teachers to organize and manage constructive and useful physical education classes, which can increase the number of isolated people in the sports class (Ghorbani, Tayebi, Dailami, Rahmannia and Shakki, 2021). On the other hand, it can be said that moving in the direction of investigating the capabilities of sports class and physical education lessons requires understanding a conceptual model of all the effective factors involved in it. Therefore, the results of this research can increase the awareness of researchers at the macro, middle and micro levels about the characteristics of the sports bell, and in this research we seek to know the characteristics of the physical education course from the perspective of the students, so the qualitative question This research is that from the students' point of view, what characteristics should the physical education course have?  Therefore, the main goal of this research is to investigate the views and opinions of the students about the characteristics of the physical education course and to design a comprehensive conceptual model of the characteristics of the physical education course from the students' point of view.The purpose of this research was to design a comprehensive conceptual model of the characteristics of physical education lessons from the students' point of view. The current research was conducted with the method of qualitative content analysis with an inductive approach. The participants in this research included all the students of two levels (first and second secondary) in Kurdistan province. Data collection continued using interviews and targeted and available sampling methods until theoretical saturation was reached; that after interviewing 34 students (19 first secondary and 15 second secondary), theoretical saturation was achieved and the main components were extracted after completing the coding process; The findings of the research showed that the characteristics of the physical education lesson from the students' point of view included 38 primary components, which after being categorized into 8 main components include: The diversity and attractiveness of the class, sports equipment and facilities, suitable space and place, class programs, content of educational programs, attention to students, expert and experienced teachers, and class schedule were classified, that Finally a conceptual model was designed based on the qualitative content analysis approach.