نشریه مدیریت و چشم انداز آموزش
سال پنجم شماره 2 (پیاپی 16، تابستان 1402)

The presents study aims to evaluate the moderating role of participatory management in the relationship between the influence of the dark triad of personality on organizational citizenship behavior and mediating role of rudeness in the workplace. This study is considered as applied and descriptive-survey in terms of objective and nature, respectively. The population included 400 faculty members and 391 managerial employees, among which 259 people were estimated as a sample based on Cochran's formula. Then, about 200 people answered the questionnaire items applying the convenient sampling method. The data were collected using a researcher-made questionnaire taken from Johnson and Webster (2010), Cortina et al. (2010), Podaskoff et al. (1990), and Webster and Smith (2019). Finally, the data were analyzed utilizing partial least squares (PLS) method. The results indicated that the dark triad of the personality affects the organizational citizenship behavior and rudeness in the workplace directly. In addition, rudeness in the workplace and participatory management affect organizational citizenship behavior significantly. Further, rudeness in the workplace moderates the relationship between dark triad of the personality and organizational citizenship behavior. Finally, participatory management moderates the relationship between the dark triad of personality and organizational citizenship behavior.Extended abstractIntroductionEach person's personality is regarded as universal and essential for individual, group, departmental, or organizational achievements. The dark triad of personality is considered as a cluster with three distinct dimensions of narcissism, Machiavellianism, and psychopathy (Ebrahimi & Azami, 2019), leading to differences between social relations (Salman Chughtai & Ali Shah, 2020). In addition, rudeness in the workplace is among the forms of misbehavior in the organization so that a large number of employees face the rude behavior of their colleagues at work. Such harmful behaviors stem mostly from the personality traits of humans, not external environmental factors (Hadizadeh Moghadam et al., 2022). Today, participatory management is among the issues raised in the organizations. High participatory management atmosphere emphasizes organizational participation and knowledge, collaborative decision-making, and cooperation, as well as allowing the employees to exhibit independence in the workplace (Butts et al., 2009). Organizational citizenship behaviors are among the issues which indicate the positive behaviors of people in the workplace not directly required by the organization. No direct reward system supports such type of behavior, despite its significance for planning the psychological performance of employees (Aldbyani & Al-Abyadh, 2022). No study has been conducted to examine the dark aspects of personality on such behaviors in Iran and investigate the rudeness in the workplace as a mediating role and participatory management as a moderating moral factor, despite all of the positive effects of organizational citizenship behavior. This study can be useful in University of Mohaghegh Ardabili with its wide range of activities and employees including simple, semi-skilled, and expert ones, as well as appropriate access and cooperation of employees in distributing and collecting information. The present study seeks to analyze whether the dark triad of personality for employees in University of Mohaghegh Ardabili affects organizational citizenship behavior or whether rudeness in the workplace and participatory management play a critical role in this regard.Theoretical literatureThe dark side of the personality for the people in the organization affects the administrative and personal consequences at the workplace significantly because a set of different characteristics of the dark person such as "narcissism", "psychosis", and "Machiavellianism" affect the organizational behavior (Jensen et al., 2022). In addition, organizational citizenship behavior is regarded as a special form of behavior, which is known as useful for business as voluntary actions stemming from the peoples’ tendency in this regard (Nazari et al., 2020). Rudeness in the workplace is considered as an unhealthy behavior with low intensity and ambiguous intention manifested by its perpetrator in order to harm the target person (Hadizadeh Moghadam et al., 2022), while organizational citizenship behavior is concerned with the positive behavior of people which is not required by the organization in terms of their duties (Podsakoff et al., 2018). Managers may create environmental conditions which increase employee engagement and alter any of the dark personality traits in organizational citizenship behavior (Richardson & Vandenberg, 2005).Participatory management is regarded as a practice, which prioritizes participation, communication, and employee empowerment (Butts et al., 2009). Such management emphasizes the delegation of four main elements in the workplace including power, information, reward, and knowledge (Riordan et al., 2005). Thus, participatory management is applied as a moderator to bridge the research gap.Rezazadeh et al. (2022) indicated that people with psychological capital exhibit less dark traits in their personality, postpone the immediate gratification of the impulse, persevere, and produce and create efficiently. In addition, Javaezi Shishavan & Zeinali (2022) argued that a positive and significant relationship is observed between psychological schemas with four dark personality traits in students. Finally, Zafaranchizadeh Moqadam et al. (2022) claimed that no significant relationship is reported between dark personality traits with cold empathy, while a significant relationship is observed between the dark personality traits with theory of emotional and cognitive mind.MethodologyThis study is considered as applied and descriptive-survey in terms of objective and method, respectively. The population included 791 employees in University of Mohaghegh Ardabili, among which 200 people were selected as a sample based on the Cochran's formula using convenient sampling method. Finally, "dark triad of personality" (Johnson and Webster, 2010), "rudeness at workplace" (Cortina et al., 2001), "organizational citizenship behavior" (Podaskoff et al., 1990), and "participatory management" (Webster and Smith, 2019) were utilized to collect the data.ResultsThe method of structural equation modeling (SEM) with the partial least squares approach was applied with the help of SmartPLS software to check the hypotheses of the study. Based on the first hypothesis, dark triad affects organizational citizenship behavior with a path coefficient (PC) of 0.268. According to the second hypothesis, dark triad affects rudeness in the workplace with a PC of 0.901. The third hypothesis indicated that rudeness in the workplace affects organizational citizenship behavior significantly with a PC of 0.108. Based on the fourth hypothesis, rudeness in workplace mediates the relationship between dark triad and organizational citizenship behavior with a PC of 0.907. According to the fifth hypothesis, participatory management affects organizational citizenship behavior significantly with a PC of 0.621. Finally, the sixth hypothesis indicated that participatory management moderates the relationship between dark triad and organizational citizenship behavior with a PC of 0.040.ConclusionThe present study aims to assess the moderating role of participatory management in the relationship between the impact of the dark triad of personality on organizational citizenship behavior with the mediating role of rudeness in the workplace. The results of this study are in line with those reported by Salman Chughtai & Ali Shah (2020) and Webster & Smith (2019). Managers should present necessary policies and charters for organizational citizenship behaviors of employees considering the role and impact of dark personality traits on citizenship behavior at the level of organizations.Such people should reduce dark personality traits and increase organizational citizenship behaviors such as altruism, politeness, and grace by increasing independence, participation, and communication with employees. Managers should recruit forces with organizational citizenship behaviors by passing the personality tests, oblige the organization to explain organizational behaviors, and help strengthen the organizational citizenship behaviors among employees by promoting moral spirit considering the significant effect of rudeness in the workplace. Teaching the style of polite behavior in the organization through training courses can be helpful. In addition, employees appointed to managerial positions should believe in polite behavior styles and benefit from the criteria set for a polite manager regardless of any political and factional views.Managers should draw new horizons in the path of forming participatory management by trusting and delegating authority to the employees to expand their ideas in line with the development of participatory management at the organization level. Finally, managers should alter the culture of educational organizations to that encouraging the innovation and its institutionalization, as well as considering mistakes as educational opportunities and the first step in this path.

Abstract
The aim of the current research was to investigate the effect of adaptive organizational culture on the lean behaviors of school principals with the mediation of their coaching leadership. The research population consists of all primary school teachers in Ilam province in academic year 2020-2021, among whom a sample size of 339 teachers was selected by stratified random sampling method and based on the Cochran formula. The research method is quantitative- correlative study type, and the modeling approach is covariance-oriented structural equation. Dennison's adaptive organizational culture questionnaires (2000); the coaching leadership of Peláez Zuberbuhler et al. (2021), and the researcher-made questionnaire of lean behaviors of school principals were used to collect data. The reliability and validity of the questionnaires were checked with Cronbach's alpha techniques, content validity ratio, exploratory factor analysis and confirmatory factor analysis. Structural equation modeling was used for data analysis using Lisrel 10.30 software. The results showed that adaptive organizational culture has a significant positive effect on the lean behaviors of school principals at the level of 0.05; adaptation-oriented organizational culture has a significant positive indirect effect on the lean behaviors of managers at the level of 0.05 due to the coaching-oriented leadership of managers; also, adaptive organizational culture and coaching leadership of principals are able to explain 40% of the variance of lean behaviors of school principals.
Extended Abstract
The activity of educational centers has always been associated with a percentage of wastage, which has caused poor performance, delays in the change process, a drop in the quality of education, an increase in costs, and a waste of resources (Hashemi, yari Haj Atalou, Malekiavarsin, 2021:82); therefore, the educational system requires the use of new management tools and approaches. One of these approaches is lean leadership, which, from a behavioral point of view is the behavior whose main characteristic is to help create added value to the organization (Hussein & Al-Zubaydi, 2020: 410).
The emergence and growth of lean behaviors is influenced by various factors, the most important of which are organizational culture (Grigg, Goodyer & Frater, 2020) and coach-oriented leadership style (Berg & Karlsen, 2016). Adaptive organizational culture promotes norms and behaviors used by the organization to be able to discover, translate and interpret environmental symbols and new behaviors. This type of culture provides a favorable environment for the organization to create new opportunities, understand and meet the needs of customers and adapt to environmental changes, and therefore it is believed that it can create a favorable environment for creating and strengthen lean behaviors in the organization. Another factor affecting lean behaviors is coach-oriented leadership style. Examining various researches shows that relationship-oriented leaders pay attention to the needs and motivation of subordinates and improve personal, group, and organizational needs, and provide new opportunities for the organization in order to identify effective methods of working (Fazlail & Moazzami, 2023).
As a social organization, Schools are facing unpredictable environmental complications, among which are the spread of the Covid-19 disease, and the move towards virtual and combined education. Schools need to adapt to these complexities in order to survive. The effectiveness of adaptation requires an adaptive organizational culture on one hand, and pure behaviors on the other. Therefore, the problem of the current research is to answer the question in a scientific way: Can an adaptive organizational culture with the mediation of a coaching leadership lead to lean behaviors of school principals?
Theoretical foundations
Adaptive culture is described as a range of cultural characteristics that enable an organization to be more adaptable to environmental changes by helping organizations anticipate and adapt to those changes (Sharma & et.al, 2021).
The leader's approach of using coaching is a new paradigm (Hagen & Aguilar, 2012). Coaching skills are fundamental behaviors of the leader that help organizations create a competitive advantage (Lee, Idris & Tuckey, 2019). Some researchers believe that coaching leadership refers to a type of positive leadership behavior in which the leader motivates employees through appropriate coaching techniques and provides sufficient resources and support to enhance the employee's ability to study and work (Wang, Yuan & Zhu, 2017: 1656).
Lean behaviors are behaviors whose main feature is helping to create added value for the organization. Among these behaviors, we can mention courtesy, calmness, wisdom, patience, objectivity and trust (Hussein & Al-Zubaydi, 2020:406).
Tortorella et al, (2020) studied the role of organizational culture and leadership styles in lean production. Their findings indicated a meaningful relationship between organizational culture and leadership styles with lean production. Also, in that research, coach-oriented leadership style was identified as an effective style in lean production.
Kołodziejczak (2015) studied the role of coaching in organizational culture in the study titled "Coaching Along Organizational Culture". The results showed that the use of coaching in organization management can gradually model or change the organizational culture. Also, the findings indicated that in favorable conditions, coaching may provide the possibility of changing from traditional culture to innovative one. This change is possible because coaching creates changes in people's behavior; stimulates their creativity; and has a positive effect on employee motivation.
The research community consists of all primary school teachers in Ilam province in the academic year 2021-2022 as many as 2909 people; (1907 women and 1002 men). Cochran's formula was used to determine the sample size consisting 339 teachers (222 women and 117 men). Proportional stratified random sampling method was used. Dennison's adaptive organizational culture questionnaires (2000); the coaching leadership of Pilaz Zuborbuehler et al. (2021); and the researcher-made questionnaire of lean behaviors of school principals were used to collect data.
In order to check research hypotheses and data analysis, structural equation modeling was used using Lisrel 10.30 software. The results of the correlation matrix analysis showed that the variables of adaptive organizational culture of schools (0.65) and educational leadership of school principals (0.63) have a positive and significant relationship with the variable of lean behaviors of school principals at the level of 0.05. Adaptable organizational culture variable has a positive and significant relationship with school principals' educational leadership variable (0.72) at the 0.05 level. The results of the analysis of structural equations show that: the adaptive organizational culture variable with path coefficient of 0.41 and t value of 7.18 has a positive and significant effect on the variable of lean behavior of school principals at the level of 0.05; the variable of adaptive organizational culture of schools with path coefficient of 0.52 and t value of 19.50 has a positive and significant effect on the educational leadership variable of school principals at the level of 0.05; the educational leadership variable of school principals with path coefficient of 0.34 and t-value of 5.93 has a positive and significant effect on the lean behavior variable of school principals at the level of 0.05; and the adaptive organizational culture variable of schools has a positive and significant effect on the lean behavior variable of school principals at the level of 0.05 due to the pedagogical leadership of school principals (0.1768) and the T value of 5.66. Also, the results of the analysis of structural equations showed that: adaptive organizational culture of schools has a positive direct effect (0.41), a positive indirect effect (0.1768), and a significant positive total effect (0.5868) on the lean behaviors of school principals at the level of 0.5. Also, the variables of adaptive organizational culture of schools and educational leadership of school principals are able to explain 40% of the variance of the variable of lean behavior of school principals; the amount of explained variance of pure behavior of school principals according to its t value (10.56) is significant at the level of 0.05.
The aim of the study was to investigate the effect of adaptive organizational culture on the lean behaviors of school principals with the mediation of their pedagogical leadership. The results regarding the positive relationship between adaptive organizational culture and the lean behaviors of school administrators are aligned with research results of Tortorella et al, (2020), Paro & Gerolamo (2017), De Castro Freitas et al, (2017), and Bortolotti, Boscari & Danese (2015). Research studies show that lean behaviors can maximize cost reduction in any organizational culture environment (Tortorella et.al, 2020). The adaptive organizational culture of schools and the coaching leadership of principals are able to explain 40% of the variance of lean behaviors of school principals. This finding is consistent with the results of the studies of Tortorella et al, (2020), De Castro Freitas et al, (2017), Kołodziejczak (2015) and Bortolotti, Boscari & Danese (2015); while contradict with the study results of Paro & Gerolamo (2017). The existence of an adaptive (flexible) organizational culture and an inspiring leader can lead to the emergence and strengthening of lean behaviors in the organization. Coach-oriented leaders help employees reduce wastage and rework, reduce waste, and contribute to transparency in the organization through questions and answers, provide useful and constructive feedbacks, and plan for improvement, and this is what Lean is looking for. The adaptive organizational culture of schools has an indirect positive effect on managers' lean behaviors through the coaching leadership of managers. This finding is in line with the results of the study of Tortorella et al, (2020). From a theoretical point of view, there is a conceptual connection between organizational culture and coaching. If there are underlying assumptions and support for the benefits of a manager's use of a coaching style, then we would expect to see evidence of the coaching style being used (Nieminen, Biermeier-Hanson & Denison, 2013). According to the results of the research, the following suggestions are presented: encouraging the spirit of accepting the criticism and avoiding partisanship in decision-making, attention of the officials of the educational system to teachers through intelligent questions and providing feedback to them, reviving the spirit of law in the body of the organization and transparency in doing things.

Abstract
The purpose of the current research is to analyze and rank the ability for the transparency of performance-based budgeting in the country's health education system. According to the research topic, the type of research is applicable in terms of purpose, and survey in terms of nature. The tool for gathering information is a questionnaire, which after Delphi analysis and the consensus of experts' opinions; we got a researcher-made questionnaire according to experts' opinions. The statistical population of this research consists of knowledgeable members in the country's health education system, including senior managers and assistants, financial managers and accounting heads, and financial and budget experts; and the sample people were selected in a purposeful and accessible manner, so the content validity of the model and its components was obtained by means of the opinions of experts, and the relationship between its dimensions and components using SPSS statistical analysis software, Kolmogorov-Smirnov test; and parametric methods including t-test were used to test the research questions, and Friedman's test was used in order to determine the rank of the approved indicators, and the performance ability model of the country's health education system includes ability dimensions (with the components of performance evaluation ability, human ability, technical ability), acceptance dimensions (with the components of managerial acceptance, motivational acceptance) and Economic efficiency was approved.
Extended abstract
Among the different budgeting methods, performance-based budgeting has brought about a major change in the budgeting system of governments and has been able to play an effective role in the growth and development of countries. This type of budgeting has been the most famous reform effort in the public sector since the 1990s and perhaps in the current century, so that Barrett and Goodwin called the 1990s the decade of performance-based budgeting. During the 1990s, performance-based budgeting has been used synonymously with outcome-based budgeting and results-based budgeting. The field of performance evaluation has evolved over the past 50 years and has expanded beyond financial auditing and internal controls, and has become a respected mechanism for continuous improvement and organizational effectiveness (Park, 2019). Performance-based budgeting is the transformation of the budgeting process from a purely political process to a process that involves economic, objective and rational principles in decision-making. Performance budgeting contains three elements: result (final result), strategy (various ways to achieve the final result), and activity or outputs (things that are done to achieve the final results). The key feature of the new performance-based budgeting system is combining the goals of the budget management system with appropriate accountability. The performance-based budgeting system revolves around the two axes "relationship between performance indicators and evaluation" and "relationship between budget and results" in which different administrative departments are accountable based on specific standards called performance indicators, and managers have more discretion in determining the best way to achieve results (Parker et al, 2019).
The Ministry of Health, Treatment and Medical Education is one of the four institutions that were required to implement performance-based budgeting in the country. Therefore, from the point of view of university management, it is necessary to change the budgeting system of universities and to revise and fundamentally transform the existing budgeting system. Research conducted in the field of performance-based budgeting shows that performance-based budgeting methods have been accepted in many countries, but few of them have implemented this method. In addition, the evidence obtained from these studies shows that most governments are able to create functional information; while, very few of them use this information in decisions related to resource allocation and formulation and development of result-oriented incentive plans (Mahdavi and Gol Mohammadi, 2013).
Therefore, the current research seeks to find the answer to the question: what does accrual accounting contribute to the country's health education system based on the transparency of performance-based budgeting? And what are its dimensions, components and indicators?
Theoretical framework
Due to the importance and role of budgeting in macro decision-making in the country, most of the people involved in budgeting believe that budgeting in Iran, despite nearly a century of executive history, faces many issues and problems. Some of these problems are caused by the current economic and social conditions; but others, which are more important, are rooted in the administrative and financial structure of the country (Qassemi, 2013). With the development of government duties and the rapid increase of government expenses and its link with the general state of the country's economy, expenditure control has lost its importance; and the need for improvement in the planning, control and management systems of public sector resources, the need to specify goals and Emphasizing results to reduce costs and increase service quality has become more important. In other words, traditional budgeting methods do not meet the needs of decision makers and managers at different levels to manage operations and programs and do not lead to an increase in productivity, which is one of the most important expectations of proper budgeting. For this reason, in the last decade, the issue of revising the budget system and turning it into one of the management tools for correct and effective decision-making has been raised (Aghwami and Babajani, 2014).
In another article, Yen et al. (2020) investigated the effect of performance evaluation system (PMS) on the performance of public sector organizations in transition economies. In this study, the intervening role of public accountability in the relationship between the performance evaluation system and the performance of the public sector in Vietnam has also been investigated. The research sample includes 214 accountants and managers of the public sector of Vietnam. The results show that public accountability fully moderates the relationship between PMS and organizational performance. These results provide important practical and theoretical applications for government organizations by using PMS and with the aim of improving public accountability and organizational performance (Yen et.al, 2020).
Azar et al. (2020) conducted a study with the aim of identifying key factors and providing an effective model for monitoring and evaluating the financial performance of the public sector in performance-based budgeting using the fuzzy Delphi method. In the proposed model, there are 10 main codes "legal and regulatory factors, organizational structure and culture factors, financial and budgetary factors, monitoring and evaluation structural factors, content and managerial monitoring factors, motivational and psychological factors, technological and informational factors, economic factors, political and international factors, and cultural and social factors" have been identified (Azar. et. al, 2020).
This research is of an applicable type in terms of the purpose of the research, and survey in terms of nature. The tool for gathering information is a questionnaire, which after Delphi analysis and the consensus of experts' opinions; we got a researcher-made questionnaire according to experts' opinions. The statistical population of this research includes knowledgeable members of the health education system of the country, including senior managers and assistants, financial managers and accounting heads, and financial and budget experts; and the sample people were selected in a purposeful and accessible manner. In this research, "Ability Evaluation" is the dependent variable. Also, the independent variables include the dimensions of ability, authority, acceptance and economic efficiency, which have been measured and analyzed using the questions asked in different parts of the standard questionnaire.
Discussion and According to the first question of the research, the results showed that the dimensions of ability, acceptance, economic efficiency and operational goals are confirmed in the answer to the first question, and according to these dimensions, from the respondents' point of view, there is necessary transparency for the implementation of performance-based budgeting in the country's health education system. Based on the second question, it is concluded that the components of performance evaluation ability, human ability, technical ability, managerial acceptance, motivational acceptance, economic efficiency, and operational goals are approved in response to the second question, and according to these components, from the respondents' viewpoint, there is necessary transparency in order to implement performance-based budgeting in the country's health education system. In the third question, the results showed that the highest standard deviation related to the index "Monitoring the effectiveness and economic efficiency of the activities of the executive bodies by the country's health system" was 1.014. After that, the second highest standard deviation is related to the indicators "Evaluation of the performance of executive bodies by the country's health system", "existence of sufficient number of proficient experts familiar with performance measurement criteria" and "A practical example of the implementation of the finished price management system as A workshop has been provided" was 0.975. This means that the respondents had different opinions regarding these indicators. On the other hand, the lowest standard deviation of 0.258 is related to the indicators "all suitable and necessary subsystems are considered for the implementation of performance-based budgeting and the necessary infrastructure exists in this field", "performance audit by the country's health system" and "Implementation of information systems and operational reporting infrastructures by the country's health system". This means that the respondents had consistent and identical opinions regarding these indicators. Also, the highest average of 4.33 jointly belonged to two indicators "Managers of executive bodies of the country's health system have accepted performance-based budgeting as a suitable method for budgeting" and "Incentive and punishment plans for appropriate and inappropriate performance have been predicted in the approved programs". This means that the most emphasis of the respondents is on these issues. On the other hand, the lowest averages are 3.26 and 2.06, respectively, for the indicators "Implementation of information systems and operational reporting infrastructures by the country's health education system" and "There is Necessary powers in the use of functional information in the country's health education system". It means that these indicators were less important from the point of view of the respondents. In the fourth question, the results showed that the results of Friedman's ranking test ranked first in economic efficiency with an average rank of 7.50, second in ability with an average rank of 7.00, and third in operational goals with an average rank of 70. 5.5; followed by the dimension of acceptance ranks fourth with an average rank of 5.07, the dimension of efficiency and effectiveness of financial resources ranks fifth with an average rank of 4.30, the dimension of operational reporting ranks sixth with an average rank of 2.33, the dimension of operational accountability ranks seventh with an average rank of 2.17, and the dimension of authority ranked eighth with an average rank of 1.93.
The aim of the current research is to analyze and rank the ability, for the transparency of performance-based budgeting in the health education system of the country. The results of the research showed that the ability dimensions (performance evaluation ability dimension, human ability, technical ability), acceptance (managerial acceptance, motivational acceptance), economic efficiency, as well as the indicators of "all suitable and necessary subsystems have been considered for the implementation of performance-based budgeting and the necessary infrastructure exists in this field", "the managers of the executives of the country's health system have accepted the performance-based budget as a suitable method for budgeting" and "incentive and punishment plans for appropriate and inappropriate performance in the approved programs have been foreseen" are the most important factors for transparency of budgeting based on performance in the country's health system. Therefore, the present study is in line with the studies of Pourali and Kakuvan(2012), Mauro et al, (2019), Sotoudeh et al, (2019), and Emrai and Azar (2020).

Abstract
The current research was conducted with the aim of identifying barriers to optimal implementation of educational evaluation in National Gas Company of Iran and providing solutions for its improvement. Therefore, using the capacity of qualitative research approach and focus group method, the barriers of the studied phenomenon were identified. The data was collected by using the Purposive sampling method (criterion type) and focus interview with 4 focus groups (including 20 people) among the employees of the training and equipping of human resources unit of National Gas Company of Iran and the data was analyzed by using thematic analysis method. Data analysis resulted in the identification of 138 conceptual propositions, 21 basic themes and 5 main themes including "individual barriers", "organizational barriers", "educational barriers", "managerial barriers" and "environmental barriers". According to the findings of the research, it is necessary to pay attention to the identified barriers in order to optimally implementation of the educational evaluation process in the National Gas Company of Iran; therefore, at the end, solutions were presented in order to reduce the effect of barriers on the optimal implementation of the educational evaluation process and its improvement.
Extended abstract
Today, due to technological advances and rapid changes in the environment of organizations (Pfoser et al, 2020), the professional development of human resources is considered one of the most important factors in adapting and facing these rapid changes (Rama Devi & Shaik, 2020), in creating a competitive advantage and value creating for organizations (Ashofteh & Orangian, 2021). In this regard, training is one of the main strategies for the professional development of the organization's human resources (Nguyen, 2020); because training is a systematic process of changing the professional behavior and level of competencies (knowledge, ability and skills) of the organization's employees (Urbancová et al, 2021), which affects the performance of the employees and will ultimately ensure the success of the organization (Sahinidis & Bouris, 2018). Effective training courses can be influent in gaining experience and improving the performance of people, and guaranteeing the survival and perfection of the organization by including strategic progress (Bazgir et al, 2020). The current economic recession has reduced the amount of budget allocated to training and development of human resources; therefore, organizations should always design and implement effective training courses in order to strengthen and expand the knowledge, attitude and skills of employees in order to improve, provide innovative ideas and provide quality services. Therefore, it is necessary for organizations to ensure the effectiveness of training courses in order to achieve their goals by providing the necessary grounds for continuous improvement of training courses (Taheri, 2016). One of the basic measures in providing effective training courses is the optimal implementation of the evaluation process of training courses. The most common definition of educational evaluation considers it as a process to examine education in order to determine whether the educational objectives have been realized in an effective and efficient way. (Sahni, 2020). The optimal implementation of the educational evaluation process, as one of the basic methods of quality assurance, makes it possible to guarantee the quality of education by identifying the weak points of the educational program and laying the groundwork to fix them (Tarazi et al, 2020). Creating the necessary conditions for the continuous improvement of training courses, preventing the deviation of training courses and fixing its defects, and helping to answer to superior authorities and suppliers of the costs of training courses are some of the reasons for the necessity of identifying obstacles to the optimal implementation of the training evaluation process (Taheri, 2016). Thus, in the present research, we have tried to answer the question: "What are the obstacles to the optimal implementation of the educational evaluation process in the National Gas Company of Iran?"
Theoretical framework
Educational evaluation is a regular process of forming a value judgment about the quality of the educational program, making decisions regarding the improvement and modification of the educational program during future planning (Al-Mughairi, 2018). The purpose of educational evaluation is to provide appropriate information for decision-making; in other words, the results of the educational evaluation provide a set of appropriate information for making decisions regarding the continuation, change or termination of the educational program (Sadeghi et al, 2018). In this regard, there are several models each of which considers specific aspects of evaluation. Some models have focused their attention on evaluating learner behavior, educational materials or related methods. Another group of models emphasizes the importance of the role of evaluation in educational planning and tries to improve educational planning by using multiple models, and another group of models also emphasizes the importance of gathering information for decision-making (Taherkhani & Hamidi, 2020).
In relation to the subject of the research, Tarazi et al, (2020) in a research with the aim of identifying the criteria and components affecting the evaluation of the effectiveness of in-service training courses for the employees of Refah Karkaran Bank, considers the factors affecting the process of evaluating the effectiveness of the said courses include individual factors (emotions, awareness and cognition, behavior, physical changes and usefulness), group (emotions in the group, awareness and cognition in the group, behavior in the group and usefulness in the group), organizational (financial, efficiency, processes and resources) and social (customer, community development and business ethics). Urbancová et al, (2021) in research entitled "Effective educational evaluation: the role of influencing factors on evaluating the effectiveness of employee training" concluded that educational evaluation methods (self-evaluation and direct evaluation by supervisors and colleagues), feedback to employees, the size of the organization, and human and financial resources affect the process of evaluating the effectiveness of employee training. Al-Mughairi, (2018) also in his research entitled "Evaluation of training and development of employees: case study: a national oil and gas industry" states that the obstacles of the educational evaluation process include people without evaluation qualifications, use of inappropriate evaluation methods, low and limited cooperation of the managers of the organization and the lack of financial resources.
The current research is practical in terms of purpose and nature, and from the point of view of data collection, it is based on the qualitative research approach and the focus group method. The field of research was Iran National Gas Company (headquarters companies and operational areas), and in this field, the participants included all the employees of the training and manpower training unit of Iran National Gas Company. The selection of the participants was based on the purposeful sampling method of the criterion type among the employees of the training and equipping of human resources unit of National Gas Company of Iran. The data was collected using the focal interview technique, and after completing 4 focal interviews, the level of data saturation was reached. In order to analyze the data, the theme analysis method was used.
Research After conducting 4 focal interviews (including 20 people) with the employees of the Human Resources Training and Equipping Unit of Iran National Gas Company and analyzing the resulting data, 21 basic themes and 5 main themes were extracted, which include: individual barriers (insufficient participation of the organization's employees, lack of specialized knowledge in the organization's employees, lack of required skills in the organization's employees, insufficient knowledge and awareness of the organization's employees about the requirements of the educational evaluation process and incorrect implementation of the requirements of the educational evaluation process by the organization's employees), Organizational barriers (problems in the processes of the organization's human resources planning unit, problems in the processes of the organization's human resources training and equipping unit, problems related to organizational culture, problems related to the organization's human resources, limited credits and required budget, low interaction and cooperation of different units of the organization and lack of efficient and effective motivational systems in the organization), educational barriers (weakness of training course instructors and less and limited use of new and appropriate methods, models and indicators), managerial barriers (insufficient participation of managers, heads and supervisors of the organization, lack of required skills in managers, heads and supervisors of the organization, negative attitude of managers, heads and supervisors of the organization, low and limited support of managers, heads and supervisors of the organization, and incorrect implementation of the requirements of the evaluation process educational by the managers, heads and supervisors of the organization), and environmental barriers (lack of necessary and appropriate infrastructure and lack of mechanisms facilitating the educational evaluation process).
The present research was conducted with the aim of identifying obstacles to the optimal implementation of educational evaluation in the National Gas Company of Iran and providing solutions for its improvement. The results of this research are consistent with the findings of researchers such as Tarazi et al, (2020), Urbancová et al, (2021) and Al-Mughairi (2018). In explaining the findings of the research, it can be said that individual barriers, organizational barriers, educational barriers, managerial barriers and environmental barriers have caused the process of educational evaluation in Iran's National Gas Company not to be carried out optimally, and the expected results are not obtained from the training courses; therefore, it is necessary to think about improving the existing situation and thereby improve the quality of the educational evaluation process and consequently, the quality of training courses and their effectiveness, and in this way strengthen the skills and abilities of employees to perform their job duties and responsibilities. For this purpose, according to the findings, solutions have been identified to reduce the effects of obstacles and improve the educational evaluation process in the National Gas Company of Iran, such as including the index of the active participation of the organization's employees in the educational evaluation process in the annual performance evaluation form of the organization's employees in order to motivate the organization's employees to participate actively in the process of educational evaluation and etc. According to the results obtained from this research, it is suggested that in future researches, the obstacles of the educational evaluation process and providing improvement solutions in other organizations should be taken into consideration and compared with the results of the current research. Also, in future researches, the effect of each of these obstacles identified in the current research can be investigated separately on the process of educational evaluation. And finally, future researchers can conduct research similar to the current research in certain time intervals when the organization takes corrective measures, so that continuous monitoring can be done in this field.

Abstract
The main purpose of the current research is to design a paradigmatic model for the development of public culture in the primary school curriculum with a data-based approach. The participants of the research included specialists and experts in the field of curriculum studies and social sciences, whose selection was done in a targeted manner; by snowball type. The research data were collected through studying the theoretical scope of the research and interviewing experts. In addition, semi-structured interviews were conducted with 12 experts and the researcher reached theoretical saturation in the data. The obtained data was analyzed by Strauss-Corbin analysis method. After the open, central and selective coding stage, the aforementioned pattern was paradigmatically divided into 5 dimensions: causal conditions, background conditions, strategies, intervening conditions, consequences; and including 17 components of necessity and needs, goals and objectives of the program, ideology governing the society, basics of curriculum planning, program approach, learning materials and resources, space (place), time, organizational factors, parents' participation, implicit learning (informal program - hidden lesson program), content, learning experiences, teaching-learning methods, teacher's role, evaluation. The results of the program were formed around the core category of the model, i.e. the development of public culture; and were validated by experts in the field of curriculum using the Delphi technique and brainstorming.
Extended abstract
Public culture as one of the branches of culture and of course its most important branch is the culture that is common to all members of the society. Public culture is one of the main building blocks of culture and it can be considered as a set of cultural elements that are needed by all the people of a society (Saeedi Kia et al, 2016). The impact of public culture is pervasive because all members of the society need it, and it has an impact on the fate of a nation, and requires macro-cultural policies. Based on this, it is possible to identify the damages of public culture and plan to fix them using the facts.
The government, governmental organizations, and councils in charge of public culture are responsible for guiding, directing and politicizing the field of public culture, and they must make the necessary plans to reform and promote public culture. Meanwhile, as the first official institution that is responsible for education in the society, education should take an important step by culture training, stabilization of cultural components, and a special look at the desired public culture of the society through using a suitable model for the development of public culture in the students' curriculum.
Therefore, the researcher asked the main question: what is the design of the paradigm model of the development of public culture in the curriculum of the elementary school with a data-based approach?
 
Theoretical Framework
The public culture is a powerful network and effective amalgamation of knowledge, tendencies and general attitudes of the society, while ambiguous and intangible, whose existence and presence is felt in the society, and makes us subordinate with its power in all dimensions of life. Therefore, the awareness of the public culture in the society and the factors influencing it is very important among the people's policy makers and curriculum planners who are in charge of transferring cultural concepts to the content of the curriculum. Curriculum ethnology means studying the impact of school or university culture on the curriculum in order to use deep analysis to show what actually happens in the situation of cultural curriculum implementation and what patterns influence cultural development. (Ayati & Khosh Daman, 2012).
Yarn Tecy (2022) has stated in an article titled "Culture change managers of urban public schools" with a phenomenological study on the effective practices of transformational leaders that leadership in a culture of change, which means creating a culture, is not just changing a structure. He sought to understand the characteristics of a cultural change manager in culture building in a city government school environment and the effective leadership of managers, and he came to the conclusion that a cultural change manager emphasizes the component of relationships as a main component and creates cohesion through collaborative conversations.
Luzmore et al, (2021) have conducted a study titled "Self-interest and altruism and how ethical imperatives in culture are navigated in a high-stakes culture by school leaders" and the experience of educational leadership in UK public schools with an outline of the history of public education and the evaluation of the performance of education as a part of competitive economic-political change has been investigated, and came to the conclusion that school managers in England promote a culture of responsibility and independence and have the ability to regulate and shape their organizational culture and have an influential position in their schools; but the embedded marketing approach to education in England has led to practices that are ethically troubling, and high levels of exclusion for students from vulnerable groups and non-inclusive practices for students with special educational needs should be addressed.
Research The governing approach of this research is qualitative, which was conducted using the paradigm data-based theory research method. The theoretical scope of the research, the study of upstream documents, and also semi-structured interviews has been used for collecting information and data. The participants in the interview were specialists and experts in the field of curriculum studies and social sciences, some of whom were selected using targeted sampling, and the researcher reached theoretical saturation by conducting interviews with 12 experts.
Research To analyze the collected data, according to the goals and questions of the research, the Strauss and Corbin coding method was used; and the information obtained from the interviews with the target people were analyzed, using the content analysis technique in the data-based theory in three stages of open coding, central, and selective, and were formed according to 5 dimensions of causal conditions, background conditions, strategies, intervening conditions, and consequences; and including 17 components of necessity and needs, goals and objectives of the program, ideology governing the society, basics of curriculum planning, program approach, learning materials and resources, space (place), time, organizational factors, parents' participation, implicit learning (informal program - hidden curriculum), content, learning experiences, teaching-learning methods, teacher's role, evaluation. Program results was formed based on the core category of the model, i.e. public culture development, and validated by experts in the field of curriculum using the Delphi technique and brainstorming.
The current research was conducted with the aim of designing a paradigm model for the development of public culture in the primary school curriculum with a data-based approach. The results of this study are in line with the results of Hanteroplus et al, (2021), Araghiye (2021), Khanfer (2021), Shahidi et al, (2012), and Naseri & Armand (2021). The development of public culture is an abstract concept with many inclusions at different levels of the educational system, and includes the expectation of the convergence of all elements; from the Supreme Council of Education as the highest decision-making level to the classroom level even outside the school to achieve the goals of the elementary course curriculum. Designing, compiling, implementing and evaluating are the four basic stages of the curriculum planning system. Each of them has a specific pattern or patterns. The design pattern mainly has a value and general aspect, and the curriculum elements are determined and designed according to the value orientation. The design of curriculum elements is based on value analysis and philosophical implications; in the design of the public culture development model in the primary school curriculum, all the components determined in the form of curriculum model elements are used for the development of public culture and in accordance with the nature of the educational system.
The most important of these suggestions are:- Revision of the prepared template every five years in order to update it
- Developing a program and creating cultural resources based on virtual training and crisis conditions
- Suggesting the development of a program to the Supreme Council of Cultural Revolution and Education, according to the upstream documents and the combined approaches of education to face cultural harms in the era of Corona.
- Conducting research in the form of a national model for the development of public culture by experienced professors.
- The codes extracted in this study can be a good guide for deeper and more specialized studies about the partial dimensions of this curriculum.

Abstract
This study aimed to examine the effect of quantum management skills on readiness for change with the mediating role of organizational agility. The current study was done by descriptive correlatiove research method. The statistical population of the study consisted of all employees of Zahedan Islamic Azad University (n=294). Using the Cochran formula, the sample size of 200 people was calculated and the applied sampling method was simple random. Azimi sanavi and Razavi Quantum Management Questionnaire (2011)was used for data collection; Sharifi & Young (2000) for Organizational Agility; and Dunham et al, (1989) for Readiness for Change questionnaire. The content validity of the questionnaire was confirmed. The reliability of the questionnaires was estimated based on Cronbach's coefficient as 0.881, 0.887, and 0.753, respectively. The data obtained from the questionnaires were analyzed at two levels of descriptive and inferential statistics, including Pearson's correlation coefficient test and structural equation modeling through Spss23 and Lisrel8.8 software. The findings obtained from the structural equation model showed that the standard coefficient between quantum management on readiness for change (0.19), quantum management on organizational agility (0.58), as well as readiness for change and organizational agility (0.64) and the indirect effect of quantum management on change readiness (0.47) were significant.
Extended abstract
Today's organizations, especially educational ons, are trying to surpass their competitors in terms of rapid and increasing developments. Organizations should consider many factors to achieve their goals. Therefore, managers should apply a management method with the highest efficiency for the organization. The thinkers of management science believe that managers in the 21st century should use new management methods to increase the capacity of employees. One of these types of management is quantum management. Quantum management is the empowerment of employees and is also an approach to improve the capabilities, powers, and effectiveness of managers and especially employees. Therefore, quantum management aims to increase the effectiveness and power of managers and employees of the organization. The concept of quantum management is an approach to improve the capabilities, powers, and effectiveness of managers and especially employees in the organization and to increase the effectiveness of managers and employees to prepare for organizational change and agility. The university is one of the most important fundamental elements for any change, transformation, and innovation; therefore, the realization of high goals, independence, and social and economic progress is provided through higher education. As a result, universities must be aware of new management features to have the necessary power to respond to changes.
Theoretical Framework
Quantum management was created based on the quantum paradigm in response to uncertainty in phenomena and the unpredictability of their behavior and environmental complexities, extensive and mutual interactions, and rapid and continuous changes that twenty-first-century organizations face with. Understanding quantum management creates a new perspective for understanding and managing today's organizations with the aforementioned characteristics. Quantum theory completely contradicts traditional management beliefs. This theory states that not only is the world unpredictable, but also there is not enough information to understand the current state.
Readiness for change is the employees' positive views and opinions about the need for change and the positive consequences of change-related efforts for the employees and the organization (Peach et al., 2005). Readiness for change refers to the beliefs, attitudes, and conscious intentions of organizational members regarding the needed changes and the organizational capacity to successfully implement these changes. The dimensions of readiness for change in the organization are 1. Newness tolerance: it refers to the tolerance of the organization's members towards new and unexpected conditions. 2. Complexity tolerance: it refers to little, irrelevant, complex, unorganized, and sometimes conflicting or contradictory information in the organization. 3. Difficult situations tolerance: refers to the tolerance of organization members for situations with unsolvable problems in which answers are not easily obtained.
Agility was introduced to the world by Yakoka Research Institute in 1991 as a strategy for organizations in the 21st century to quickly adapt to changes. Organizational agility is the ability to quickly respond to changes in the environment. Organizational agility is an organizational capability that managers of educational organizations should take it seriously to achieve organizational goals. Organizational agility has also the components of innovation, responsibility, speed in work, low complexity, high quality, flexibility, and readiness to react to changes, and is also very resistant to environmental problems and challenges.
Research This research is applicable in terms of purpose, and descriptive correlative of structural equation modeling in terms of method. The statistical population includes all the employees of Zahedan Azad University, including 294 people (124 women and 170 men). Morgan's Table was used to determine the sample size, and 165 people were selected by simple random sampling. Three questionnaires were used to collect information.
Quantum Management Skill Questionnaire: Azimi Sanavi and Razavi's Quantum Management Skill Questionnaire (Azimi Sanavi & Razavi, 2014) were used in seven dimensions; Quantum thinking, quantum trust, quantum action, quantum vision, quantum feeling, quantum knowledge and quantum existence; and 34 items to measure quantum management skills. This questionnaire was based on a Likert scale (from never to completely agree).
Organizational Agility Questionnaire: Sharifi and Yang's Organizational Agility Questionnaire (Sharifi Yang, 2000) has been used in four dimensions of speed, competence, flexibility, and responsiveness; and 28 items with 5 options of the Likert type (from never to completely agree) to measure organizational agility
Readiness for Change Questionnaire: Dunham et al's Readiness for Change Questionnaire (1989) was used in three dimensions of cognition towards change, emotional reaction to change, and behavioral tendency to change; and in 18 items to measure readiness for change.
The questionnaire's validity of the current research is of the content type that was confirmed by the supervisor and the expert professors of educational management at Zahedan universities. To estimate the reliability coefficient of the questionnaires used in this research, 30 copies were first given to the subjects. According to Cronbach's alpha, its results were obtained 0.881 for the quantum management skill questionnaire, 0.811 for the organizational agility questionnaire, and 0.753 for the readiness for change questionnaire. These reliability coefficient values indicate the relatively good reliability of these questionnaires. In addition, Pearson's correlation coefficient and structural equation model were used to analyze the data. Calculations were carried out by spss23 and Lisrel8.8 software.
Results 
According to correlation analysis, the relationship between quantum management and organizational agility (0.329), quantum management and readiness for change (0.826), and organizational agility and readiness for change (0.326) are positive and significant at the level of 0.01. The fit indices of the model were first calculated to examine the research model. The values of the model fit indices have a good fit. In addition, the data analysis showed that the significant numbers (t) between quantum management and readiness for change are 6.37, quantum management and organizational agility are 5.07, and readiness for change and organizational agility are 3.30. Since these values are greater than 1.96, the impact of quantum management and readiness for change, quantum management and organizational agility, and readiness for change and organizational agility are significant. In the corresponding figure, the standard coefficient between quantum management and readiness for change is 0.19, quantum management and organizational agility is 0.58, and readiness for change and organizational agility is 0.64. In addition, the indirect effect of quantum management on readiness for change (0.47) is significant. Since this effect impacts readiness for change through organizational agility, the mediating role of this variable in relation to quantum management on readiness for change is confirmed.
Discussion and This research was carried out to investigate the effect of quantum management skills on readiness for change with the mediating role of organizational agility of Zahedan Islamic Azad University employees. Quantum skills in management try to use the laws, concepts, and principles of quantum theory in the form of metaphor and guidance to solve management problems and describe and explain organizational phenomena. The environment of today's organizations, especially higher education, values agility, innovation, change, vitality, and quality to succeed and increase employee productivity, which are all signs of quantum management. Therefore, having senior management with the necessary knowledge and skills, effective planning, leadership, and quantum culture is necessary to transfer from classical management to successful quantum management in the organization. The research findings regarding the first research hypothesis showed that the components of quantum management directly and significantly affect the readiness for change employees (0.19). The research findings regarding the second research hypothesis showed that quantum management components directly and significantly affect organizational agility (0.53). The research findings regarding the third research hypothesis showed that readiness for change directly and significantly affects organizational agility (0.64). Finally, the results obtained from the fourth research hypothesis showed that quantum management indirectly and significantly affects (0.47) readiness for change.
According to the findings, the following suggestions are made to improve organizational agility, strengthen quantum management skills, and provide a context for change in university employees. University managers should not be afraid and have a high tolerance for ambiguity to change purposefully to be innovative and face unknown phenomena. University managers can increase employees’ adaptability to changes by creating an atmosphere of optimism and risk-taking among them, which will lead to the acceptance of change and transformation. Managers should also make the most of their knowledge capital and learning ability by using quantum management skills and applying a new and innovative scientific approach in organizations and pave the way to achieve agility by emphasizing efficient and effective policies and programs. According to the changes and developments that have been created in organizational management, faculty members should always be encouraged to learn new and updated skills to achieve an appropriate level of hardware and software technologies in the university. In this regard, they can use new and diverse methods to provide educational and research services with the necessary quality to increase satisfaction and agility. University managers can use innovative and new methods based on the ability of the employees to deal with the turbulent organizational environment and solve problems. The research limitation is limiting the statistical community of the research to the employees of Zahedan Azad University and the inability to generalize the results to other universities.

Abstract
The aim of the current research is to identify the dimensions, components and indicators of school-centered management on Islamic-Iranian values. The research method is practical in terms of purpose, and qualitative in terms of implementation, and descriptive type and thematic analysis. The statistical population of this research includes 19 university professors in the academic year of 2021-2022 in addition to experienced officials of the Education and Training. Sampling method in this research was non-random, purposed for selection of the interviewees, and based on the entrance criteria in the research. Data analysis was done using MAXQDA software. According to the analysis that was carried out using thematic analysis method to determine the dimensions, components and indicators of school-centered management on Islamic-Iranian values, 3 dimensions, 9 components, and 67 indicators were identified and confirmed. The dimensions of school-based management include the individual dimension (mental states, communication, and knowledge development), educational dimension (management skills, educational atmosphere, and informal program), and managerial dimension (professional management knowledge, professional attitude, professional skill). Also, the results showed that school-based management had a favorable situation in all the indicators mentioned in the evaluation.
Extended abstract
In today's world, it is certain that for fundamental changes in an organization, managers of organizations must become effective leaders because leadership has significant capacities to create change; leadership includes a wide range of methods to maximize the potential of human capital to achieve Organizational goals which can be called organizational success. Leadership is considered very important because the success or failure of any organization is attributed to the leadership style of the person or group of people who direct the activities of the organization (Kuroda, 2022). Schools are not exempted from this rule, because they are small organizations in a subset of the big institution of education. Therefore, special attention should be paid to various factors such as leadership, management, teacher and student, etc. The philosophy of education, which is an important part of educational sciences and is mainly theoretical and philosophical, has a long history and has undergone various changes since a long time ago. On the other hand, familiarity with ancient and contemporary philosophical ideas of education and training, their review, analysis and criticism is essential for an education thinker and trainer; because it can be a prelude to formulating an education system based on the ideology of school management based on school-centered management and reaching an empowering school (Ishida & Okitsu, 2022).Achieving excellence in schools requires strong school-centered management. This type of management, by providing educational decision-making areas in the school, can effectively use the limited resources of the school and strengthen local participation in the administration of affairs, and people can use more of their energy to improve and develop the school and finally their society and cause innovation and creativity in its performance.In school-oriented management, which has participatory decision-making and its main goal is to improve school performance and improve educational quality in order to improve students' education, the following results will be achieved (Ulfatin et al, 2022).Therefore, the researcher asked the main question: what are the dimensions, components and indicators of school-centered management on Islamic-Iranian values? 
Theoretical Framework
School-centered management means the restructuring of the education system in order to increase flexibility, lack of concentration and delegation of authority to schools, in such a way that by bringing the place of decision-making closer to the place of its implementation and making decisions in a group manner and seeking participation by those who have the most information about the needs of the school and the conditions governing it and are more affected by the results of education than anyone else (including parents, students, teachers, staff members, interest groups of the society, including industrial owners, National Organization, etc.) and causes the independence, responsibility and accountability of the school to increase, as well as to improve the quality and effectiveness of education (Noruznezhad et al, 2019).
Calliba (2022) conducted a research titled self-efficacy, working conditions, school-oriented management practices and teachers' performance. The results of the research showed that school-based management methods affect self-efficacy, improving teachers' working conditions, and ultimately teachers' performance.
Barrera et al, (2022) conducted a research titled structural equation model of school-oriented management practices and teachers' commitment in secondary schools. The results of the study showed that the implementation level of school-based management, according to the categories of leadership and governance, curriculum and learning, accountability and continuous improvement, and resource management, is fully implemented in public secondary schools of the sector.
Research This research is applicable in terms of purpose, qualitative in terms of data collection method, and thematic analysis research in terms of research implementation. The statistical population of the research includes 19 people in two groups: a) university professors in 2021-2022 b) officials with experience in education. Sampling method in this non-random, purposeful research was used to select the interviewees based on the entrance criteria. After analyzing the interviews, a total of 3 dimensions, 9 components and 67 indicators were identified in line with the research objectives.
Research Data analysis was done using MAXQDA software. Based on the obtained results and according to the qualitative analysis, a total of 3 dimensions, 9 components and 67 indicators have been identified and confirmed. It includes individual (mental states, communication, knowledge development), educational (management skills, educational atmosphere, informal program), and managerial (professional knowledge of management, professional attitude, professional skills). School-based management had a favorable situation in all the indicators mentioned in the evaluation. In this research, a model was drawn based on theoretical foundations, opinions of experts, and the statistical community, which had good validity.
The current research was conducted with the aim of identifying the dimensions, components and indicators of school-centered management on Islamic-Iranian values. The results of this research are in agreement with the results of Ghoraishi & Lashgari (2022), Torani & Hoseinpour (2020), Afista & Bakar (2021), Shibuya (2020), Legistia (2019), Koc & Bastas (2019), Askari & Abdollahi (2020). Regarding this finding, Ghoraishi & Lashgari (2022) showed that school-centered management has been mainly used in interaction with the concepts of "school-centered management, decentralization, management, leadership, school autonomy, responsibility, school principal, participation, school governance, teachers".
According to the results obtained in three dimensions, the following suggestions are presented:Individual dimension: hiring and employing managers who are patient, ethical, professional and self-efficient. Strengthening interpersonal communication based on Iranian Islamic values ​​by using religious and ritual ceremonies held in the school. Flexibility in behavior based on Iranian Islamic values ​​and assessment of this flexibility by education inspectors. Creating opportunities for growth based on Iranian Islamic values ​​by using outsourcing mechanisms and using prominent professors based on students' needs for changes.
Educational dimension: creating educational and training situations based on Iranian Islamic values ​​by using scientific and cultural events and supporting them in school. Creating a competitive atmosphere based on Iranian Islamic values ​​among students by holding healthy competitions in order to empower students. Encouraging socialization in school and encouraging students to participate by using a team approach and grouping students to present assignments in a collaborative way.
Management dimension: Mastering the subject knowledge of management by participating in effective Islamic management courses in school. Complete familiarization with the goals of the school based on Iranian Islamic values ​​by reviewing the fundamental transformation document and the unique needs of the region and the school under management. Awareness of professional knowledge and participation in professional qualification courses.

AbstractThe aim of the current research is to identify the factors affecting the weakening of entrepreneurship in university graduates of Payam Noor universities in Tehran province. According to its purpose, the research method is applicable in terms of purpose, and mixed (qualitative-quantitative) in terms of implementation; of thematic analysis type, and exploratory in terms of the nature. The statistical population of the research in the qualitative part includes 11 experts in the field of entrepreneurship and management professors, selected by purposeful sampling. In the quantitative part, the statistical population of the research includes 3750 final year students. The sample size is 384 people based on Cochran's formula. Multi-stage cluster sampling (PPS) was used in this part. The data collection tool is a semi-structured interview (qualitative dimension) in the qualitative part; and in the quantitative part, the questionnaire is taken from the qualitative part. The analysis in the qualitative part is thematic analysis, and in the quantitative part it is confirmatory factor analysis using SPSS and PLS software. The output of the research is to emphasize the strengthening of four variables, including the individual and personal capabilities and qualifications of the graduates, strengthening the educational elements related to the development of entrepreneurship in the university, strengthening the government's support conditions (facilitation, support and encouragement), and finally intervention in the six environments effective on academic entrepreneurship. Extended abstractIntroductionAn integrated view of human resources in several discussions of higher education, employment, national development, transition from the concept of first and second generation universities and the tendency towards third generation universities and similar cases has caused the training of entrepreneurial personnel to be one of the basic tasks in leader educational institutions such as first-tier universities (Yazdan Panah & Zabeidi, 2017). Entrepreneurship education and academic entrepreneurship empowers human resources in a standard process and leads to an innovative business in the university or near the university, alone or with others. From the point of view of students, entrepreneurship is attractive due to the simultaneous response to three needs of affiliation, belonging, and success. Most students' life experiences have shown that the tendency towards academic entrepreneurship makes it easier to find a job and increase the efficiency and effectiveness of students, creating space for independent work experience and facilitating the process of realizing individual and organizational entrepreneurship (Grecu & Denes, 2017).Therefore, the researcher asked the main question: what are the factors affecting the weakening of entrepreneurship in university graduates of Payam Noor universities in Tehran province?Theoretical FrameworkThe entrepreneurial university and academic entrepreneurship in the new world has been removed from the emphasis of mere theory and are considered as one of the main drivers of social systems and the link between the university (technology and innovation systems), industry (production systems), and the government (the factor of creating development conditions) (Boruck Klein & Cesar Mafra, 2020). Based on this, the three concepts of entrepreneurship education, academic entrepreneurship and entrepreneurial university are considered as related concepts and generally having a longitudinal relationship with each other (Klucznik, 2021).Academic entrepreneurship depends on the entrepreneurial behavior of the members and active human resources in the university. Management studies show that identity development precedes behavioral actions and in order to realize academic entrepreneurship focused on students, it is necessary to strengthen their entrepreneurial identity in different ways as much as possible, and it is based on the level of behavioral expectations (Hayter et al, 2022).Mahmudi Khamiri Pur et al, (2022) investigated the identification of factors affecting the improvement of faculty members with an entrepreneurial approach (case study: Payam Noor University, Hormozgan Province). Based on the interviews conducted with experts in the field of human resources improvement, 71 basic themes along with 25 organizing themes were identified, and categorized based on the conclusion of the researcher in 5 comprehensive dimensions including the dimensions of individual improvement, organizational improvement, educational improvement, research improvement, and professional improvement.Karimpour Malekshah et al, (2022) investigated the identification of components and measuring the relationships of entrepreneurial knowledge dimensions in large-scale cooperatives. Based on the findings obtained from the research, the pattern of entrepreneurial knowledge formation in large-scale cooperatives has four dimensions: individual characteristics, infrastructure and organization, environment, and support. Also, in order to measure the effectiveness and affectability of the dimensions together, with the help of the Dimtel method, it was determined that the causes include individual characteristics, infrastructures, and the organization; and the effects include the environment and support.Research methodologyAccording to its purpose, the research method is applicable, and in terms of implementation, it is mixed (qualitative-quantitative), of thematic analysis type, and in terms of the nature, is exploratory type research. The statistical population of the research in the qualitative part is experts in the field of entrepreneurship and management professors, entrepreneurs who have more than 5 years of work experience and have relevant research activities in this field (project manager or main collaborator), and familiar with the structure and activity procedure of Payam Noor University (a previous student of the university, a lecturer at Payam Noor University, or have other meaningful and effective connections with this university). Sampling method in the qualitative dimension is targeted sampling; the research was conducted on the selected and introduced people as the statistical population, and eleven experts were selected as the research sample. In the quantitative part, the statistical population of this research includes final year students studying in 18 units and centers of Payam Noor in Tehran province in multiple disciplinary groups of humanities, basic sciences, technical and engineering; boys and girls separated, as well as graduates of the year of 1401 Payam Noor universities in the province. The number of qualified students is around 1750 and the number of graduating students is around 2000 (previous years). According to this rule, the total number of people in the statistical community under investigation is 3750 people. According to Cochran's formula, the sample size is equivalent to 384 questionnaires. Combined methods, semi-structured interview (qualitative dimension) and questionnaire survey of the target population and library studies (quantitative dimension) have been used collect information in this research.Research findingsThe analysis is thematic in the qualitative part, and confirmatory factor analysis in the quantitative part using SPSS and PLS software. The output of the research is to emphasize the strengthening of four variables, including the individual and personal capabilities and qualifications of the graduates, strengthening the educational elements related to the development of entrepreneurship in the university, strengthening the government's support conditions (facilitation, support and encouragement), and finally intervention in the six effective environments on academic entrepreneurship.ConclusionThe current research has been conducted with the aim of identifying factors affecting entrepreneurship among college graduates of Payam Noor universities in Tehran province. The result of this research is in agreement with the results of Mahmudi Khamiri Pur et al, (2022), Karimpour Malekshah et al, (2022), Daneshniya et al, (2021), Akbari et al, (2020), Dorri et al, (2020) ), Keshavarz (2014). Akbari et al, (2020) showed that the identification analysis of 20 components is stated in five main categories: 1- strategy and management, 2- structure and processes, 3- culture, 4- educational system, and 5- network of interactions as main components and categories of the formation of an entrepreneurial university. Finally, in order to show the importance and priority of these components as an input to the decisions of policy makers in the field of higher education to move the country's universities towards entrepreneurial universities, the hierarchical group analysis method has been used. In this regard, while using the opinions of 7 specialists and technical experts in the field of higher education, the weight and priority of the categories and components have been calculated and presented. Based on this, the five components of leadership, entrepreneurial organization, resource management, entrepreneurial attitude and laws have the highest weight and importance.According to the research results, the following suggestions were made:In order to improve the skills and competences and individual qualifications of the graduates, proposing the development of the concept of education in addition to the topics of education, holding skill courses, providing suitable platforms and conditions for taking role models and finding role models from entrepreneurial people are part of the recommendations that can be presented. In the aspect of improving skills, investments should be made on the technical skills, management skills and communication skills of the graduates, respectively.In order to strengthen and improve the attitudes, behaviors and values ​​of graduates and students regarding entrepreneurship, it is necessary to work on the psychological field of people and change values ​​and improve behaviors with concrete value creation.