نشریه رفتار مثبت در سازمان های آموزشی
پیاپی 3 (پاییز 1401)

Background and The purpose of this study is to investigate the mediating role of professional development in the effect of spiritual leadership on the organizational development of teachers. The research method used according to the subject is a descriptive type of correlation based on the structural equation model. The statistical population of the research included all primary school teachers in Miandoab city in 2019-2020, and 210 primary school teachers were selected as a sample using available sampling method. The tool used to collect data includes three spiritual leadership questionnaires by Fry et al., Ayubi's professional development and Locke and Crawford's organizational development scale, whose validity and reliability have been approved by professors and experts in the field of management and organizations. Data analysis was done using SPSS.16 and Lisrel software, as well as using regression method and one-sample t-test. The results of statistical analysis show that the moderating role of professional development in the effect of spiritual leadership on the organizational development of teachers is positive and significant with a correlation coefficient of 0.243. The positive and significant relationship between spiritual leadership and teachers' professional development was investigated and confirmed with a correlation coefficient of 0.438. Also, in a hypothesis, the positive and significant relationship between spiritual leadership and organizational development was confirmed with a correlation coefficient of 0.151. According to the findings, it is suggested to hold workshops and scientific-educational meetings in order for teachers to have a deep insight about spirituality in leadership, empowerment and organizational development.

Positive organizational behavior seeks to improve individual and organizational performance by understanding and strengthening the positive characteristics of employees, as well as by identifying, investing and developing the strengths of human resources. In this regard, the aim of the present study is to investigate the relationship between positive organizational behavior and organizational performance among elementary school teachers in Sarein. The present research method is descriptive and correlational. The validity of the questionnaire has been confirmed based on the opinions of experts and university professors. Our statistical population includes all the teachers, managers and principals of Sarein city, numbering 108 people, due to the small number of the population, all people were selected as a sample, and the questionnaire link was sent to the people through Shad virtual space. To collect data, two questionnaires of positive organizational behavior by Luthans et al. (2007) and Hersey and Goldsmith's organizational performance (2003) were used. The reliability of the questionnaires was reported as 0.90 and 0.86 respectively. The results of the analysis show that there is a positive and significant relationship between self-efficacy, resilience and optimism and organizational performance. But there is no significant relationship between hope and organizational performance. The positive behavior of employees is a kind of valuable and useful behavior that people show voluntarily and willingly. Therefore, it seems very important and necessary to study and investigate this kind of behavior in the organization.

In the virtualization of education, important concepts such as the quality of classroom life and academic well-being have undergone changes. This study was conducted with the aim of comparing the effectiveness of teaching self-regulation learning strategies and cognitive regulation of emotions on the quality of classroom life and academic well-being of secondary school students. The research is of a semi-experimental type and the statistical population includes secondary school students of Tabriz, which is 60 people were selected by cluster sampling method and were randomly divided into two experimental groups and one control group. The students of all three groups took the questionnaires of quality of classroom life by Inley and Burke (1992), and academic well-being by AWBQ (2012). They completed the test and post-test. The experimental groups one and two received self-regulation learning strategies and cognitive emotion regulation training during 16 sessions. The data were analyzed using the analysis of covariance (ANCOVA) test. The results indicate that The quality of classroom life and academic well-being increased in both groups, but the effect of teaching self-regulation learning strategies was greater than that of cognitive emotion regulation. In terms of comparing the effect of these two methods, teaching self-regulated learning strategies has increased the quality of classroom life and academic well-being in the research samples.

Increasing complexity of organizations and increasing standards of unethical and irresponsible work in the workplace have focused more and more attention on ethical leadership. Therefore, the purpose of this study is to review the role of ethical leadership on education
This research is of a meta-composite type and the results of previous researches, from 1382 to 1399, are 120 articles extracted from various databases and sites of Persian articles (Civilika, Iran Doc, Iran Mag, Noor Magz, sid, and Comprehensive Human Resources Portal) 25 article and from 1990 to 2020, among 110 articles extracted from the databases of various foreign articles (Google Scholar and Psychhub), 19 articles were selected and a total of 44 articles were evaluated and analyzed.
The results of the research showed that among the principles of ethical leadership, more attention has been paid to people orientation, fairness, power sharing, leadership, role clarity and honesty.
Also, according to the investigations, it was found that the role of ethical leadership is very important, especially in educational organizations, and should be given more attention.

Background and

When people with equal roles and positions gain unequal benefits, discrimination has occurred. the feeling of discrimination also exists in all societies and organizations, including in education. The present study has investigated the teachers' lived experiences of discrimination in education in Mahenshan county.

The research approach is qualitative, by using phenomenological method with a criteria-based sampling method, a number of teachers who had experience of discrimination in their work place were selected as the study population and semi structural -interviews. In total, in this research, interviews were conducted with fifteen teachers from Mahenshan county as participants. After conducting the interviews, the obtained data were analyzed using the phenomenological method based on Granheim's model (2004); In order to check the validity and guarantee the scientific accuracy of the research process and results, the criteria of researcher self-review and member checking, were used.

Findings shows that; Lack of attention to the welfare of teachers (with 4 categories), the influence of politics in selecting people for positions (with 2 categories), injustice in the organization and transfer of teachers (with 2 categories), discrimination in paying overtime (1 category), injustice in the distribution of facilities between Schools (with 2 categories), ignoring the image of the teacher (with 1 category), shows the existence of injustice and discrimination in the desired educational area.Discussion and

In order to achieve justice in education at Mahenshan couty It is necessary: fair distribution of educated manpower and experienced teachers, avoiding politicization of management and institutionalizing stability of management, creating a suitable environment for teachers to benefit from favorable facilities and creating opportunities to continue the education of educators.

Today, virtual activities have become one of the main aspects in daily life, and one of the important issues related to this activity, especially for students, is Internet addiction This research was conducted with the aim of investigating the relationship between Internet attitude and Internet addiction through the mediation of the satisfaction of basic psychological needs of students of the first secondary school in Sabzevar city. The present research method was descriptive-correlation. For this purpose, a sample of 374 people was selected from among all the students of the first year of high school in Sabzevar city, referring to the Morgan table and the available random sampling method. To collect information, the Internet Attitude Questionnaire of Haqat et al. (2017), the Internet Addiction Questionnaire of Young (1998) and the Basic Psychological Needs Questionnaire of Guardia et al. (2000), all of which had adequate validity and reliability, were used. The data were analyzed based on Pearson's correlation test and regression. The results showed that there is a positive and significant relationship between Internet attitude and basic needs with Internet addiction, and the correlation coefficient between them was equal to (0.48) and (0.75), respectively. Also, the results of the Sobel test regarding the role of fundamental mediators in the relationship between Internet attitude and Internet addiction were positive and significant. The results of the current research in reducing and adjusting the use of the Internet should be given to the authorities so that they can do better with the regulation and programs in this regard.