نشریه اندیشه های نوین تربیتی
سال یازدهم شماره 1 (پیاپی 35، بهار 1394)

The quality of teachers’ work life effects on their organizational performance. One of the influential factors on the teachers’ organizational performance is their mental health. The present study analyzed the relationship between mental health and quality of work life and organizational performance in the teachers of middle school. The research design was correlational. For this purpose، 152 teachers were selected by cluster random sampling out of the entire female teachers in Yazd middle schools. The instruments used for data collection were wellbeing and mental health questionnaire of warr (1990)، quality of work life questionnaire of Linden، and organizational performance questionnaire. The data was analyzed using Pearson correlation، multiple regression and multi-factorial analysis of variance. The findings indicated that there was a significant relationship between mental health، quality of work life and organizational performance of teachers. In other words، if the teachers have competence and aspiration in their job and life، they will have high skill discretion and organizational performance، and low role ambiguity. Job and life aspiration is related to job security and meaningfulness. This group of teachers will receive more support from the supervisors and co-workers. Bringing job tensions into personal life puts the teacher under physical and job pressures، causes physical diseases and decreases their organizational performance. With increasing work experience، teachers will lose job and life aspiration and their individual competence. It is suggested that educational administrators take into account the teachers’ motivation، goals and challenges، and by giving financial support، improving welfare and having justice in assessment improve the quality of their work life.

The present research aimed at validating Conners’ Teacher Rating Scale by the use of exploratory factor analysis. The sample of the study included 599 elementary school students who were selected employing cluster random sampling and then evaluated by the teachers. Exploratory factor analysis was used applying principle component analysis and equamax rotation. Five factors of hyperactivity، impulsivity، conduct problems، social nonconformity، stress-anxiety and attention problems were found. The consistency coefficient of the factors were 0. 73 (Inattention scale) to 0. 92 (Hyperactivity scale). The raw to T score conversion was conducted (mean 50، SD 10). Frequency distributions of raw scores and T scores were obtained for each gender. 70 was considered the cut off score. The results indicated that factors and their item loadings were consistent with other factor analysis studies in the literature.

This study aimed at analyzing the relationship of self- efficacy، motivation، hope and stressors with academic adjustment among undergraduate students of Urmia University. The study employed the descriptive-correlation method of research. The sample included 220 undergraduate students of Urmia University، who were selected according to Morgan table using simple random sampling. Five questionnaires were used for the purpose of data collection، including hope scale (Snyder، 1991)، academic self-efficacy inventory (Morgan and Jinks، 1999)، the academic motivation scale (Harter، 1981)، academic stressors inventory (Gadzela and Baluglo، 2001)، and academic compatibility scale (Baker and Syriyak، 1986)، the validity and reliability of which were confirmed. To analyze the data، Pearson correlation test، multiple regression and path analysis were used. The analysis indicated that self-efficacy، motivation، hope، academic stressors and academic compatibility had significant relationship with each other. Multiple regression analysis showed that each of the variables by themselves including self-efficacy، motivation، hope and academic stressors had significant effect on academic compatibility. The results of path analysis indicated that academic hope and academic stressors play a mediatory role in enhancing the relationship between academic self-efficacy and academic compatibility، but their intermediary role in the relationship between motivation and academic compatibility was not confirmed.

The aim of this research was to review and analyze the inclusion of topics related to Islamic life style in theology textbooks of high school. This descriptive content analysis used functional approach. The instrument for content analysis was a researcher-made checklist measurement tool، and the data collected was analyzed using descriptive statistics. The results indicated that: 1. Out of 4912 units in textbooks included in four theology books، 732 units (14. 9%) considered the subjects and components of Islamic life style based on Ĥujurāt Surah، the amount of which in the books of the 1st، 2nd، 3rd and 4th grades of high school were 213،139،154 and 226 respectively. 2. Pivot of affirmative life mores and the component of fairness-seeking and Justice had frequency of 584 and 68 (the most frequent components)، and the pivot of negative life mores and the component of not speaking loudly had the least frequency، which were respectively 148 and 17.

This study is aimed at comparing the effectiveness of creative techniques such as brainstorming and TRIZ on the creativity of students. This is an experimental study with pre-test، post-test and control group. The study population consisted of the entire female students in the first grade of high school in Hamadan out of which 51 were selected as the sample using cluster sampling and randomly assigned to two experimental groups and one control group. Abedi’s creativity questionnaire was used to collect the data. The students were administered to courses of brainstorming and TRIZ for six sessions. The data collected was analyzed using ANOVA and Scheffe''s test. The results indicated that both brainstorming and TRIZ have significant effects on the creativity of students (p0/05). However، the effectiveness of TRIZ was higher. Thus the authors suggest this technique to be taught in schools. Creativity-oriented teaching in schools should be considered and furthermore the effectiveness of other TRIZ techniques like USIT and ARIZ on the creativity of students should be investigated.

The aim of this study was discovering and classifying the fundamental components of effective teaching in higher education. In fact، its main purpose was to identify the components of effective teaching as well as providing a framework for effective teaching from the perspective of faculty members and students at University of Kurdistan. Using a quantitative approach and stratified sampling، a sample consisting of 383 students and 156 faculty members was selected and studied at University of Kurdistan in 2012. The research instrument for collecting the data was a researcher-made questionnaire، embedded in the existing literature and previous research. The data was analyzed with exploratory factor analysis، using principal component analysis as the extraction method. The results indicated that the fundamental components of effective teaching from the students’ viewpoint were instructional skills، systematic assessment، and personal attributes. These factors were different form the faculty members’ perspective. In addition to instructional skills and personal attributes، they stated that ethical features and relationship with the students are two other important factors of effective teaching in higher education. Mixing the data from both groups، we found that effective teaching had another fundamental component called the faculty members’ experience.

The current study aimed at investigating the relationship between the teachers’ entrepreneurial training and high school students'' entrepreneurship spirit. The research method was descriptive-correlational. The statistical population of the study consisted of all the teachers and high school students in Tehran. Using multi-stage stratified sampling، 100 teachers and 400 students were selected as the sample of the study. To collect the data، the standard entrepreneurship spirit questionnaire for the students and a researcher-made questionnaire for measuring the teachers’ entrepreneurship training were used. The obtained data was analyzed by applying both descriptive and inferential statistics such as Pearson correlation coefficient، independent and matched t-test and one-tailed variance analysis. The results revealed a significant positive correlation between entrepreneurial training، its necessity، educational content، educational context، as well as educational methods and the students'' entrepreneurship spirit. However، the only factor which did not correlate with the students'' entrepreneurship spirit was the objectives of entrepreneurial training. Moreover، the results demonstrated the partially optimal status of the teachers’ entrepreneurial training، the students'' entrepreneurship spirit and their dimensions. The findings also emphasized on the influence of the students'' gender on their entrepreneurship spirit. The mean for boys turned out to be higher than that of the girls. Additionally، no significant difference was found among the students'' entrepreneurship spirit in terms of their major in high school (mathematics، empirical sciences، and humanities). Finally، considering the relevant literature and the findings of the current study، some solutions are suggested in order to enhance the students'' entrepreneurship spirit.