نشریه رهیافتی نو در مدیریت آموزشی
سال دوم شماره 2 (پیاپی 6، تابستان 1390)

The aim of this research was to study the relationship between emotional intelligence (EQ) and metacognitive awareness of reading strategies (MARS) on the one hand, and academic performance on the other. The research method was correlation. The statistical population included all education students at both B.A and M.A levels who study at ShahidBeheshti University. Using a simple accidental sampling procedure, 127 students were selected and responded to the EQ questionnaire and MARS questionnaires. Students’ GPAswere considered as the measure of their academic performance. Findings showed that there were positive and significant relationships among EQ(except for empathy) and all dimensions of MARS with academic performance. Social skills and self-control subscalesin the EQ; and problem-solving strategies and global reading strategies dimensions in the MARS had the highest share in explaining academic performance. With respect to differences between two genders, such differences were not substantiated. Undergraduates had a better performance than undergraduates in the empathy subscale in the EQ measure. On the other hand, graduates scored better on the two dimensions of global reading strategies and the strategy of supporting reading in the MARS. However, in the dimension of problem solving no significant difference was found between the two groups.

The purpose of the present study is to assess the relationship between Educational philosophies and Leadership styles of school principals. The study is descriptive and correlational in nature and aims at answering the following two main questions: 1. Is there a correlation between the type of educational philosophies and leadership styles of school principals? 2. Can the principals’ educational philosophies, predict their leadership styles? The population of the study consists of the school principals in West of Mazandaran of which 118 school principals were selected through a ‘stratified sampling approach. For data collection the following couple of measures were made use of: Assessment of Educational Philosophy" and “Bowles’ Leadership Styles and Preferences Audit Tool”. For data analysis, indices of central tendency, canonical correlation, and Pearson's coefficient of determination were used. The results show that there is a Canonical Correlation between different educational philosophies and leadership styles. Moreover,‘Coefficients Determined Estimates’ show that:‘Essentialism philosophy’ can explain the leadership style of "creativity and innovation"; ‘Perennialism philosophy’ can explain the leadership style of "Self-Direction". ‘Progressivism philosophy’ can explain the leadership style of "Recognition and Career Advancement"; while the ‘Reconstructionism philosophy’ can explain the leadership style of "creativity and innovation". ‘Behaviorism philosophy’ can explain the leadership style of "Drive and Determination" and "Working with Others and Building Commitment". Finally, "Existentialism philosophy" can explain the leadership style of "Drive and Determination".

The purpose of this study is to delineate the three seemingly overlapping concepts of moral education, spiritual education, and religious education. Adopting a descriptive-analytical approach, it was attempted, first, to draw some boundaries between the three concepts. The following two pivotal questions are raised in the present study: first, is spiritual education a subset of religious education or vice versa.and what about moral education. In other words, how can the domain of the triple concepts be specified? Secondly if religious education encompasses spiritual education, then how comes that some secular individuals do actions which seem impossible without resorting to some sort of metaphysical power? While acknowledging the close interrelationships of the three concepts, we conclude that the ultimate goal of moral education is spiritual education and the ultimate goal of spiritual education is religious education. Moreover, there are two types of spirituality; non-religious spirituality and religious spirituality. The former empowers the soul within certain limits while there seems no limits to the power of religious spirituality.

The objective of the present survey study was to see how Internet is used amongNowshar high school teachers in 2010. The statistical population was all teachers that were working in all Nowshar high schools in 2010. Through a stratified sampling approach, a sample of 132 teachers was chosen. The instrument for the collection of data was a questionnaire constructed by the authors. It consists of 24 Likert-scale items and its reliability index (alpha Cronbach) was. 92. Data were analyzed through factor analysis, independentt- test, analysis of variance, and Schefe test. Results showed thatteachers use of Internet boils down to six factors, namely: daily needs, academic needs, amusement, shopping, time-wasting and financial concerns. In addition, it was found that teachers’ use of Internet was a function of their digital literacy. No differences were detected between male and female teachers regarding Internet using, however.

The aim of the current study is to investigate the dimensions of the process of curriculum internalization within a distant learning perspective in Iran’s higher education. In addition to analyzing the reasons for its necessity, it is attempted to assess the causes, conditions, resources, facilities, limitations, opportunities, and its appropriate approaches. Adopting a descriptive-survey design, we sampled, through a clustering approach, 543 Iranian and foreign university students and teachers in five Tehran-based universities. Participants responded to a Likert-scale questionnaire comprising of eight questions and 96 sub-questions. t-test, Friedman ranking, and the analysis of variance were the statistical procedures that were made use of in data analysis. Results reveal that to keep pace with globalization and to make Iranian culture and civilization known to the world, the internationalization of higher education curricula is a must. To this end, utmost efforts should be made to realize the full potential of distant education due to its flexibility and it capability to cross national boundaries.

This study aimed to assess the degree of job satisfaction among IAU academic faculty members in Marvdasht Branch. The theoretical framework of the study was that of Herzberg which focuses onmotivational and health aspects, among other dimensions. The study was carried out on all the 184 full-time and part-time faculty members. Considering the limited number of faculty members (184 cases), they were allincluded in the study and no sampling was done. Of all, 145 people completed and returned the questionnaires. It was developed byWysocki and Kromm (JDI) and it describes job satisfaction with an emphasis on work, supervisors, colleagues, promotion and payment. To cater for its content validity, we drew on the relevant literature, matched with Herzberg’s desired parameters in job satisfaction, collected the comments of nine professors in the school of educational management. Its Cronbach alpha reliabilityindices for each of its subscales were as the following: (work (0.90); supervisors (0.95); colleagues (0.94); promotion (0.93) and payment (0.89). The reliability of the whole questionnaire was also (0.96)). Bothe descriptive and inferential statistics were used in data analysis, in particular, T square test, Hot Lyngz and independent T-test. Results show that faculty members’ derive high levels of satisfaction from the two factors of "valuable and useful work", and "being respectful". On the contrary, they expressed the lowest degrees of satisfaction about the "to feel success" and "to need creativity" factors in the motivation aspect. Regarding health aspects, the highest rate of job satisfaction was related to "being good" and "being fascinated by the work" and the lowest to the "suitability of conditions" and "work complexity". Comparing job satisfaction of males and females in five factors (work, management, colleagues, promotion and payment) indicate that men enjoyed higher levels of job satisfaction than women.

The purpose of this research was to study the role of principals’ cultural diversity management skills in ShahinShahr high schools in promoting minority student's social participation (2009-2010)”.Participants were 384 female and male high school students out of 7982 students and 54 principals and assistants out of 110 which were selected by using a stratified sampling procedure appropriate to the magnitude of population. Data were collected through two questionnaires, both developed by the authors: themanagers’ cultural diversity management skills questionnaire with 73 Likert-scale items and the students’ social participation questionnaire with 25 items. TheirCronbach Alpha reliability indiceswere.93. 83 respectively. Results showed that, on average, minority students’ social participationwas lower than that of students in Fars province. Moreover, the social participation of religious minority students was lower than that of the majority (Muslim Shiites students). Finally, there was a positive correlation between principals’ cultural diversity management skills and students’ social participation.

The goal of this research was to study the relationship between organizational intelligence and organizational health at Isfahan universities from the point of view of faculty members. Alberesht believes that organizational intelligence indexes include strategic vision, change appetite, shared fate, courage, performance pressure, knowledge deployment, and; alignment and congruence, while from the view of Hoy and Fieldman organizational health indexes include resource support, institutional integration, morale, academic emphasis, manager influence, consideration, and initiating structure. The statistical universe included all the 1793 teaching staff of all the universities in Isfahan during the 2009-2010 academic year. A sample of 211 participants were selected through stratified random sampling in proportion to the volume.Alberesht’s questionnaire of Organizational Intelligence (OI) with 35 items and; Hoy and Fieldman’s Organizational Health(OH) questionnaire, with 43 items, were used for the collection of data. The Cronbach alpha coefficients for the OI and OH were 0.93 and 0.86respectively. To analyse the data, in addition to descriptive statistics, Pierson correlation, multiple regression, and multivariate analysis of variance were used. Results showed that there was a moderate correlation between organizational intelligence and organizational health. Additionally, there was a direct meaningful relation between the performance pressure and institutional integration at p≤0.5. However, there was no meaningful relationship between the organizational intelligence and consideration. Moreover, a direct relationship between courage, alignment and congruence; and, performance pressure indexes and the initiating structure, at p≤0.5. Furthermore, the relationship between the shared fate, appetite for change, courage, and morale was direct and meaningful. There was also a positive meaningful relationship between the shared fate and academic emphasis at p≤0.5. Finally, The relationship between the shared fate and; the alignment and congruence; with resource support was also direct and meaningful at p≤0.5.