فصلنامه تعلیم و تربیت
سال سی و هشتم شماره 4 (پیاپی 152، زمستان 1401)

The present research has aimed to present a model to guarantee the quality of student-teacher preparation in Iran's educational system. For this purpose, a sequential, exploratory mixed research was used. Grounded theory was used in the qualitative phase. By means of purposive sampling, 28 individuals who better suited the aim of the research were selected, and semi-structured interviews were conducted with them. Content analysis led to the identification of 20 main components guaranteeing quality in the first phase: public perception of teaching profession, student admission, training system, managers, faculty members, administrative staff, structure, organizational culture, supervising and assessing the system, regulations and rules, formal curriculum, informal curriculum, internship program, coaching process, teaching process, evaluation process, learning facilitators, coaching novice teachers, assessing learning consequences, and professional support for novice teachers. To accredit the quality guarantee model, both quantitative (using questionnaires) and qualitative (forming focus groups) means were used, and the model was presented. For the quantitative phase, 745 faculty members, senior officials, mid-ranking officials and students were selected by means of random clustered sampling. A questionnaire consisting of 159 items was devised based on the given components and subcomponents, the reliability of which was determined to be 0.94 using Cronbach's alpha. Second-order factor analysis indicated that the subcomponents for each component predicted that component significantly, which shows that the model presented in this research enjoys the required credibility.

The present research has aimed to compare the competencies in teaching math using an IT-based approach in student-teachers and trainees admitted based on Article 28. A quasi-experimental approach was used, and static groups were devised, with the research sample consisting of 20 student-teachers and 20 Article 28 trainees from the province of Eastern Azerbaijan during 2018-2019. Both groups were provided with the content for teaching elementary school mathematics using multimedia software in Storyline. In order to measure the TPACK (technological knowledge, pedagogical knowledge, and content knowledge) variable level, the questionnaire devised by Sahin (2011) for the assessment of content knowledge -- consisting of the six TPACK microscales of content knowledge, pedagogical knowledge, technological knowledge, knowledge of teaching content, pedagogical-technological knowledge and content-technological knowledge -- was used, and the reliability and validity of the questionnaire were also assessed as desirable after preliminary use. As for the variable level regarding knowledge, computer skill and computer self-efficacy, the 33-item questionnaire devised by Seraji and Rostami (2016) on IT-based competences was used, and the total reliability of the questionnaire was determined to be α = 0.89. After pre-tests and post-tests were conducted, the results showed that the student-teachers scored higher in the components of content knowledge, pedagogical knowledge, technological knowledge, pedagogical-technological knowledge, and computer self-efficacy compared to the Article 28 group at 0.05 level of significance. The average scores obtained by the Article 28 group in the components of content-technological knowledge, cognitive-technological knowledge, and computer skills proved to be higher than those of the student-teachers group at 0.05 level of significance. Moreover, the results indicate no difference in regard to attitude toward IT or performance between the two groups.

The present research has aimed to present a model for and identify the dimensions and components of empowering developmental coaches and deputies in high schools. Taking a mixed, exploratory approach, the research used the strategy derived from grounded theory in the qualitative section, while a descriptive-survey method was used in the quantitative section. The statistical population for the first phase -- the qualitative section -- consisted of experts and authorities on developmental education. In order to achieve the preliminary model, 50 individuals were selected by means of purposive sampling, after which ten individuals were interviewed and data saturation was achieved. For the second phase, i.e. the quantitative section, employees and coaches from the Ministry of Education were selected from the staff of the province of Ilam by means of stratified random sampling (N = 169). The research tools consisted of semi-structured interviews for the qualitative phase and researcher-made questionnaires (derived from the interview transcripts) for the quantitative phase. To begin with, the researcher has observed the dependability of the research and used Cronbach's alpha to determine the reliability of the questionnaire (α = 0.96). The questionnaire was also validated by means of the comments provided by professors and authorities. Data analysis was first done by means of Bartlett's test, and the KMO coefficient was used for internal correlation, determining the sample adequacy as 0.92. Subsequently, the conceptual model derived from the qualitative phase was put to the test and verified by means of structural equation modeling. The findings of the present research showed environmental factors, contextual conditions, intervening circumstances, strategic factors and consequences to be influential upon the empowerment of developmental coaches and deputies.

The present research has aimed to compare the effect of systematic motivational group counseling program and training on metacognitive strategies upon exam anxiety and academic adaptability in female middle school students in Tehran. For this purpose, 36 female senior high school students from Tehran's 12th District in the school year of 2018-2019 were selected by means of multistage random sampling. The present research took an experimental approach, and pre-tests and post-tests were used along with an expanded control group and random substitution. The participants completed Sarason's test anxiety scale (1980) and the Student Adaptation to College questionnaire (1989) as the research tool. The systematic motivation group counseling program and the training on metacognitive strategies involved ten 90-minute sessions for the test groups, while the control group received no training of any kind. Post-tests were given to all three groups after the training had ended. Variance analysis with repeated measures was used for data analysis. The results indicate both intervention methods to have decreased exam anxiety in students and enhanced their academic adaptability, with the difference between the test groups and the control group for both variables being significant at 0.01 level. In other words, both approaches -- systematic counseling and training on metacognitive strategies led to reduced exam anxiety and higher academic adaptability. No significant difference was observed between the extent of effectiveness in the test groups (P > 0.01).

The present research has aimed to study the intermediary role of procrastination in the correlation between self-handicapping and students’ academic performance. The study took a descriptive correlational approach. The statistical population consisted of all senior high school students in the city of Kermanshah in the school year of 2018-2019, 373 of whom were selected as the sample based on Morgan’s sampling table and using random clustered sampling. The research tools consisted of the self-handicapping questionnaire devised by Jones and Rhodewalt (1982), Solomon and Rothblum’s procrastination questionnaire (1984), and the questionnaire devised by Pham and Taylor (1999) on academic performance. Simultaneous regression and structural equation modeling by means of SPSS and LISREL software were used for data analysis. The results pointed out the path coefficient between academic self-handicapping and procrastination to be 0.34, while for the correlation between academic self-handicapping and academic progress, it was determined to be -0.53, and the path coefficient for the effect of procrastination upon academic progress showed to be -0.41, indicating a significant correlation between the variables involved in the research. Moreover, the obtained results pointed out procrastination to have a -0.41 effect upon the correlation between self-handicapping and academic progress. In other words, adding the procrastination variable to the correlation between self-handicapping and academic progress pushes it up to -0.67. Thus, the intermediary role was verified. According to the obtained results, knowledge of self-handicapping and procrastination and how to avoid them is a matter of necessity and importance in order to help students and improve the educational system.

Standard academic progress tests in physical education play an important role when it comes to assessing students’ progress, pinpointing their strengths and weaknesses and categorizing them. The present research has aimed to design and examine the reliability and validity of an observation form for the process of throwing darts. The testees participating in the research were darts players (male and female) in two skill levels -- beginner's and skilled. Skills in darts can, based on biomechanical analysis, be divided into two main categories: basic techniques and the steps for dart throwing. The important points of each group and the components comprising the process of throwing darts were written in the form of appropriate items. The face validity and content validity of the first draft of the observation form (involving 29 items) were examined by 29 distinguished darts coaches and trainers. After the content validity ratio was calculated for each item and the designated criteria were taken into consideration, questions 16 and 20 were omitted, and the final draft of the observation form for dart throwing skill thus consisted of 27 items. The construct validity of the observation form showed, based on discriminant validity, significant statistical difference between darts players at beginner's level and skilled ones. Male participants performed better than female participants regardless of their level of skill. Test-retest was used with a week's interval in order to determine reliability over time, which was shown to be 0.99, and the objectivity was calculated as 98.0 by means of Pearson's correlation coefficient. Therefore, the observation form devised for dart throwing has acceptable reliability and validity and can be used by trainers and researchers in the field of dart throwing.

The present research, which is of the basic-applied kind, has aimed to find a model for predicting anxiety-based eating behaviors with self-esteem interventions in adolescent girls. The statistical population consisted of all female senior high school students in the city of Tehran during the school year 2019-2020, 461 of whom were selected as the sample. Clustered sampling was used as the sampling method. The Coopersmith Self-Esteem Inventory (1967), the Dutch Eating Behavior Questionnaire (DEBQ) (1986) and Spielberger’s State-Trait Anxiety Inventory (1983) were used for data collection. To analyze the data obtained and present the research model, SPSS software along with structural equation modeling have been used. The findings of the research show anxiety to be directly (β= 0.48) and indirectly (β= 0.36) influential upon self-esteem and directly (β = 0.41) influential upon the reduction of unhealthy eating behavior in students. Studying the significance of the research model using the fit indices from the LISREL output indicated indices higher than 0.9, thus confirming the model (t≥3; p<0.05). Based on the results obtained, it can be concluded that self-esteem plays an intermediary role in the correlation between anxiety and unhealthy eating behavior; higher anxiety leads to reduced self-esteem in a variety of levels and, as a consequence, unhealthy eating behavior.

The present research aimed to study the effectiveness of ethics codes awareness upon social incompatibility considering the intermediary role of internal control locus. For this purpose, 271 teachers (196 women and 75 men) from high schools in Yazd in the school year of 2019-2020 were selected in a two-stage sampling process, the first of which involved stratified sampling, while clustering sampling was used for the second stage. The participants completed the Levenson Self-Report Psychopathy Scale (Levenson et al., 1995), the questionnaire developed by Barnett and Valentine (2002) on ethics code awareness and Dubois’s internal control locus questionnaire (1997). In order to test the model proposed by this research, confirmatory factor analysis and the structural equation modeling in software packages LISREL and SPSS were used. Thus, the model proposed by the research proved to be fit (X2/DF = 2.53, RMSEA = 0.079). The findings obtained from the structural equations indicated ethics codes awareness along with the intermediary role of the internal control locus to have a negative and significant effect upon social incompatibility. Moreover, ethics codes awareness exerts a positive and significant effect upon the internal control locus, while the internal control locus brings about a negative and significant effect upon social incompatibility. The results pointed out that incompatible individuals, due to their particular qualities, defy organizational ethical codes, a defiance indicative of individual irresponsibility in regard to organizational ethics – a quality an individual with internal control locus enjoys. Therefore, it is obvious that such individuals defy organizational ethics codes.

The present research has aimed to examine the effect of emotional intelligence upon teachers’ professional competencies and students’ motivation for academic progress in Poushineh Baft Technical and Vocational School in the city of Arak. The statistical population of this research consisted of 420 students from Poushineh Baft Technical and Vocational School in the city of Arak, 201 of whom were selected based on Morgan’s sampling table and in a simple random fashion. Shrink's emotional intelligence questionnaire (2010), Mfadi's questionnaire on teachers' professional competencies (2001) and Hermans' questionnaire for achievement motivation (1970) were used in order to measure the variables involved in the research. LISREL and SPSS software were used for data analysis. The results obtained by the research point out a positive, significant correlation between teachers' emotional intelligence and professional competencies and students' motivation for academic progress. The correlation between teachers' professional competencies and academic progress was also confirmed. The obtained results show that enhanced emotional intelligence and strengthened professional competencies in teachers can lead to higher motivation for academic progress in students in technical and vocational schools. Therefore, it seems necessary that more research be carried out and appropriate measures be taken by authorities in order to increase students' motivation for academic progress.