نشریه رهیافتی نو در مدیریت آموزشی
سال چهاردهم شماره 3 (پیاپی 61، امرداد و شهریور 1402)

The purpose of this research was to develop and validate the pattern of time management skills for the first secondary school . The research method is purposeful, applied and developmental in terms of the type of qualitative-quantitative research. In the qualitative part, by means of content analysis, the constituent items of time management skills components were identified through the review of scientific texts. The tool used in this study was review of texts. For the validity and reliability of the qualitative part, the techniques of reliability were used, and for the quantitative part, content validity and Cronbach's alpha were used. Quantitative research data using a researcher-made questionnaire based on the findings of the qualitative section of 325 by random sampling method among teachers and school principals with academic and experimental backgrounds in the fields of psychology, counseling, educational management and curriculum were collected and analyzed by confirmatory factor analysis. Based on the results obtained in the qualitative section, the time management skills model has 54 categories and 14 components, including knowledge about their cognitive system, knowledge about time management, knowledge about time management strategies, basic knowledge about time management, Positive attitude towards time, sense of responsibility, self-confidence, resilience and perseverance, self-regulation, systems thinking, creative thinking, critical thinking, flexibility, planning, implementation, evaluation, monitoring and review and 3 organizing themes including cognitive, attitudinal, and time management skill that has been endorsed by first secondary school teachers.

Training employees increases the sense of job growth, acquires new skills, and ultimately increases job satisfaction and self-confidence. Training is a tool that helps managers in managing organizations through various techniques and methods. The purpose of this study was to explain the factors affecting the quality of education of health care network staff.
research In this study, qualitative paradigm and content analysis method in 2019-2020 were used in the health and medical education network of Fars province. Semi-structured interviews with 12 health experts were used to identify the components of improving the quality of education. Purposeful sampling method was selected. Thematic analysis method was used to analyze the data.
8 categories including environmental-cultural factors, social factors, individual factors, technological factors, motivational factors, international factors, educational factors and intra-organizational factors and 28 sub-categories were obtained.
Understanding the factors affecting the quality of staff training provides a better understanding of their work environment for training planners. Providing quality training to health network employees helps to better understand the goals and strategies of the organization and the service path is in the right direction. Improving the training of health network staff provides quality services for patients.

Introduction and The purpose of this research was to identify the components of professional development of secondary school teachers using a qualitative method. The participants in this section include experts, experts and people knowledgeable in the field of development and professional development of teachers in Fars province, and the selection of people was made by purposeful sampling method and criterion-based technique, with the criterion of having a master's degree and doctorate and at least fifteen years of teaching and research experience in education. It was education that after the semi-structured interview with 23 people, the information became saturated. Data analysis method Thematic analysis is done step by step in six steps, the first step is the initial acquaintance with the interview text, the second step is to create initial codes, the third step is to search for themes, the fourth step is to review the themes, the fifth step is to title the themes, and the sixth step is to prepare the interview report and prepare The table of basic themes is organizing and inclusive; and the findings obtained from the interviews conducted in eight components are as follows: change skills, communication skills, individual growth, research growth, evaluation skills, organizational growth, educational growth, Information technology. The results showed that the professional development of teachers helps to improve the activities and tasks of people, in connection with their jobs and specialized professions, which is mainly for the purpose of increasing their knowledge, skills and changing their professional attitudes. By means of that, people can perform their duties effectively and improve the teaching and learning process.

The aim of the current research was to analyze the dimensions and components of the consequences of training an entrepreneur teacher using a mixed method.

The implementation method of this project is a mixed discovery that qualitatively and quantitatively investigates and identifies the dimensions and components of the consequences of the entrepreneur teacher training in Iran. The statistical population of the qualitative section was 20 managers, professors, and experts in teacher training, educational sciences, and entrepreneurship, from whom data related to semi-structured interviews were collected; Then, in a small part of 149 managers and professors of teacher training and entrepreneurship in Farhangian and Shahid Rajaei universities, the Ministry of Cooperation, Labor and Social Welfare and the Ministry of Education were selected by a random cluster sampling method to collect information related to the research questionnaires. To analyze information in the qualitative part, the coding method and MAXQDA software were used, and in the quantitative part, SmartPLS software was used in the form of structural equations.

The findings of the research showed that the dimensions and components of the consequences of entrepreneurship teacher training in Iran include the entrepreneur teacher (competence and entrepreneurial spirit, teaching skills and specialized skills), the entrepreneurial student (entrepreneurship knowledge and entrepreneurial spirit) and the entrepreneurial school (Entrepreneurial culture, entrepreneurial educational leadership and entrepreneurial structure). Cronbach's alpha coefficient was 0.7, composite reliability was 0.7, and AVE was 0.5, so reliability and convergent validity were confirmed. Divergent validity was also confirmed based on the method of Fornell and Larcker and the HTMT criterion. The T values were greater than 1.96, so the research hypotheses were confirmed at the confidence level of 0.95. R2, Q2 and F2 measures were obtained for strong dependent variables. The value of 0.711 for GOF also indicated the appropriate fit of the model.

Therefore, the results of this research can be useful and fruitful in the field of policy making and planning for the implementation of the entrepreneurship development process in teacher education.

The aim of this study was to identify the experiences and perceptions of faculty members about the concept of research. The approach of interpretive research and its strategy was phenomenology and the field of research of Kurdistan, Hamedan, Kermanshah and Ilam universities. The sample size reached 15 people using semi-structured interview tools and with maximum diversity according to the criterion of theoretical saturation, which were selected by purposive sampling method and data were collected and by means of harmonization method. Data validation verified. Data analysis was performed with a descriptive-analytical approach using coding at both open and axial levels with the help of MAXQDA software. The results include four basic concepts and categories of research as a technical act, research as an individual action, research as a social action and research as a value. Each category has sub-components. Achieving all-round development and progress is not possible without proper use of research findings, so decision-making in decision-making systems requires that a suitable environment for the growth and development of researchers is a priority

The present study aimed to investigating the effect of job self-efficacy on professional development and innovative work behaviors with the mediating role of work ethic of primary teachers in Abadan and present a structural equation model.

This study was methodologically descriptive-correlational, and the statistical population consisted of male (344) and female (493) primary school teachers in Abadan city with 837 teachers formed the sample size Krejcie and Morgan A total of 240 teachers (137 females and 103 males) were selected by simple random sampling.The intrinsic Teachers' occupational self-efficacy questionnaire Schanen, Moran & Wolfolk (2001), Drummond & Young (2010) professional development questionnaire, Johnson Innovative Work behavior questionnaire (2003) and Kruff questionnaire (2003) were employed for data collection. The content validity of the questionnaire was confirmed based on the content validity by CVR and CVI methods. Moreover, the reliabilities of the scales were estimated at 0/940, 0/795, 0/721, 0/873 respectively, based on the Cronbach alpha coefficient.

The findings showed that the indirect effect of job self-efficacy on professional development through work ethic; And the indirect effect of job self-efficacy on innovative behavior through work ethic has been more than its direct effect.

Teacher performance is the main thing that determines the merits of education in schools. Good teacher performance will produce a good quality and can help the quality of schools to achieve the goals set. The aim of this study was to investigate the effect of spirituality in the workplace on teachers' job performance mediated by organizational commitment to provide a structural equation model among first grade high school teachers in District 4 of Karaj.

The statistical population of the study was all high school teachers in District 4 of Karaj, which numbered 485 people, of which 215 people were selected as a sample through random sampling table of Krejcie and Morgan. Research tools included Milliman et al. (2003) Spirituality in the Workplace Questionnaire, Allen and Meyer (1991) Organizational Commitment Questionnaire, and Patterson (1999) Job Performance Questionnaire. to collect the data questionnaire was used. The reliability of the questionnaires was calculated using Cronbach's alpha coefficient for the questionnaires of spirituality at work, organizational commitment, and job performance, (a = / 92), (a / 91), (a = / 92), respectively. The validity of the questionnaires was verified using confirmatory factor analysis. to analyze the hypotheses and examine the relationships between variables was used Pearson correlation coefficient and structural equation modeling method.The results of Pearson correlation coefficient showed that there is a positive and significant relationship between spirituality in the workplace and commitment (p <0.01, 0.59). From the analysis of correlation between variables, it can be concluded that any increase in the spirituality of the workplace is accompanied by an increase in the score of organizational commitment. Based on the significance of the path coefficient, there is a positive relationship between spirituality in the workplace and organizational commitment. There is also a positive and significant relationship between spirituality in the workplace and job performance (p <0.01, 0.51). At the same time, commitment is a mediator (p <0.01 - 0.19) in the relationship between spirituality in the workplace and job performance. Therefore organizational commitment to Significantly modulates the effect of spirituality in the workplace on employees' job performance.

Developing the necessary competencies for holding managerial positions and also presenting a model for selecting the right person from among the talented is the main condition for the realization of the meritocracy system. so the aim of this study was to determine the Comparison of professional competencies of managers government sports organizations according to management levels. This study is a combination of research and the research design is exploratory. It is also practical in terms of purpose and nature. For this purpose, firstly, by in-depth study of the literature, the basic criteria of professional competencies were extracted and the initial model was developed. In the qualitative section, 18 people (16 men and 2 women) from professors and experts in sports management in universities across the country, the ministry of sports and youth and cultural and sports clubs were selected by sampling method of a network of specialists and semi-structured interviews were conducted with them to modify or adjust the criteria and sub-criteria of the original model. Based on the results of the pre-model interview analysis, the modification and sub-criteria were determined. Finally, data were collected using the research tool of researcher questionnaire. In a quantitative part, the statistical population of managers of sports organizations in Isfahan province was 5101 people. The sampling method of this stratified random sampling study (management level) was proportional to the sample size and based on Krejcie and Morgan table, 361 people were statistically sampled. After conducting a preliminary study and determining the variance of the questions; Through Cronbach's alpha coefficient, reliability coefficient of the questionnaire was 0.91. Analysis of variance was used to analyze the findings of this study.Professional competencies in managers of government sports organizations were: sport commercialization procedure, risk management skills, professional ethics-based organizational culture, responsibility with consequentialism, and performance management with learning at different levels of management (top, Middle and lower) were significantly different. sports managers at different levels can improve their technical and behavioral abilities by acquiring the necessary skills in this area. Also, managers use positive and natural feedback behaviors to understand the consequences of positive reactive behaviors.

Distributed leadership is one of the most popular theories in school environments today. This theory has a great impact on the improvement and performance of schools, the effectiveness of teachers and, consequently, student outputs. Therefore, the main purpose of this study was to construct and validate a scale for the study of distributed leadership in secondary schools. The statistical population included all high school teachers in Kurdistan province. In the first stage, 377 people and 6 months later, 321 people were studied by random sampling from different regions. In the first stage, the data were analyzed using Exploratory factor analysis, using principal component analysis of direct ablation rotation with SPSS 23 software. In the second stage, the data were analyzed using confirmatory factor analysis and AMOS 23 software. The results of the present study showed that the questionnaire for the study of distributed leadership has a four-factor structure including: school improvement and teacher professional development, trust-based interaction, democracy, and comprehensive support, which are measured using 25 statements. This questionnaire was named "Distributed Leadership Scale of Secondary Schools".

The dynamism of primary schools is fundamental as an essential tool for raising the level of empowerment and educational promotion. Therefore, education should change the existing adaptive role to a reproductive role, provide dynamic conditions for each student, and favorably control the educational environment to quickly access new information, accelerate work, change, and continuous improvement. Furthermore, ultimately meet the new expectations of students. This research has designed a dynamic school model using consecutive exploratory research.The present study is a descriptive survey based on a combined approach of consecutive exploratory types (taxonomic development model or classification) applied purpose and data collection method. In the first stage, a data-based qualitative method (data foundation) and an interview technique were used to construct the model. Sources of data collection in this section included semi-structured interviews with theoretical saturation (with 15 people), which were converted into textual data. Then the text was coded using this data to identify components. The dynamic school was introduced in elementary schools and provided a model. The results of the qualitative section were designed based on the measuring instruments according to the identified components in the form of a 52-item questionnaire, and experts confirmed its face and content validity and finally reached a reliability coefficient of 96%. Structural equation modeling was used to estimate the validity of the proposed model. The statistical population in the quantitative part of the professors of educational management of Farhangian University and the principals and teachers active in primary education and primary schools which implemented the dynamic school project in Tehran schools was 600 people who used a stratified random sampling method. Based on Krejcie and Morgan's table, 230 people were determined, and Amos software was used for quantitative data analysis. In the qualitative section, 15 experts and informants in the two areas of school dynamics and primary schools were purposefully selected using the snowball method and Atlas. Ti software was used to analyze the qualitative data.

This research was aimed at Designing and validating an Education Model based on the Competencies of Red Crescent Rescuer. The statistical population in the qualitative section consisted of Academic and organizational experts, including experts in education. The sample size is estimated in the qualitative section with the saturated saturation (20 people) and in the quantitative section 335 Members of Rescuers and rescuers of the Red Crescent in Tehran according to the Cochran formularesearch

A sample of qualitative sample was used for purposeful sampling and in a small part of the compilation sampling (Straight random sampling). The data collection tool was interviewed in the qualitative section and in the quantitative section the questionnaire was based on the 5-point scale. Validity of the questionnaire from a formal and content perspective through several experts, convergence validity was calculated by calculating the mean of variance extracted and cross-check validity was verified by calculating AVE optimization. Reliability questionnaire through Cronbach's alpha for the whole questionnaire was 0.86 Data were analyzed using Cronbach's, AVE, AVE, K-S, confirmatory statistical analysis, Pearson correlation,  scorecard rating and used techniques.

The results led to the identification of 25 components and 81 indicators, of which 8 main dimensions are educational environment (0.735), learners (0.623), implementation of educational program (0.615), competency assessment (0.563), design and educational planning (0.504) , Preparation of competency selection approach (0.420), educational evaluation (0.397) and review and updating of the training process and program (0.341) are the priority dimensions of competency-based education, respectively

It seems that to the proposed model had a good degree of fit. The advantage of using competency to design a curriculum is, on the one hand, a more accurate identification of educational needs and increase the efficiency of training, and on the other hand, the practicality of training and avoidance of knowledge transfer.

The purpose of this study was to investigate the factors affecting the management of organizational excellence in evaluation of the performance of public schools.(Case study: Secondary schools in Tehran).The study was done using the grounded theory method. The Statistical Society was consisted of experts who specialized in the field of educational sciences, educational management, human resources and higher education management (had a book or article).

Based on theoretical saturation criteria, 11 people were selected purposefully. Data were collected through semi-structured interviews using maxqda12 software.

form of a paradigm model including causal factors (Managerial with 3 indicators, organizational with 5 indicators), (Strategic planning with 4 indicators, structural planning with 2 indicators, education and development of excellence culture with 6 Indicators and factors of compensation for services and rewards materially and spiritually with 4 indicators), strategic factors (phenomena Social (social conditions) with 5 indicators, economic phenomena with 2 indicators, political phenomena with 3 indicators, structural dimensions With 5 indicators and process with 4), intervening factors (documents with 3 indicators of systems and information technology with 3 Indices, skills and capabilities with 4 indicators and organizational culture with 7 indicators) and outcomes (increasing community and employee satisfaction4 indicators, familiarity with new concepts and increasing capabilities with 5 indicators, cost reduction with 3 indicators and systematization of processes 4 indicators)

The present research aimed to design a pattern for developing the research competence of teachers of the Ministry of Education. This research has been qualitative and quantitative (mixed) in terms of practical purpose and in terms of data collection method.

The statistical population of the study in the qualitative section including all experts, professors, specialists in the field of educational sciences and senior managers of education to theoretical saturation to 17 people and in a quantitative part of the large community of teachers, according to Morgan table and cluster sampling method 384 people They were selected according to 5 regions: north, south, east, west and center of Tehran. The data collection tool was semi-structured in the qualitative part of the interview form and in the quantitative part of the researcher-made questionnaire had 4 dimensions, 16 components and 133 indicators (questions) which were adjusted based on the Likert five-choice spectrum. Then, by Delphi technique and brainstorming technique as well as the distribution of questionnaires among the statistical sample, data were collected and analyzed based on Kolmogorov-Smirnov test and confirmatory factor analysis.

Finally, after open coding, axial and finally selective as well as statistical analysis performed by the researcher, 6 dimensions, 20 components and 111 indicators have been finalized.

After the final analysis of mental competencies, personality competencies, interpersonal competencies, value-attitude competencies, moral competencies and professional-specialized competencies and some of its components including perceptual and reflective skills, decision making and problem solving, Self-confidence, effective interaction, teamwork and networking, effort and perseverance, piety and religious insight, management and research leadership, knowledge skills, etc. have been identified.

In recent decades, job attachment and trust is one of the motivations for using human capital that leads to competitors and improve the performance of the organization, so in order to create job attachment and employee trust should be sought. It was the presentation of plans and policies by which it could absorb the talents and skills and maintain the capabilities needed for growth and stability in the organization. The purpose of this study was to investigate the simultaneous effect of attachment and trust as a mediator on the relationship between organizational culture and job satisfaction of employees of the Department of Education in Shiraz city.

The research method was descriptive-correlational. The statistical population included 1100 education staff of Shiraz city, which according to Morgan table, 280 people were considered as a statistical sample. Data collection tools included Kanawatanachi and Yu (2002) Organizational Trust Questionnaire, Denison's Organizational Culture (2000), Minnesota Job Satisfaction (1997) and Shuffle Job Attachment (2015). Path analysis method was used to analyze the data and test the hypotheses.

The research findings indicate that organizational culture has a direct effect on attachment, organizational culture has no effect on organizational trust, job attachment has a direct effect on job satisfaction and trust has a direct effect on job satisfaction. Job satisfaction has a direct effect, and in the field of indirect effects, organizational culture has an indirect and significant effect on job satisfaction with the mediating role of attachment, but no significant relationship was observed with the mediating role of trust.

It seems that in order to improve the organizational culture and job satisfaction of employees, the simultaneous existence of attachment and trust can be used as a mediator among employees.

In the present age, which is the age of knowledge, organizations can survive by paying attention to knowledge and its effective management as an organizational resource. Because proper knowledge management will lead to a competitive advantage for organizations and ultimately more success and ultimately organizational excellence. Therefore, this study seeks to identify the pathology of knowledge management in academic centers so that the most important harms of knowledge management in these centers are known and through this, knowledge management can be established in the best possible way. The statistical population of this study is all specialists in the field of higher education management, professors and staff experts in universities of Kerman province. 32 people were selected as the sample group by purposive sampling method. Research data were obtained through open and semi-structured interviews among the sample group. The pathology of knowledge management in this study was investigated using the TOPSIS model and the ranking of knowledge management injuries was determined within the framework of the three-pronged model including behavioral, environmental and structural dimensions. Accordingly, in the category of behavioral factors, respectively, "low motivation and teamwork and job dissatisfaction of employees", "lack of attention to maintaining human dignity and lack of meritocracy", in the category of environmental factors, "underestimation of people's opinions in making changes and Isolation of specialists and scientists "and" Lack of public knowledge and familiarity with knowledge management and lack of movement of society in the direction of knowledge "and in the category of structural factors" Uncertainty of missions and strategies in universities and higher education centers "and" Lack of attention to the program Implementation, weakness in organizational discipline, complex administrative hierarchy, and participatory decision making are the most important disadvantages of knowledge management implementation.