اکرم گودرزی

This study aims to explore the implications and essentials of Mahdaviat culture in schools. Using a qualitative research methodology with a deductive and conceptual development approach, the study employed implication analysis. Initially, the theoretical foundations of school culture were examined, and Hatch's model was selected as the framework for the analysis. Based on the four cultural elements of Hatch's model (assumptions, values, artifacts, and symbols) and an examination of Islamic sources, the implications of Mahdaviat culture in schools were analyzed. The findings highlight several implications across the four levels of Mahdaviat culture: - Assumptions: Utopian ideals, universality, religious orientation. - Values: God-centeredness, governance of Islamic laws, social justice. - Artifacts: Establishing a Mahdaviat educational council, creating Mahdi-supporter groups, organizing "Morning of Anticipation" assemblies. - Symbols: Days, places, and supplications associated with Imam Mahdi (AJ). Based on the proposed framework, the implications and essentials of Mahdaviat belief and anticipation manifest through the dynamic and interactive processes of enactment, interpretation, institutionalization, and symbolization. These processes influence the assumptions and beliefs of school administrators, teachers, and students and become reflected in the school’s physical structure, artifacts, and symbols. Such cultural processes contribute both to reinforcing the assumptions and values of Mahdaviat culture and to regenerating its artifacts and symbols within the educational environment. 

The aim of the research was to design a macro model of media literacy in the education system of the Islamic Republic of Iran in two conceptual and operational dimensions. The conceptual dimensions were based on the transformational teaching and learning method and the library and document study method, and the operational dimensions were based on the foundation's data method. 12 people were selected by purposeful and theoretical sampling in the research community of educational transformational documents and professors, experts in the fields of communication, education and Islamic education. The data collection tools were content analysis and in-depth interviews. In the analysis of the transformational documents of education, inductive content analysis and open coding were used, and theoretical coding was used in the analysis of the interviews. The assessment of validity and reliability was based on reliability and believability. The finding of the macro model of media literacy was identified with structural and content characteristics: the managerial and executive structure of media literacy has a legal guardian. The governing institution as a trustee deals with policy making and legislation, and the intermediary institution plays a role as a strategic coordinator of media literate actors at the (macro, medium and micro) level and leads the executive arms by using its management levers. This institution has a council structure consisting of government, government and people's representatives and systemic communication of departments and units. Finally, considering the importance of the role of the family in the field of media literacy in the post-corona era, it is suggested that special educational council committees be formed with the aim of improving the family among middle and small activists.

The purpose of the current research is to identify the challenges and cultural-educational malfunctions of the school based on the lived experiences of school principals in the four decades after the Islamic Revolution of Iran (1358-1398) and the research is qualitative and interpretive phenomenology.The research tool was a semi-structured interview and the study community, including principals of girls' and boys' schools from different cultural, social and economic classes from the 22 districts of Tehran, and the samples were selected purposefully until reaching category saturation. The information has been analyzed based on Dickelman's analytical and interpretive approach at the level of open codes, components and thematic themes.The findings in the challenges and obstacles section of the functions included ten financial, religious and moral, acculturation and educational, motivational, media, executive-content, managerial, cognitive, hardware and soft structural components; Also, eight thematic components were identified by dividing common dysfunctions, including social, religious, and moral types, cultural, economic, and structural identity, and specific dysfunctions under the headings of cognitive, personal, and personality, and academic guidance. The findings of the article indicate that the trend of challenges and obstacles and cultural-educational dysfunctions of schools during the four decades in question overshadows a wide field of school cultural-educational activities and programs, and in order to face them and solve them, the vigilance of the educational leaders and strategic planning are necessary in each case.

The purpose of this study is to explain the role and duties of educational managers in the process of cultural development in the dimensions of national-religious identity, social order and cohesion, cultural goods and services and international cultural interactions. The qualitative research method is data foundation theory with a systematic approach of Strauss and Corbin. The statistical population in this study includes managers and experts who had executive experience or research background in the field of culture implementation. The sampling method started purposefully and continued with the snowball method until reaching the theoretical saturation level, and a total of 12 experts were interviewed. The research findings were designed and classified in the form of 209 open source 58, basic concept and 19 central codes and 5 selected categories under the headings of causal factors, research phenomenon, contextual factors, interfering factors, strategies and consequences in a paradigm model. Findings showed that educational managers play two roles in the process of cultural development; One in the form of cultural management and the other in the form of cultural leadership. In the position of cultural management, they play executive and structural roles. Educational managers in the position of cultural leadership also play content roles. The most important causal conditions affecting the role of managers included measures to achieve national identity and consumption of cultural goods. Underlying and interfering factors were identified in both external and internal issues.

The purpose of this study was to explain the process of acculturation based on Islamic teachings with emphasis on the role of schools.

This qualitative research was a hybrid one conducted in three sections: theoretical analysis, fieldwork and final analysis. In the first part, the content analysis method was used and in the second part, the interview method was used. The third part was the analysis of the findings in two parts. The research community in the section of content analysis was the Holy Quran and in the second section, the principals and teachers of the junior high schools of Tehran in the year 1400 SH. Samples were constructed in a purposeful manner until the saturation of the categories with 14 people in a semi-structured interview method. The collected data were analyzed through content analysis and open, centralized and selective coding.

In the first part, using content-inductive-deductive content analysis, the components of the process of acculturation from the biography of the first prophets in the Quran were identified and classified into 4 categories. At a higher level, each of them was classified into three areas (cognitive, emotional and practical), including: 1. acculturation strategy with emphasis on monotheism with indices of prophetic behavior. 2. preliminaries including cultural studies, audience, empowerment and having an organization, proper timing. 3. Principles such as endurance and tolerance, preserving human dignity, internal commitment and liability, explicitness, and clear message. 4. Methods of institutionalizing values, including invitations to reasoning and giving motivation. In the second stage, based on the components of the process of Islamic acculturation and interviewing, and coding, two categories of roles were identified for schools. 1. Educational role including direct methods (practice and repetition in the gradual process), semi-direct (discussion, debate), and indirect (learning based on experience and action) 2. Giving motivation including cultural self-believing methods, persuasion method and the like.

In the last stage of the research process, it was concluded – based on analysis and synthesis of the theoretical data, - that the teacher should strengthen, based on the principle of love in the process of acculturation, the spirit of monotheism in himself and in students by interacting effectively with his pupils to play a greater role in the process of acculturation.

What has been generally considered and emphasized by the researcher in this study is the examination and identification of the obstacles to freedom and what causes deprivation of freedom, the deprivators and the deprived of human freedom according to the Holy Quran. Thus the researcher intends to introduce what deprives man of freedom. Therefore, by descriptive-analytical method and collecting information from specialized jurisprudential libraries and software of Islamic sciences, she has examined the obstacles to human freedom from the perspective of the Holy Quran. After examining the issues mentioned in this study, he has reached the important point that by contemplating some verses of the Qur'an, the following obstacles and problems were identified for human freedom and full utilization of intellect and will, which are necessary to be avoided, in order to achieve human freedom: Fear of the other than God, blind adherence to family traditions, blind obedience to leaders and elders, lack of argument and logic, following suspicion and fantasy, impiety, fanaticism and following carnal desires, seeking worldliness and welfare, following Satan and hypocrisy, lust for power and post, self-censorship and lack of questioning, politicization and securitization of society, arrogance and pride, and unconstructive controversy.

The present study was conducted with the aim of predicting the competitive intelligence of educational administrators based on faith and political intelligence in girls' schools in Tehran's 14th district. This research is a practical and descriptive correlational study. The study community of school principals and deputies in Tehran's 14th district, which had 158 principals and deputy principals. According to the statistical population, the statistical sample size was determined using Krejcie and Morgan table of 120 people. This number of samples was selected from the statistical population using simple random sampling method. To measure the variables, the questionnaire of religiosity in "Lynn" (2008), competitive intelligence of Fariba Mahani (2012) and political intelligence of Dostar et al. (2016) were used.The present study was conducted with the aim of predicting the competitive intelligence of educational administrators based on faith and political intelligence in girls' schools in Tehran's District 14. This research was a practical and descriptive correlational study. The study community of school principals and deputies in Tehran's District 14, which had 158 principals and deputy principals. According to the statistical population, the statistical sample size was determined using Krejcie and Morgan table of 120 people. This number of samples was selected from the statistical population using simple random sampling method. To measure the variables, the questionnaire of religiosity in "Lynn" (2008), competitive intelligence of Fariba Mahani (2012) and political intelligence of Dostar et al. (2016) were used. Data were analyzed by descriptive method and correlation and multiple regression methods. The findings showed that there were positive and significant relationships between the variables of faith and competitive intelligence, faith and political intelligence, and competitive intelligence and political intelligence. Also, the variables of faith and political intelligence predicted competitive intelligence positively. It is concluded that the higher the level of religious beliefs and commitment to religious duties in school principals and the higher their political intelligence, the more competitive their intelligence. Managers can make more appropriate decisions in the interests of their educational organization by using information related to resources, environmental facilities and competitors, and considering the opportunities and threats of the external environment.

The purpose of this study is to identify the needs of rumor management in organizational relationships from the perspective of the Holy Quran. Gossip is a fact of formal and informal communication. This phenomenon includes an unapproved proposition that is passed from one person to another, It often arises from people's suspicions, or is not based on solid evidence And it may be untrue, so it requires a favorable confrontation. The main question of the research is what are the requirements of rumor management in organizational relations from the perspective of the Holy Quran? The research method is inductive theme analysis during which the necessary data from the Holy Quran were collected and the basic, organizing and comprehensive themes were identified. The most important findings in the face of rumors are: preventing the publication of deviant news, ensuring certainty in fundamental actions, preventing possible harm, transparency of the position against deviations, awareness of the manifestations of deception, maintaining sanctities and links, dealing authoritatively with Threat factors and ...;The most important findings in creating rumors are: avoiding the violation of the rights of others, observing honesty of speech, protection from rumors. Based on the findings, the requirements are considered necessary due to the positions of a priori exposure, posterior exposure and creation. Some requirements are necessary in special circumstances and others are common to some situations. Also, in the face of rumors, knowing the truth or falsity of a rumor and in creating rumors, its true or unreal nature, is effective in determining the requirements.

This study aimed at designing a native-Islamic model of media literacy based on the evolutional documents of education in the formal and public education system of Iran in 1399 SH.

Using the library and documentary study method in qualitative research methods, a comparative study of the experiences of leading countries in the field of media literacy, and an analytical study of educational documents of education were conducted. The research population included documents and information on media literacy in the three leading countries of Canada, Japan, and Australia, as well as the educational evolution documents including the document of the theoretical foundations of fundamental change, the document of a fundamental change of education, and other supporting documents including documentation of space supply subsystems, equipment and technology, national curriculum, financial resources, research, guidance and management, and teacher training. This study used the purposive sampling method and to analyze the information, comparative study methods and inductive content analysis were used.

The research findings indicate the conceptualization of media literacy in redefining all dimensions (principles, definition, characteristics, approach, and perspective). Accordingly, the model of media literacy was designed on the basis of the values and foundations of monotheistic worldview, with an emphasis on the position of the divine caliph, rationalism, responsibility, acquiring knowledge, limitation of cognition, emphasis on purified life (based on individual and collective growth), hierarchical nature of purified life, educational justice, emphasis on benefaction and forgiveness, emphasis on promoting the aesthetic dimension in all components. One of the most important features of this model is the approach and perspective of "Position recognition and improving position in the media space" and "continuous development and excellence of learners' media identity", which has not been considered in other models of media literacy.

Therefore, by designing such a conceptual model, all media literacy processes in the country find a native-Islamic direction and get rid of fragmentation and confusion.

Systematic review of factors affecting students` responsibility with emphasis on the role of the school Zahra Ahmadi Zamani Akram Goodarzi Nikoo Dialameh Abstract The purpose of this study was to identify the factors affecting students' responsibility at school. The research method was meta-analysis. Data were collected by reviewing existing literature and theoretical background (37 papers and 45 theses) and subsequently data analysized and categorized through a qualitative method- content analysis- with three levels of coding (open source, subcategories, categories). Based on the contextual interpretation of the textual data, the findings indicated that the external environment, including family, social, economical, political, and cultural environment, is influenced on the internal environment (personal-hereditary characteristics) and this process creates responsibility. Specifically, the school environment, having three educational, nurturing and organizational processes, is responsible for students' responsibility and respectively the following factors were effective on students' responsibility: teaching method, course content, student participation in the school, their motivation, religiosity, discipline, teacher characteristics, Socioeconomic base, self-esteem, flexibility, leadership style, social capital, identity, warm communication, assertiveness, sense of security, sense of belonging, affection, self-management, social perception, equipment, fairness, encouragement and individual characteristics. Finally, it is concluded that teachers and instructors should pay attention to using identified factors in the school environment and continuously manage and direct the role and impact of environmental contexts (outside and within the school) and encourage their active participation in the student responsibility process. Keywords: Responsibility, School Role, Systematic Review, Students

The purpose of the present study was to identify the factors affecting students’ responsibility based on the Rights Treatise of Imam Sajjad(PBUH), and to explain the role of school in increasing the spirit of responsibility in high school students. The researchers used the content analysis technique of the qualitative research method. Through inductive method, the documents were analyzed to determine the factors influencing students’ responsibility based on Imam Sajjad’s Rights Treatise. Then through deductive method, the role of the school was explained according to the factors extracted from the interviews. Data analysis was also carried out in three sections: open coding, axial coding, and selective coding. Based on the Imam Sajjad’s Rights Treatise, 13 main categories of the factors affecting students’ responsibility were introduced: defining the context, highlighting the dimensions of action, outlining transcendental objectives, enhancing the perception of priorities. According to the components that influenced the students’  experts’ views, 3 main components with 25 subcomponents  responsibility process were inferred. Educational component included sub of illumination, explanation and analysis, active teaching method, participatory teaching, components of introducing  understanding and awakening. Training component included sub
a model, communication skills of teacher, understanding, development of coherence, ethical competence of teacher, guidance, pragmatism,  direction, normalization, academic  self development of opportunities, trusting, preaching, development of optimism, management of differences, protection, recommendation and guidance, and creation of traditional practices. components: school culture,  The organizational component included the following subsupporting atmosphere, participatory atmosphere and homework. The analysis of the findingsshowed that the three (educational, training, and organizational) roles of school influenced the 12 factors that were effective on the students’ responsibility process according to the Imam Sajjad’s Rights Treatise. Teacher’s educational role was merely effective on the concretely definition of the concepts, and teacher’s training role was effective on the reminding of the favors of others and also on the recognition of competencies. According to the results and confirmation of the experts, the training and educational roles of school, accompanied by its organizational role, had the most important effect on students’ responsibility.

Considering the necessity of nativeizing changes in the country and acknowledging that our religious culture has the richest foundations and concepts of transformation, this research seeks to attain the level of reason (individual behavior) in a qualitative study using Use content analysis method in a targeted sample of Quranic verses to explain the process of evolution and management in organizations. Based on the findings, the transformation process was conceptualized based on a variety of changes in the world and humans at both individual and group levels and based on a variety of model changes, in which the change first occurs at the individual and then at the social level. The factors influencing evolution from the perspectives of the Quran into two categories of internal factors (faith, rationality, perfection) and externality (Islam of the scholars of the religion of leadership, justice and unity) as well as the principles governing the process of transformation are also at two levels: individual (worship, Piety, trust, repentance, patience, specialty, power, prayer, existential capacity) and group (supervision, counseling, education, jihad, good deeds and forbidding, encouraging and punishing). These research results can be the basis of developmental plans in all organizations, especially educational organizations. KEYWORDS: Educational Organization, Concept of Transformation, Transformation Management Process, Islamic teachings, Transformation factors. Principles of Transformation. Google Translate for Business:Translator ToolkitWebsite Translator

The purpose of this research is to identify the components and components of the concept of transformation in educational organizations based on the view of Islam. The research method is qualitative with deductive-deductive text analysis approach. The research community consists of the Quranic verses and the sample of the verses related to the subject of evolution. Purposeful sampling method. Findings of the research suggest that for the transformation of educational organizations, this concept should be considered at the transformation man (man). Accordingly, from the perspective of Islam, the transformation is the all-encompassing, desirable and positive changes that bring man to perfection and divine glory. Therefore, the concept of transformation is defined on the basis of components, processuality, evolution, intrinsic, innate, selective, conscious, purposefulness and objective appearance in the framework of the rule of divine will. According to the common nature of the components, they are divided into two dimensions: factors Intrinsic (human will, innateness, inner being, consciousness, based on position recognition, evolutionary) and structural factors (purposefulness, process, and objective emergence).

Therefore in this research to test relationship between organizational climate of school and Personality characteristics of the Administratiors. The Izenk questionnaire, in the four Aspect(introversian / extroversion) and neurotic characteristics (neuroticism/emotional stability) and Hoy and organizational climate questionnaire in the six aspect (supportive, Directive, Restrictive, collegial, committed, Disengaged) were used for testing the school climate. The statistical sample consist of 52 male and female principles of high school Isfahan and They were seleted among all principle of The five districts of Isfahan through the Classified random sampling and also three teachers from each school were selected randomly to answer the questions of organizational climate.(n =159). Findings revealed that there is no relationship between the personality chara

the analysis of high school teachers, opinions in Isfahan girl high schools about the confidence atmospheric effect establishment in their working environment and the sit factors which contributed in creating this confidence (professional, intimacy, alien, supportive, guidance, preventive). the population included 4914 teachers from whom 200 teachers were selected randomly and the samples were collected. Win Hoy, s and William G. copper smith, s (1985) confidence assessment method (TS) was used to collect the data. The revisioned Holpin and craft,s questionnaire (OEDQ-RE) was used to measure the organizational effect in the high schools. In spite of standardization, the reliability and confidence limits for confidence and organizational effect were measured as 81% and 70% respectively. the confidence increases when the rates of professional, intimacy and support parameters were augmented. There were no significant relation between preventive, alien and confidence parameters. Finally, guidance rate increase brought about confidence rate decrease.