خلیل زندی

The present study aimed to identify the motivations and barriers women face in pursuing school management positions and to determine strategies that could facilitate this pathway. This research employed a qualitative approach with classical grounded theory as its methodology. The field of study focused on female teachers who were candidates for managerial positions in Kurdistan province's school. Using purposive sampling and based on the theoretical saturation principle, 18 participants were selected for the study. Data were collected through semi-structured interviews and analyzed via open coding and categorization. Research validity was ensured by adhering to the four criteria: Credibility, Dependability, Confirmability and Transformability. The findings revealed 241 open codes and 18 sub-concepts, which were categorized under three main themes: motivations, challenges, and strategies. The motivations included constructive innovation and transformation, personal growth and development, women's managerial competence, effective communication and collaboration, nurturing and developing students, and organizational justice and equality. The challenges highlighted societal stereotypes regarding women's management, lack of legal frameworks supporting women in management roles, role overload, women's resilience issues in managerial positions, unfair appointment practices, and lack of support from higher-level organizations. Finally, the strategies encompassed societal cultural development regarding women's managerial capabilities, provision of welfare facilities, merit-based appointments within a transparent process, and fostering a culture of gender equality.

Today, leading schools have recognized that active, creative, and learner-centered education depends on creating an attractive and pleasant learning environment. Thus, the present study aimed to explain the dimensions, components, and indicators of attractive learning environments.

This research is applied in purpose. Using a qualitative methodology within the interpretive paradigm, a systematic review based on Sandelowski and Barroso’s (2007) framework was conducted. Thirteen studies published in national and international journals were purposefully selected and analyzed through theoretical coding and categorization.

The findings revealed a comprehensive model of engaging learning environments comprising 70 indicators, 18 components, and 7 dimensions. The identified dimensions include: School as Life; Child-Friendly School; Scientific, Literary, Cultural, and Artistic Attractions; Infrastructure; Safety and Calmness; Inclusive Education; Educational Communication.

These findings provide practical insights for designing inspiring learning environments that promote both academic and personal development.Keywords:Learning environment, school as life, child-friendly school

The purpose of this research was to qualitative content analysis of the book written by Shahid Morteza Motahari entitled "Education in Islam". The present qualitative research is based on interpretive paradigm, it has an exploratory nature and an inductive approach. The research method was qualitative content analysis based on conventional approach. The unit of study was the book of "Education in Islam". Using purposeful sampling, sentences or quotes were selected that express the opinions of Shahid Motahari. The recording unit in this study was the theme, and the context unit was the paragraph. Open coding, continuous comparison of data, and note-taking were used to explore basic themes, organizing themes and global themes. To ensure the quality of the results were used four criteria of credibility, dependability, confirmability and transformability. The results of research were designing a model for Islamic education consisting of 195 basic themes, 39 organizing themes and 7 global themes. The main themes included: Objectives, dimensions, characteristics, content, principles, methods, and factors of education. It is suggested that the extracted model be used in the design, implementation and evaluation of curricula.

The objective of the present study was to examine the Validity and reliability of McCroskey and Teven's (1999) Teacher Credibility Scale. The present study was descriptive survey research, which was employed on a population of male and female student-teachers in batches of 2020, 2021, and 2022 of Farhangian University in the Kurdistan Province with 1,364 participants in total. Through systematic random sampling, a sample size of 265 participants was selected. Data were collected with the use of the Teacher Credibility Scale. Analysis of data involved first- and second-order confirmatory factor analysis (CFA), Cronbach's alpha coefficient, and one-sample t-tests. Findings indicated that the scale items may be reduced to three latent factors: competence, goodwill (caring), and trustworthiness. The total scale's reliability coefficient was 0.93, and subscale reliability was 0.87 to 0.88. Overall, the outcomes confirmed the internal consistency and the construct validity of the Teacher Credibility Scale for use with the sample of Iranian students without deleting items. Since ther are no proper instruments to test learners' perceptions of teacher credibility in Iran, this scale fills the gap effectively as a reasonable measure for evaluation of this construct among Iranian school students and teacher-students, respectively.

This research aimed to study the mediating role of agency in the relationship between the perception of professors' credibility and student teachers' attitudes toward the teaching profession. The research method was the descriptive-correlation type of structural equation modeling. The statistical population included 1364 student teachers from 2020 to 2022 in Kurdistan Farhangian University campuses In the academic year 2023-2024, a sample of 275 people was selected from among them by systematic random sampling. Data collection tools were three questionnaires; teacher credibility (TCS, McCroskey & Teven, 1999); students' agency (AUSS, Jääskelä et al, 2016), and attitude towards the teaching profession (STATPS, Win & New, 2020). The validity of the questionnaires was confirmed by referring to experts' opinions and their reliability by referring to Cronbach's alpha coefficient. Data analysis was done with structural equation modeling by SPSS and Lisrel software. The findings showed that the model is a good fit. The effect of credibility on student agency (p<.05) and student agency on attitude towards the teaching profession was significant (p<.05). Based on the findings, student teachers' agency plays a mediating role in the relationship between perceptions of teacher's credibility and attitudes toward the teaching profession (p<.05). According to research findings, efforts by instructors to improve the attitudes of student-teachers towards the teaching profession are contingent upon enhancing their sense of agency.

Recent research suggested that teacher agency played a crucial role in fostering teacher capacity to learn and teach, which, in turn, influenced schools performance improvement. Teacher agency refers to the capacity of teachers to act purposefully and constructively to direct their professional growth and contribute to the growth of education quality. Considering the role of teacher agency in improving learning in schools, searching for the antecedents of this variable can be one of the concerns of researchers in the field of education. Therefore, the purpose of this research was to determine the mediating role of trust in the relationship between learning-oriented leadership and teacher agency.

The research method was a correlational description. The statistical population was primary school teachers of Hamedan province. The statistical sample was 102 people who were selected using the convenience sampling method. Data collection tools were three questionnaires of learning-oriented leadership, teacher trust and teacher agency, which were developed by Liu et al. (2016a) and Liu et al. (2016b). Before running the questionnaires on the main sample, the validity of the questionnaires was confirmed by experts and their reliability confirmed according to Cronbach's alpha coefficients. After implementing the questionnaires, the convergent validity, discriminant validity, internal consistency and composite reliability of the research instrument were confirmed as part of the data analysis phase. Data were analyzed using structural equation modeling.

The Results showed that learning-oreinted leadership significantly predicts teachers’ trust and agency. Also, teachers trust was a significant predictor of teacher agency. These findings confirm the mediating role of trust in the relationship between learning-oriented leadership and teacher agency.

One of the interesting points in the findings is that the indirect effect of learning-centered leadership on teacher agency (mediated by trust) is more than its direct effect, and this well shows the role of trust in the link between leadership and teachers' agency. Therefore, it is recommended that school administrators increase the agency of teachers through the use of learning-oriented leadership behaviors and create a trusting environment in the school.

In recent years, learning-centered leadership has been welcomed by educational thinkers and researchers. The purpose of this research was to determine the dimensions, components and indicators of learning-centered leadership in elementary schools of Iran.

The method of research was thematic analysis. The participants in this research were 10 elementary school teachers across the country who selected using the purposeful sampling approach and the snowball sampling method. Data collection tool was a semi-structured interview and its Trustworthiness confirmed based on the four criteria of Credibility, Dependability, Confirmability and Transformability.

The results of research were designing a model for learning-centered leadership consisting of 60 indicators, 20 sub-themes and 9 main themes. The main themes included: development of a learning vision, developmental supervision, supporting of teacher professional development, development of professional learning communities, supporting pedagogical activities, learning-teaching modeling, creating a home-school interaction atmosphere based on learning, providing learning resources, and special attention to students with learning difficulties.

The results of this research can facilitate the movement from the traditional meaning of educational leadership to its new understanding.

During the teacher training period, student teachers are usually worried and anxious about teaching in schools, which could lower their professional performance in the future. Investigating their teaching anxiety and its antecedents depends on the valid and reliable tool for measuring teaching anxiety. The purpose of this research was to investigate the factorial structure and internal consistency of Hart's teaching anxiety questionnaire (1987). The employed research method was correlational-descriptive. The statistical population consisted of 1364 student teachers' from among whom a sample of 275 people were selected using systematic random sampling. The data collection tool was the student teachers' teaching anxiety questionnaire. Data analysis was done using first order and second order confirmatory factor analysis, Cronbach's alpha coefficient and one-sample T-test. The findings showed that the items of the teaching anxiety questionnaire could be reduced to four components: anxiety of being evaluated, anxiety of professional issues and students, anxiety of class control, and anxiety of teaching activity requirements. The total reliability of the questionnaire was 0.927 and the reliability of the dimensions of the questionnaire were in the range of 0.66 to 0.89. In general, the results indicated the confirmation of the construct validity and internal consistency of Hart's (1987) teaching anxiety questionnaire in the studied Iranian sample although with the removal of two items.

Care is a fundamental aspect of nursing services. To identify the effective factors in the promotion of caring behaviors of nurses, this research aimed to analyze the relationship between responsible leadership and caring behaviors of nurses with mediating role of organizational pride.

The present descriptive-correlation research was performed on a statistical population consisting of 470 nurses in Besat hospital, Hamadan, Iran. The statistical sample included 240 nurses who were selected using the simple random sampling method. Data collection tools were responsible leadership questionnaires (Doh et al., 2011), organizational pride (Nouri et al., 2017), and the caring behaviors of nurses (Wolf et al., 1998). The collected data were analyzed using Pearson's correlation test and structural equation modeling. The software used for data analysis were SPSS (version 16) and Lisrel (version 8.5).

Based on the findings, there was a positive and significant relationship between responsible leadership and the caring behaviors of nurses (r=0.373). The relationship between responsible leadership and organizational pride was positive and significant (r=0.706). Moreover, there was a positive and significant relationship between organizational pride and caring behaviors (r=0.592). The direct effect of responsible leadership on the caring behaviors of nurses was not significant (p>0.05). However, the direct effect of responsible leadership on organizational pride was significant (p<0.05). Besides, the direct effect of organizational pride on caring behaviors was significant (p<0.05).

Finally, the indirect effect of responsible leadership on the caring behaviors of nurses through organizational pride was significant.

The two main objectives of the present study were exploring the authentic instruction strategies and prioritizing these strategies in the context of primary schools. In order to identify the authentic instruction strategies, the virtual focus groups method was used. Three focus groups of five education specialists (except the meeting moderator) were selected using a purposive approach and snowball sampling method. The research tool in this section was the unstructured interview. Moreover, the interviews were analyzed at two levels of sub-themes and main themes. Finally, the validity of the analyses was confirmed by focus group feedback and the analyst’s triangulation. Also, to prioritize the authentic instruction strategies the technique of hierarchical analysis technique was used. Using a purposive approach and snowball sampling method, 20 expert teachers were selected. The research tool was a pair-wise comparison questionnaire consisting of five 2 ˟ 2 comparison matrices which were emerged from the analysis of interviews in the previous section. The inconsistency rate of each of the five matrices was less than 0.1 and therefore the validity of the comparisons was ensured. Finally, in order to analyze the data, indices such as the geometric mean and eigen vector were used. This study led to identifying and prioritizing the thirty-five authentic instruction strategies which were classified into four components. Accordingly, the most important general authentic instruction strategies were "opportunities to gain the authentic educational experiences", "assessment as learning", "personalization of learning", and "teacher originality", respectively.

The effectiveness of organizational training courses depends on learning transfer to workplace; therefore, identifying the predictor’s transfer of learning has become one of the Necessities in human resource development. On the other hand, recent studies support the idea that the predictor’s transfer of learning are influenced by culture and context of each organization. In accordance with this approach, the purpose of this study was to investigate the role of moderating type of organization (private or public) in the relationship between organizational factors and learning transfer to workplace.

The present studying terms of the method, is descriptive-correlation. Data collected in late 2017 and early 2018. The statistical population included nursing staff at private hospital of Bu-Ali Sina's and public hospital of Besat in Hamedan. 283 people were selected as a statistical sample by Available sampling method. The data collection tool was a researcher-made questionnaire for assessing organizational factors and a questionnaire for assessing learning transfer to workplace. Validity of the questionnaires were confirmed by experts, and their reliability were confirmed by Cronbach's alpha coefficient. The data were analyzed using SPSS software and moderator regression analysis and multiple regression analysis.

The results showed that the manner of relationship between organizational factors and learning transfer is different in public and private hospitals (t=4.17; P <0.05); this means that in public hospital, two variables of peer support (Beta=0.221; P <0.05) and collaborative climate (Beta=0.195; P <0.05) are the most important predictors of learning transfer to workplace. But in the private hospital, the most important predictors transfer of learning were opportunity to use (Beta=0.526; P <0.05) and supervisor support (Beta=0.260; P <0.05).

According to study findings, the predictors of learning transfer to workplace are different in public and private hospitals. So in order to improve learning transfer to workplace, it is suggested that administrators of government hospitals focus more on promoting collaborative and collaborative climate. But in private hospitals, it's best to focus on improving interactions between supervisors and subordinates and giving more freedom to subordinates.

Considering the relationship between leadership behaviors and organizational citizenship behaviors in previous researchs, this study aimed to determine the relationship between transformational leadership with organizational citizenship behaviors with mediating role of ethical climate and job attitudes.

This was a descriptive-correlational study. The study population consisted of 192 elementary school teachers of Sanandaj city in the academic year 2018-19. Sample size was estimated using Morgan table and available sampling method was used. Bass & Avolio’s Transformational leadership (1997), Victor & Cullen’s Ethical climate (1998), Ackfelt & Coote’s Job attitudes (2005) and Organ’s Organizational citizenship behavior (1988) questionnaires were used to collect data. To analyze the data correlation test and Structural equation modeling was used.

There was a significant correlation between the research variables (p<0.01). The effect of transformational leadership on positive ethical climate (β=0.63 , t=4.70), and job attitudes (β=0.48 , t=3.74) was significant. Also, the effect of ethical climate on job attitudes (β=0.65 , t=3.34) and organizational citizenship behaviors (β=0.85 , t=3.28) and effect of job attitudes on organizational citizenship behaviors was approved (β=0.44 , t=3.49). Overall, the model was well-fitted (X2/df=2.21).

Based on the findings, positive ethical climate and job attitudes play mediating role in the relationship between transformational leadership and organizational citizenship behaviors. Therefore, efforts to improve ethical climate and teachers' professional attitudes of the schools are recommended.

The purpose of this study was to design a model for competencies of department chairs. The statistical population was all students (n: 15724) and faculty members (n: 239) of Islamic Azad university of Kerman. Research method was a mixed one. In the qualitative section, research method was grounded theory and in quantitative section it was a survey. The procedure of conducting the study was comprised of three parts; 1) extraction of competencies by grounded theory; 2) validation of competencies by inferential statistics; and 3) competencies prioritizing using Analytical Hierarchy Process. In the first part, sampling method was stratified purposeful and data collection instrument was Semi-structured interview. In the second part, sampling method was stratified random and data collection instrument was a closed responses questionnaire. In the third part, sampling method was purposeful and data collection instrument was a questionnaire of competencies paired comparisons. The result suggests a model of competencies consisting of 11 core competencies as well as 62 sub competencies. Core competencies were in order of importance: Ethical, Administrative – Monitoring, Personal, Motivational, Technological, Conceptual, Communicational, Cultural, Professional, Political, and Economic – Entrepreneurial.

The concept of organizational transparency has vaulted to prominence in recent years and established as a necessity in the fight against organizational and individual irregularities (corruption, fraud, financial scandals). While Guidelines exist to help organizations be more transparent, but the real test is how stakeholders perceive an organization’s transparency and there have been no efforts to measure this abstract concept. The purpose of this study was to validation of Organizational Transparency Questionnaire. Therefore the research method was descriptive. Statistical population was Roads and Urban Development General Directorate staff of Kerman and 118 subjects were selected using random sampling. Data analysis was performed using descriptive statistics of mean and standard deviations and inferential tests including first order confirmatory factor analysis, second order confirmatory factor analysis and Cronbach's alpha coefficient. Statistical software were SPPS19 and Lisrel8.5.The results showed that four indicators of Organizational Transparency Questionnaire were Reducible to Four dimensions Include Participation, Substantial information, accountability and Secrecy. Also reliability of this scale also was approved. The results also showed that Organizational Transparency status from the standpoint of the sample was average. Based on the results, Rawlins Transparency Inventory (2008) can be used in Iran.

The purpose of this research was to investigate the role of mediating cooperative learning culture in relationship between knowledge leadership and transfer of training. This research is applied in terms of purpose and it is descriptive-correlation, in terms of method. The statistical population was the Education offices in Sanandaj city. 193 employees were selected as sample by using classified random sampling. Data collection tools were three questionnaires: knowledge leadership, cooperative learning culture, and transfer of training. The validity of the questionnaires confirmed based on experts and their reliability confirmed based on Cronbach's alpha. Data were analyzed using one sample t-test, Pearson correlation test and structural equation model. The results showed there are significant positive relationships between knowledge leadership, cooperative learning culture and transfer of training. In accordance with the results of structural equation modeling, knowledge leadership has no direct effect on training transfer; But it has a significant effect on training transfer by mediating cooperative learning culture.

The purpose of this research was designing a systematic model of factors affecting learning transfer to workplace in governmental organizations of Kurdistan province. Approach of research is mixed. In terms of purpose, research method is exploratory and it is developmental in terms of research user. Data collection and analysis methods, was comprised of three main sections. In the first section, factors, components and indicators of systematic model of learning transfer to workplace identified using grounded theory. The sampling method in this section was purposive sampling and data collection instrument was semi-structures interviews. In the second section, the importance of factors, components and indicators were assessed using survey research so that confirm or balanced the results of first section. In this section, the sampling method was based on a cluster random sampling and data collection tool was closed questionnaire. The third section, with the basis of Analytical Hierarchy Process (AHP), factors and components of the model, were ranked according expert views. In this section, the sampling method was purposive and data collection instrument was paired comparisons questionnaire.Proportionate to each section,used of different qualitative and quantitative methods and tools. The results of the research was achieve to a systematic model of factors affecting the transfer of learning, including four major factors, 38 axial components and 110sub-index.The main factors affecting the transfer of learning were personal, training design, organizational and extra-organizational factors. The most important personal factor was a motivation for learning; the most important training design factor was a quality of training needs assessment; the most important organizational factor was a supervisor support before training; and the most important extra-organizational factor was government supervision on quality of meritocracy.

The aim of this research is to study the relationship between Authentic Leadership and Organizational Transparency. The research method was descriptive – correlation. Statistical population was Roads and Urban Development General Directorate staff of Kerman (n: 270) and 118 subjects were selected using random sampling. The data collection tools were questionnaire. Validity of questionnaires was confirmed by specialist's opinion and its reliability was confirmed by Cronbach's alpha coefficient. Data analysis was performed by Pearson correlation test and Multiple Regression ( Stepwise). Results showed that there was a significant relationship between Authentic Leadership and its dimensions with Organizational Transparency. Results also showed that balanced processing dimension of authentic leadership is a significant predictor of organizational transparency but effect of other dimensions was not significant.

The purpose of this study was to identify the factors affecting learning transfer to workplace based on the theory of planned behavior. Statistical population included all employees of public organizations located in official site of Sanandaj city. A sample size of 185 employees were selected by convenience sampling method. The instrument was a questionnaire consisting of 44 questions that its validity confirmed according to the experts and its reliability confirmed according to cronbach's alpha coefficient. Data were analyzed by multiple regression and Path analysis. The results showed that transfer of learning affected by the transfer intention and transfer intention explained through attitudes to learning transfer, subjective norm and perceived behavioral control. Perceived behavioral control directly affects on the behavior of learning transfer. Eventually, the attitude to learning transfer is influenced by the expected social status, expected contribution and expected rewards.

One of the priorities of human resource management, especially in difficult and stressful occupations, such as nursing is reducing organizational indifference. Because the spirit of indifference in employee behavior reduces their motivation and effort and it can produce a lot of negative outcomes. In this regard, it seems that attention to social system of organization can be one of strategies to reduce organizational indifference.
Aim: The purpose of this study was to investigate the relationship between organizational socialization and organizational indifference among nurses.
Material & The method of study was desCRiptive -correlation. The statistical population of the study was all nurses of Beasat hospital in Sanandaj city who consisted of 539 people. According to Krejcie and Morgan's table, 225 questionnaires were distributed randomly among nurses that 161 questionnaires were returned completely. Data were collected using organizational socialization and organizational indifference questionnaires. The validity and reliability of the questionnaires were confirmed, according to experts, and CRonbach's alpha coefficient (0.898 and 0.933) respectively. Finally, the data were analyzed using Pearson Correlation test and Multiple Regression analysis by SPSS16.
The mean and standard deviation of the organizational socialization was 3.15 ± 0.698. Also, the mean and standard deviation of the organizational indifference was 2.81 ± 0.672. There was a negative and Significant relationship between organizational socialization and organizational indifference among nurses (p According to the findings, hospital nurse managers can reduce nursing organizational indifference by clarifying the expectations of nurses, clarifying laws and regulations, displaying supportive behaviors, developing participatory activities and highlighting the future vision of the organization.

The purpose of this study was examining the techniques to enhance the competencies of department heads. The statistical population included all students (N: 15724) and faculty members (N: 239) of Islamic Azad University of Kerman, and also experts in management. The research method was mixed. The study comprised of three parts: 1) analyzing the gap between current and ideal status of department heads competencies; 2) Competencies prioritizing; 3) Identifing and prioritizing techniques for enhancing the competencies. In the first part, the sampling method was stratified random sampling and the data collection instrument was the questionnaire of current and ideal status of competencies. In the second part, the sampling method was purposeful and the data collection instrument was the questionnaire of competencies paired comparisons. In the third part, the sampling method was purposeful and the data collection tools were semi-structured interviews and questionnaires of Quality Function Deployment. The data were analyzed by Paired Samples T-Test, Analytical Hierarchy Process, Content Analysis and Home of Quality Matrix. The findings indicate a significant gap between the current and ideal status of department heads competencies. The findings also identified and prioritized 69 techniques to promote the competencies of department heads. In the end, the results were discussed.

The current qualitative study tried to study the challenges in the transfer of learning to workplace. The field study was public organizations of Kurdistan province and its research method was Grounded Theory based on a systematic approach. A group of 48 people including employees, supervisors, experts and education officials, senior executives, and teachers and specialists of training and human resource development were studied by purposive sampling method. Semi-structured individual interviews were used for gathering data and at the same time, the interviews were analyzed by open coding, axial coding, selective coding and annotating. The validity of analysis was confirmed using member checking and triangulation techniques. Based on the results, the most important causes of indifference to the transfer of learning included: motivational barriers, barriers related to individual characteristics, improper timing, barriers to teaching, content and evaluation, administrative barriers, supportive barriers and obstacles focused on the job. Factors underlying indifference to the transfer of learning Included: Non-supportive organizational culture, disturbing administrative system, and climate of organizational indifference. Employee strategies in the face of such a situation may be reactive behaviors, negative behaviors and positive compensatory behaviors. The consequences of such a situation, at the individual level are Job stillness, job procrastination, lack of creation and deviant behaviors; in addition to, consequences at the individual level are Loss of educational investment and reduce organizational success.

Despite recognizing the importance of team work by scientists and organizational researchers, previous studies indicates that some organizations have failed to create teamwork. So the purpose of this research was pathology of teamwork in the agricultural cooperatives of Hamadan city.

Concerning it’s purpose, the study was practical and considerate the data collection procedure it was a descriptive survey study. The statistical population had been all agricultural cooperatives in city of Hamadan (N: 45). 35 cooperatives members were selected using census with reducing case. The data collection tool was paired comparisons questionnaire that teamwork obstacles were compared in the form of three dimension individual barriers, organizational barriers and working barriers. Validity of the questionnaire, verified according to experts.The reliabilityof the questionnaire was reviewed and approved by the inconsistency rate. Data were analyzed through AHP and using Expert Choice software.

The findings showed that individual barriers, organizational barriers and working obstacles, respectively, were the most important aspects of teamwork barriers in agricultural cooperatives of Hamadan city. In the individual dimension, "distrust of some members of the cooperative to each other and to the authorities"; the organizational dimension "emphasize the achievements and rewards individual rather than achievements and rewards a group" and the working dimension "lack of clear objectives of team" were the main obstacles of teamwork.

At the end is recommended to authorities of agricultural cooperatives that eliminate obstacles to teamwork by transparency of information, creating a safe environment for commenting and build trust.

Paralleling the many scandals of organizations and consequently damaged public trust to them, positive organizational scholarship focused on the notions such as virtue, moral character, and virtuous organization. With this approach, the purpose of this study was to examine the factorial structure and internal consistency of organizational virtuousness questionnaire.
Research method was descriptive-correlation. Statistical population was Roads and Urban Development General Directorate staff of Kerman and 118 subjects were selected using random sampling. To investigate the factorial structure of organizational virtuousness questionnaire, confirmatory factor analysis was used and to determine its internal consistency, Cronbach's alpha coefficient was used.
The results showed that the factorial structure of organizational virtuousness questionnaire consists of five dimensions of optimism, trust, compassion, integrity and forgiveness, was confirmed. The internal consistency of the questionnaire components being in the range of .709 to .830 that was acceptable.
According to the findings, validity and reliability of five-factor version of Organizational Virtuousness Questionnaire, is good and can be used in future research.

The purpose of this study is to analyze the relationship between Transformational leadership and job engagement by mediating role of psychological empowerment. Concerning it’s purpose, the study is practical and considerate the data collection procedure it is a descriptive correlation study. The population of the study includes all Kurdistan Province Education Office staff (200 subjects) which samples of 127 subjects were chosen through simple random sampling procedure. The instruments used were the Transformational Leadership Questionnaire, Psychological Empowerment questionnaire and Job Engagement Questionnaire. The validity and reliability of the questionnaires were verified using expert judgment and Alfa – Cronbach. Data were analyzed using Pearson correlation, one sample t test, multiple and simple linear regression, and path analysis. The results revealed that dimensions Transformational leadership impact on job engagement. Results also showed that psychological empowerment can played role of mediator in create or increase the relationship between the components of transformational leadership and job engagement.