خلیل غلامی

Providing conditions for the professional development of beginning teachers, due to the ‎formation of their identity in the early years of service, is agreed upon by many researchers. ‎The present study examines the identification of professional paradoxes in the lived ‎experiences of beginning teachers and analyzes their reflective practice in these situations. ‎Within a qualitative–interpretive approach, using a narrative inquiry strategy focused on ‎critical incidents and theme-oriented analysis, 36 reflective narratives from 32 teachers were ‎examined. The findings led to the identification of 6 professional paradoxical situations—‎including situational certainty-ambiguity; agency-institutional constraint; theory-experience; ‎identity transformation-continuity; self-other; duty-human emotion—in the lived experiences ‎of beginning teachers across four levels of tension: ‘cognitive’, ‘identity-related’, ‘agential’, ‎and ‘value-normative’. Closer examination showed that teachers’ reflective practice unfolds ‎through a non-linear and reversible cycle of reflective knots, including ‘acceptance-‎resistance’, ‘multidimensional-confirmatory rethinking’, ‘suspension-stabilization of meaning’, ‎and ‘balanced action-stereotype’. This dual process delineates pathways of openness or ‎closure in teachers’ reflection. The findings contribute to a deeper understanding of the ‎complex nature of reflection in the early years of service and can inform the design of ‎educational programs and effective reflective guidance.‎

This study introduces a four-level theoretical framework (discursive, structural, network, and agential) to provide a multi-layered analysis of power mechanisms within the Iranian higher education system. However, as a foundational study, this article concentrates on the discursive level to answer the core research question: what are key discursive mechanisms that construct the ruling "regime of truth", and what are the consequences of this regime

This qualitative research employs Foucauldian discourse analysis to examine an extensive "archive" of key macro-policy documents (including national strategic plans, ministerial bylaws, and the strategic plans of leading universities). The analysis was conducted in three layers: archaeology, genealogy, and the analysis of socio-cultural effects.

The analysis reveals a complex logic of governance, termed "Neoliberal-Ideological Governmentality." The findings are presented in three main dimensions: (1) Constitutive Mechanisms: This regime is constructed through three primary discursive mechanisms: a) a "discourse of quantitative and metric-based assessment" with a neoliberal logic; b) a "discourse of instrumental and ideological steering of science" with a state-control logic; and c) a "discourse of control and discipline" that defines the boundaries of truth. (2) Architecture of Power: These mechanisms operate within a coherent, four-layered architecture (ideological, structural, functional, and disciplinary) that provides the entire system with coherence and stability. (3) Consequences: The dominance of this regime yields three key consequences: a) the construction of a paradoxical "ideal academic subject" (simultaneously entrepreneurial and compliant); b) the redefinition of "valid knowledge," marked by the dominance of applied knowledge over critical inquiry; and c) the transformation of the university's mission towards that of an economic institution.

The study concludes that any meaningful reform in Iranian higher education requires a critical rethinking of the dominant model of governmentality and its constitutive mechanisms. Accordingly, recommendations such as revising quantitative evaluation systems, providing targeted support for the critical humanities, and redefining the university's cultural and social mission are deemed essential for moving toward a more dynamic and equitable system.

This study reexamines “maternal thinking” as an ethical and existential basis for pedagogical action. Maternal thinking is rooted in the theory of ethics of care, particularly in Sara Ruddick’s framework, which views the experiences of a mother and her relationship with the child as having an existential nature. It can be studied as a form of epistemic discipline. Based on this, the present article explores the application of this theory in the field of education, especially in teacher education. Employing a reflective autoethnographic appraoch, three lived narratives of teachers in critical situations were analyzed. These narratives were analyzed using episodic methods. Findings revealed that maternal thinking extending beyond professional care and rationalistic theory of ethics, is rooted in caring ethics and involves an ontologictal commitment and affective bond that transforms the teacher into an ethically active agent. These actions are embedded in concepts such as ethical sensitivity, ethical esthetic, and moral courage. In conclusion, the concept of “moral courage in teaching” is introduced as a moment where education transcends technical duty and becomes an existential responsibility.

Ergonomics is a science designed to create equal opportunities by employing and optimizing scientific processes. It ensures that products, places, and procedures align with the physical, cognitive, cultural, and emotional capabilities and limitations of users.  It involves optimizing the interaction between humans and other elements of a system. Ergonomic interventions can occur at three levels: Micro, Meso, and Macro. Macroergonomics, the broadest level, considers the entire system, including its social, organizational, and technical aspects. Microergonomics is about a specific goal and Mesoergonomics is an intermediate point of view that considers the relationships between people, organizations, and socio-technical systems. Numerous studies have explored Macroergonomics in various sectors, with a particular focus on the structural dimensions of systems. Macroergonomics, with its systems-oriented approach, examines work analysis, productivity estimation, and tool design. It is implemented on a larger scale by integrating into broader environments such as organizations or institutions. A Macroergonomic approach emphasizes organizational structure, human-organizational interaction, and motivational aspects of work. Currently, in addition to students, all academic staff are facing challenges that create new demands on management. They are confronted with changes in their workplaces, job duties, and the student body. The simultaneous decrease in hiring and increase in the average age of staff and faculty have led to increased physical and psychological workloads, resulting in decreased capacity and productivity. A Macroergonomic framework can address these issues by providing a structured approach to higher education reform. By identifying and describing the various components of a socio-technical educational system, such as social, organizational, technical, and external subsystems, we can improve teaching and learning efficiency. One of the hallmarks of a modern higher education institution is the extent to which it adheres to the principles and foundations of ergonomics. This leads to improved quality of teaching and learning and, in advanced countries, specific ergonomic standards have been designed and implemented. Attention to educational ergonomics, as an action-oriented framework, improves teaching and learning processes by controlling and designing or redesigning factors that affect learners and instructors in higher education institutions. The use of Macroergonomics leads to the synergization of systemic processes, meaning that by considering common technical and social factors, it can provide greater performance than what can be achieved through ergonomic intervention alone. The shift from first-generation to higher-generation universities has led to a transition from educational challenges to ergonomic challenges. Ensuring the quality of higher education across all dimensions requires a long-term commitment to ergonomics. The aim of the present study is to identify the dimensions of Macroergonomics in higher education (with an emphasis on teaching and learning) based on identified studies in this field, and to provide necessary guidelines for conducting more objective and interventional studies using a mixed (qualitative) synthesis research approach. This research is fundamentally applied, employing a qualitative approach and specifically a synthesis research method. The strategy used is a meta-synthesis approach, involving inductive content analysis followed by meta-synthesis of the analyses. The population of the study includes research conducted in the field of ergonomics in higher education.In this research, studies in this field were used as the population and sample. An initial search yielded 43 relevant articles on Macroergonomics in higher education from various Persian and English databases. A systematic review of the selected documents was then conducted. At this stage, the abstracts of the documents were examined, and 27 relevant articles were purposefully selected. Subsequently, the findings, methods, and research tools were jointly reviewed and examined.The data and results of the research findings were categorized and analyzed into three dimensions: concepts, categories, and main codes. The data and resources used were refined and extracted through several stages and, after analysis and synthesis of the results, were incorporated into a comprehensive conceptual framework or model. Through the classification of the results presented in the extracted theoretical model, 36 key Macroergonomics components in higher education were identified. These categories were grouped into seven main codes, which in fact represent the primary indicators and components of Macroergonomics in higher education, with a focus on teaching and learning. The first main code identified was learning Macroergonomics, which includes categories such as teaching methods, curriculum and classroom design, and the alignment between educational processes and student abilities. The second main code is educational Macroergonomics, which includes categories such as educational facilities, educational technology, educational equipment, educational software, educational research, educational reform planning, and the learning environment, including classrooms and buildings. The third identified main code is individual and social factors, which includes categories such as race and native language, gender, anthropometric dimensions, health, nutrition, substance abuse, academic aptitude, mobility, communication and interactions, and social and family factors. The fourth main code identified is organizational design and management, which includes categories such as commitment of management levels to implementing Macroergonomics, effective Macroergonomics in periodic management evaluation, Macroergonomics in knowledge transfer, macroergonomics in linking the organization or system with its external environment, Macroergonomic organizational design, and Macroergonomics and the design of organizational dimensions (centralization, complexity, and formalization). The fifth main code identified is Macroergonomics education, which includes categories such as Macroergonomics education in schools, teacher training centers, and other universities (as a course, short-term courses), recruitment of ergonomists at various levels, formation of education, evaluation, and ergonomics intervention committees, formation of green university committees with the participation of ergonomists, and the establishment of ergonomics training centers at universities. The sixth main code identified is Macroergonomics and graduation standards, which includes categories such as the quantity and type of skills and knowledge, the duration of the educational program, and the type and number of courses.The findings suggest that implementing Macroergonomics principles in higher education can lead to long-term benefits, such as addressing the needs and expectations of all stakeholders, improving resource utilization and coordination, protecting the environment, enhancing the quality of life and services, and promoting equity in educational opportunities for generations to come. Ultimately, this can contribute to the overall well-being and success of higher education institutions.

Reflection, as a link between theory and practice, has been examined in teachers studies through various ‎approaches and perspectives. The present study aims to explore the conceptual development of reflection by ‎identifying philosophical-theoretical paradigms, extracting empirical reflective themes, and analyzing their ‎interrelationships. This qualitative study, using a systematic review strategy and a deductive–inductive theme-‎based analysis method, has examined 91 sources (including 32 theoretical and 59 empirical sources) published ‎between 1983 and 2025. The findings revealed six foundational paradigms—pragmatism, phenomenology ‎‎(descriptive and interpretive), constructivism (cognitive, social, and critical), critical-social theory, ‎poststructuralism, and emerging post-paradigm approaches (such as complexity theory, critical realism, and ‎post-humanism)—each emphasizing a distinct dimension of reflection. Analysis of the empirical studies led to ‎the identification of a wide range of frequently recurring reflective themes (22 themes), ranging from technical, ‎practical, and critical reflection to diffraction, causal, and multidimensional reflection. This study, by presenting ‎an integrated view of the theoretical and practical foundations of reflection, offers a conceptual framework for ‎analyzing and enhancing teacher education at theoretical, instructional, and policy levels. While reflection in ‎the past was mainly defined as a tool for revisiting practice, the findings of this study emphasize that reflection ‎should be redefined as an existential, critical, social, and technological process. Teacher reflection, as analyzed ‎in this research, is necessary not only for being a teacher but for being an “educational human” in the ‎contemporary world.‎

The purpose of this study was to identify the components and methods of microergonomics used in higher education in the studies conducted in this field by the method of synthesis. The methodological approach in this study was qualitative using synthesis research and content analysis method.

Regardless of the time frame 105 articles were found by referring to the reliable article and scientific databases, in the field of microergonomics in higher education. Among these articles, 14 were selected as samples purposefully.

The findings of his study revealed the most important indicators identified in the field of microergonomics research in higher education, which included the ergonomic design of teaching and learning equipment, supplies and tools, matching of the body dimensions and the dimensions of tables and chairs used, the ergonomic design of university spaces, ergonomics for order, discipline, cleaning, repairs and maintenance, special ergonomics for women and older people, ergonomics in performing tasks and determining workload, environmental ergonomics and atmospheric conditions and also general ergonomics education.

Microergonomics is one of the most important sciences whose implementation is needed in higher education, and it plays a role in the health of academics and in making teaching and learning more effective.

The study investigated scenarios and strategies of academic knowledge diplomacy to advance the internationalization of the University of Kurdistan from the viewpoint of its international postgraduate students. Through semi-structured interviews with 25 students (18 master’s, 7 doctoral), researchers applied Causal Layered Analysis (CLA) to uncover four analytical layers: Litany: Surface concerns like affordable yet insufficiently funded tuition, infrastructure limits, and language barriers. Systemic Causes: Structural issues including informal markets for translation and thesis services, administrative corruption, and weak oversight. Worldview/Discourse: Cultural and religious affinities that bolster the university’s credibility and students’ sense of belonging. Myth/Metaphor: Perceptions of the institution as a “hotel” and students as “tourists,” reflecting a transactional engagement. A subsequent SWOT analysis highlighted strengths (affordable fees, rankings, cultural ties), weaknesses (language and support gaps), opportunities (regional partnerships, digital growth), and threats (political instability, shadow markets). Four strategic approaches were proposed: Offensive: Leverage strengths and opportunities. Reorientation: Use opportunities to mitigate weaknesses. Defensive: Address weaknesses to counter threats. Survival: Harness strengths against threats. Key recommendations include coordinated digital marketing, infrastructure upgrades, administrative transparency reforms, targeted language programs, and expansion of regional research networks—underscoring the need for an integrated economic, cultural, and organizational approach to knowledge diplomacy.

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 main purpose of this research is to examine the typology of the elementary exemplary teachers' perceptions of the concept of teaching from the perspective of practical knowledge discourse. To this aim, the qualitative research approach and phenomenography research method were used. As the sample, eleven elementary teachers from all grades in Sari (Iran) were selected using criterion type purposeful sampling with maximum diversity. And the research data were collected through field notes, semi-structured interviews, and stimulated recall interviews during the academic year until data saturation was reached. The content analysis was used for data analysis at 5 levels. The findings showed that the participants adopted three content-oriented, critical-community-based, and learner-centered orientations to teaching. Among these orientations, the learner-centered orientation is a more desirable approach in terms of the concept of teaching in actual teaching practice. Also, it was concluded that the realization of teaching-learning strategies of the national curriculum document is subject to changing teachers' perceptions of teaching and reforming the culture of instruction and the social expectations of teachers.

The purpose of research was to compare the characteristics of teacher education system with an emphasis on the policy making process and admission procedures in Finland, England, Japan and Iran. The research method was a qualitatively comparative approach using four-stage regional model of Bereday. Scientific documents and reports related to the teacher education system in the four selected countries were used to collect data. The findings showed that, in terms of policy frameworks, the teacher education system in Iran, unlike the other three countries, follows a centralized structure that originates from ideological thought. The structural and administrative concentration and vital role of supranational institutions in the policy-making and decision-making processes have caused the teacher education system in Iran to lack institutional independence and academic freedom. Contrary to England and Finland, in Iran and Japan, obtaining legal obligations from student-teachers is considered an important precondition for continued work in the educational system. Also, the results reveal the similarity of Iran's teacher education system with England, Finland and Japan regarding the necessity of participation of candidates in a national exam, while in terms of educational qualifications and degree of discretion and freedom of action of universities in the admission process, there is a difference between Iran and other countries.

The aim of the present study is identifying the contextual components of design and development of entrepreneurial branding of Iranian industrial universities. So that, the present research seeks to take advantage of the postmodern paradigm and considering the approach of university entrepreneurial branding, by conducting interviews with professors of industrial universities in the country, extracting the most important categories of university entrepreneurial branding design and development and finally, based on the findings, proceed to provide a suitable framework for entrepreneurial branding of industrial universities.

For this purpose, the method of phenomenological qualitative research was used. The research community was industrial universities experts. Based on the research method, using purposive sampling method and including 32 industrial universities experts were selected. The data collection process was performed using a semi-structured interview. To determine the validity of the interviews, two methods of member checks and peer review were used. To analyze the data, the data encoding technique of open and axial coding levels was used.

Findings indicate that the four main components of “design and development missions”, “products and services”, “human resources” and “development of university capabilities” are the most important components of the design and development of entrepreneurial branding of the university. In the following, several pivotal components are presented for each of the main components. In such a way that for the main component of the missions key components of “education”, “research”, “scientific policy” and “internationalization”; for the main component of products and services pivotal components of “student” and “university products and services”; for the main component of human resources core components of “staff” and “faculty” and for the main component of capacity development core components of “finance”, “marketing” and “infrastructure” are suggested. Finally, for each of the pivotal components, the university's entrepreneurial branding design and development strategies are presented. Finally, for each of the core components, strategies for the design and development of entrepreneurial branding of the university are presented.

Based on this, it is generally suggested that industrial universities form a committee consisting of experts and professionals in the field of branding, in order to identify and evaluate the strengths and weaknesses of the unique value of the university brand and make principled and logical planning, to make the best possible use of opportunities in order to lead to the improvement of the university brand. It should also be kept in mind that branding is a complex and multifaceted work that must be done with due care, necessary time investment, necessary financial allocation and detailed planning.

Identifying the components of teaching at the Brand University is considered to be one of the most important and basic missions of the Brand University. The purpose of this study was to identify the components of teaching in branded universities. For this purpose, qualitative phenomenological research method was used. Based on the above method, purposeful sampling and data gathering were done using semi-structured interviews. The data were analyzed at open and axial coding levels. The research sample was selected by sampling method and included 32 experts in Sharif University of Technology. According to the analysis of the interview findings, nine main categories or strategies have been proposed as the most important components of teaching at Brand University. Curriculum content development strategies, streamlining university curriculum, streamlining university evaluation system, and human resource planning for university professors as key components and policy-making strategies, strengthening the education management system, adopting a future-oriented approach, entrepreneurship development, developing free education programs, and designing and developing information infrastructure are considered as supporting dimensions of teaching at Brand University. In addition, these components each consist of multiple categories and subcategories and have a specific definition appropriate to the participants' expressions. Therefore, it is necessary for university administrators to consider appropriate planning for the design and development of teaching components at the brand university.

approach is a way of looking at teaching and learning. Underlying any teching approach is a theoretical view of nature of education and how to learn in diverse educational envirement. An approach gives rise to methods that shape classroom activites and techniques to aid learning. In service teacher education is to a promote the continuous professional development by providing planned efforts to promote the professional growth and development of teachers.  This paper aims to compare the characteristics of the teacher education system with emphasis on educational approaches and in- service teacher training in Finland, the United Kingdom, Japan and Iran. The method is comparative research with qualitative approach. Existing scientific documents as well as the results of published reports on the teacher education system in the four countries were used to collect data. The results showed that training and internship course there is in Iran and Finland, England, japan. Educational approaches in Finland, England, japan are diverse, research- oriented and Scientific and technological discourses, and social changes, but in Iran is Traditional education – oriented. The purpose of in-service training for teachers in Finland, England, japan are real needs of teachers and Individual and organizational priorities, but in Iran is more religious issues.

Moral sensitivity is the first component of doing an ethical action. In fact, moral behavior of people in the context of social communications generally underlies in the realm of moral sensitivity. This research examines the predictors of moral sensitivity in teachers.

This research was a descriptive-correlational study in the population of elementary school teachers in Sanandaj city. The sample consisted of 285 people (206 women and 79 men) selected by stratified-stratified sampling. Data were collected using a questionnaire in three dimensions: moral sensitivity, psychological well-being and meaning of life. Data analysis was performed using multivariate regression tests.

The findings showed that variables of meaning of life and psychological well-being could predict moral sensitivity. Among components of the meaning of life and psychological well-being, the components of meaning search, self-acceptance, independence and environmental mastery have a significant relationship with moral sensitivity. Environmental mastery had the highest predictive power and the component of independence was the weakest predictor.

In the process of selection and recruitment of teachers, the variables of psychological well-being and meaning of life and moral sensitivity should be considered, also in in-service training courses these variables should be strengthened and developed.

The aim of this study is to provide a model based on the views and experiences of Faculty members on the fields of Knowledge Diplomacy application in educational studies as an interdisciplinary knowledge for communication and scientific exchange in universities to help the Scientific development of Iranian higher education system by using the capacity of interdisciplinary knowledge in the university educational programs. The approach of this research is qualitative and based on the strategy of Systematic Grounded Theory. The research scope included Faculty members in the field of educational studies at the universities of Kurdistan province, and 14 participants were selected through theoretical sampling and they interviewed by in depth and semi-structured interviews. The interview data were coded and modeled through the Maxqda 2020 qualitative data analysis software. Based on the findings, the central phenomenon of Interdisciplinary Knowledge Diplomacy in the internationalization of an Iranian University is based on causal conditions (linguistic issues in international education and research; and weakness of knowledge of educational and curriculum content of Iranian universities); Intervening conditions (decision-making in the academic policy-making system; promoting the development of communication and virtual education; and the structure of scientific-executive power and academic authorities); contexts (science production and research approach; qualitative development, competitiveness and academic prestige; and diversify cultural and social needs); strategies (development of Interdisciplinary diplomacy; Individual and academic science exchanges; and comparative educational studies with other countries) and consequences (achieving academic science authority, reconstruction of Interdisciplinary content knowledge, and familiarity with regional and International relations experiences).

Research synthesis of branding factors and criteria for higher education is the main aim of this study. The study is applicable in terms of purpose; research approach is qualitative of research synthesis type and the strategy is used based on the meta- synthesis of the theoretical frameworks and previous related research. The research community includes all countries whose branding information on higher education is available. The research sample includes 160 research abroad and 29 researches at the national level. For analyzing process of the synthesis data, the coding method was used for inductive content analysis. Accordingly, after examining the issue of branding in universities and higher education institutions, the most important branding factors and criteria were identified and selected from the research. In the next stage, based on theoretical foundations and research background, all the factors presented in the field of branding of higher education have been placed in the concepts and categories of the Lencastre & Côrete-Real branding approach. The Lencastre & Côrete-Real branding model has three concepts of identity, goal, and response, each of which contains three categories:  core, real and value added. Accordingly, research findings show that university branding is done in the form of two stages of brand equity creation planning (concepts of identity and purpose) and measuring brand equity (response concept). The brand equity planning phase includes the variables of naming, location, logo, educational missions, research, policy-making, internationalization, finance and infrastructure, personnel and personnel affairs, products and services, students, marketing and graduates. In the following, research has proposed strategies for each of these variables. Also, the findings of the university brand equity assessment stage include two parts, external and internal. The most important strategies for measuring external brand value include university academic reputation, university reputation, students' feelings and affection towards the university, brand loyalty and brand awareness, and the most important strategies for measuring internal brand value including graduate affairs, student services, student empowerment, infrastructure and The financial dimension of the university. In the following, the most important indicators for measuring the special value of the university brand in both internal and external dimensions are presented. In the following, the most important indicators for measuring the special value of the university brand in both internal and external dimensions are presented. Successful and effective implementation of the higher education brandingrequires adequate infrastructures, preparedness at the levels of knowledge, skill and attitude among students and professors as well as appropriate designing of educational programs based on meticulous needs assessments in the target population.

The main purpose of this study is exploratory factor analysis of factors measuring the brand equity of Kurdistan University. The research was conducted in two stages: designing a brand equity questionnaire and factor analysis with maximum likelihood. In this way, the equity assessment questionnaire for the university brand was first designed by higher education experts of Kurdistan University. In the next stage, using the perspective of Kurdistan University students, its exploratory factor analysis was prepared.

In terms of purpose, the present study is applied and in terms of method, it is a mixed research of successive exploratory type, first qualitative and then quantitative. The research community in the qualitative department was experts in the field of higher education at Kurdistan University. The number of samples: Five experts were determined by the purposive sampling method. Data collection tools include questionnaires and semi-structured interviews. To determine the reliability of the interviews, two methods of member check and peer review were used. Open coding method was used to analyze the texts and interviews. The community of the quantitative section included students of Kurdistan University; The number of samples is 400 students by relative sampling method. The collection tools of this step include a researcher-made questionnaire. To evaluate the validity of the questionnaire, face and content validity and reliability of the questionnaire were used by Cronbach's alpha method. For statistical analysis of data, exploratory factor analysis using the maximum likelihood method has been used.

The results of the first phase of the study were 87 items to measure the brand equity of the university. Also, in the second stage, the items measuring the university brand equity were classified into two external and internal underlying factors. Four factors; Students' academic credibility, reputation, feeling and emotion as external underlying factors and five factors; Empowerment and efficiency, alumni affairs, student services, infrastructure and financial dimension are categorized as the underlying factors of measuring the intrinsic brand equity of the university. In the next step, the items of each factor are extracted. In general, the results show that these factors are suitable for measuring the brand equity of the university. Accordingly, it is necessary for the university in the first stage to have a proper evaluation of its brand according to the proposed factors, and in the next stage to plan, implement and follow the special value strategy of its university brand.

The purpose of this study is to provide a framework for branding a technical university using the Lancaster and Kurt rail models. The research is applied in terms of purpose, descriptive in terms of data collection method and field in terms of implementation. The research sample is selected by purposive sampling method and includes 23 people. The data collection tool is a semi-structured interview. The research results show that university branding includes three concepts of identification, goal setting and response. Each concept has three categories, main, real and value added. For each category, one or more variables are presented. In the sense of brand identity, it is legally unique and has an independent identity in a competitive market. The main category includes naming, the actual category includes the logo and the value-added category includes university missions. The concept of purpose includes the services and products of the university and its requirements. The main category includes products or services and students, the real category includes staff and faculty, the added target category includes marketing and graduates. The concept of answer is to interpret the market performance of the university brand in the market. The main category includes the fastest person, the real category includes the image or perception of the person and the value added category includes the core value of the university brand. In the following, the strategies obtained for branding technical universities are categorized.

The aim of this research was to develop a conceptual model of Lancaster and Kurt Rail Higher Education Branding. The research approach was based on deductive qualitative content analysis. The research population included experts at Sharif University of Technology. Using purposive sampling method, 32 people were selected as the research sample. The data collection tool was a semi-structured interview. Data coding technique was used to analyze the data. The Lancaster and Kurt Rail branding models have three concepts of identity, purpose and response, each of which includes three main categories or core, real and added value. The concept of identity includes a set of signs, symbols and branding slogans. The concept of purpose includes the products, services and products, requirements and marketing of the university. The concept of response means interpreting the market performance of university brand products and services in the market. Based on the research findings, the developed branding model of the university had two stages of brand equity creation planning and brand equity measurement. The concepts of identity and purpose were intended for the planning process. Planning included all the strategies used in the preparation and implementation of the branding planning process of Sharif University of Technology. The planning stage included the variables of naming, location, logo, main and supporting missions, staff, professors, products and services, students, marketing and graduates. In the following sections of this paper, the main and pivotal strategies of the mentioned variables are presented. The concept of response is intended to measure the performance of the university brand. Measuring the specific value of the university brand is a set of measures that provide the final value of the university brand in internal and external dimensions by providing special dimensions and variables. The stage of measuring the brand equity of the university included the basic variables of measuring the brand equity of external and internal dimensions. Scientific credibility, reputation, students' feelings and loyalty were considered external infrastructure strategies while empowerment and efficiency, graduates, student services, infrastructure and financial dimensions were considered internal infrastructure strategies. Finally, the number of extract points to measure the university's brand equity were presented.

Recently, Iranian temperament has been considered by sociologists as one of the obstacles to development. The main purpose of this study was to identify the basic dimensions of Iranian temperament in the university context. Using a survey study and through available sampling method, 833 students and 266 university teachers from Allameh Tabatabai and Kurdistan Universities were studied. A researcher-made questionnaire was used to collect data, the content validity of which was confirmed by experts in sociology and higher education and its reliability based on Cronbach's alpha at the level of 0.9. Data were analyzed by exploratory factor analysis using principal components method. The results showed that the moods of Iranian students include; The six basic factors of stereotypical behavior and resorting to deception in scientific matters were multifaceted personality and jealousy, authoritarianism and uncriticism in interpersonal relationships, prejudice, bias and prejudice in scientific activities, the spirit of exploitation, narcissism and inclination to work. Also the temperaments of the educators include; The six factors of self-interest and violation of the rights of others in doing scientific affairs were the spirit of exploitation and multifaceted personality, authoritarianism and expectation, bias, prejudice and compliments in scientific activities, the spirit of inquiry and scientific persistence, narcissism and desire for personal work. . Overall, the results showed that the temperament of teachers and students is a manifestation of the general temperament of Iranian society.

In order to explore the cultural domains of Tehrani elementary schools vis-à-vis distributed leadership, a sample of 16 teachers, 8 assistant principals, and 8 principals was selected purposefully from districts 2, 6, and 11. The informants were interviewed in a  semi-structured fashion. Data analyses revealed 19 main factors upon which a model for the cultural domains of the elementary schools in Tehran was developed. These factors stem from the respondents’ understanding and interpretation of the school cultural aspects. In the selective coding stage a central factor from among all the main factors, namely the dominance of an individualistic atmosphere, was extracted, upon which a theoretical narrative is developed. Finally, in the light of the analyses of the schools’ cultural aspects, the possibilities of implementing distributed leadership in Tehrani elementary schools is discussed.

The present study aimed is design and validation the model of espoused beliefs and values for organizational culture of schools based on Islamic ethics values. The research method is mixed; with a sequential exploratory design in two stages, the content analysis and survey. The statistical population included 821 guidance schools and theoretical high schools in Kurdistan province. Qualitative data was gathered through multiple sources in a targeted manner, and theoretical saturation considered. The validity of data was achieved through focus group. Quantitative data was gathered through the questionnaire in a sample size of 350 people that selected by multi-stage cluster sampling, and analyzed using structural equation modeling, Friedman and one-sample t test. The result of qualitative findings, was designing the model of espoused beliefs and values in dimensions: 1) spiritual values including faith, piety and worship; 2) individual ethics values including chastity, solvent acquisition, hygiene and health, and moderation; 3) Professional ethics values including professional development, responsibility, and participation; and 4) social ethics values including justice, Etiquette, unity and reformation. The quantitative results indicated that the model is fitting; there is a significance difference in the priorities between the dimensions of model, and the existence status of schools in all dimension is higher than the mean and at the desirable level.

The purpose of this research was to investigate the effectiveness of the teachers’ guide books for the sixth-grade science and mathematics courses in primary schools in Iran, according to the eight elements of curriculum development. This research was an applied and descriptive survey. The statistical population included all the educational experts and sixth grade primary school teachers in state schools in the second educational zone in Urmia. Of this population, 173 individuals (135 teachers, 38 experts) were randomly selected as the participants in the study. Data was collected using a researcher-made questionnaire. Data analysis involved both descriptive (frequency, frequency percentage and average) and inferential (repeated measures ANOVA, and t-tests) statistics. The results revealed that both teachers and experts found the teachers’ guide books not equally effective with respect to the eight elements of curriculum development; purpose, content, teaching method, and evaluation method were respectively the first four significant elements to the participants and “educational materials and resources”, and “space and educational facilities” were correspondingly the seventh and eighth important elements. The differences between teachers' and experts point of views on the efficacy of math teaching guide book was significant at p ≤ 0.05 level but for the science teaching guidance book it was not significant.

The current study aims to identify challenges and problems of organizational contexts in order to develop distributed leadership (DL) in primary schools. In this research, the qualitative method and the theory approach were conducted. The field of the study was primary school teachers in Tehran. Twenty-four teachers chosen through theoretical sampling method. The data collection method was a semi-structured interview. Data were analyzed by open (500 concept), axial (172 subcategory and 35 principle category) and selective (The most abstract category that covers the entire conceptual space of the principle categories) coding. In the axial coding analysis, next extracted of categories, interaction/practice categories division to six dimensions (humane force and capacities, personality and professional issues, curriculum, evaluation and supervision, perspective and goals, meetings and educational courses) and the organizational context model for elementary schools in Tehran was designed. Then, in the selective coding phase, the core category, abstracted from all the main categories, was presented as the efficacy weakness of the primary schools. In the end, considering the organizational context analysis, designed conceptual model of distributed leadership for them. Results show that the unprofessional bureaucratic structure has created many organizational difficult and challenge for primary schools. Therefore, the implementation of DL in primary schools requires the design and implementation of specific policies consistent with the theory of DL.

This study aims to investigate teachers' perception of their own welfare, identifying its affecting factors and suggesting mechanisms to improve teachers' welfare. As a an exploratory mixed method research both qualitative (grounded theory and quantitative (survey and correlational study) were applied simultaneously. Participants for qualitative study composed of 12 teachers in Sannadaj who were selected purposefully using theoretical sampling. Moreover, using cluster sampling 416 teachers were selected for the survey study. In order to collect data, deep interview and questionnaire were applied. The qualitative findings showed that from the participants view point welfare is a comprehensive concept and has material and mental dimensions which can be influenced by political (state policy), social (values, attitude), economic (quantitative and cost attitude), organizational (management and process), individual (teachers' role), professional (professional identity) factors. The qualitative findings also revealed that teachers welfare can be improved through comprehensive social efforts, teachers own will and efforts, recognizing and supporting teachers professional association. Quantitative findings showed a significant relation between teachers’ gender and material and mental welfare (t = 0.498). Additionally, positive relationship between teachers’ level of education and their perception of welfare was confirmed (t = 2.55). salary and incomes are among the most important welfare indicators. Furthermore, teachers have pointed out that the teachers’ welfare can be improved by creating a quality mechanism in education.