سید محمد میرکمالی

Considering the increasing trend of the migration of academic elites and the failure of many of them to return to the country in recent years, the aim of the present study is to identify the factors affecting the migration of academic elites from the perspective of the functions of the higher education system in Iran.

The research, in terms of purpose, is applied, and in terms of data collection, is qualitative, using documentary study and systematic review methods. Accordingly, scientific-research articles published in Iran (2002-2022) in domestic scientific-research databases including Noormags, Magiran, and the Humanities Database were reviewed. Then, based on criteria such as the relevance of the articles to the main research topic, the focus of the research on academic elites, attention to the components related to the functions of higher education as a factor affecting the migration of academic elites, being scientific-research articles, and a specific time frame, 34 articles were selected from among 944 studies through examining the title, abstract, and content, and fanally were analyzed. The credibility of the qualitative findings was confirmed using the method of triangulation, as well az the principles of Lincoln and Guba and Creswell's strategies.The results of the systematic review led to the identification of two categorical clusters of "internal push factors" and "external pull factors" including 11 components and 34 concepts. 

Regarding the main research question of identifying the factors affecting the migration of academic elites in Iran from the perspective of the functions of higher education and reviewing the research conducted in the past twenty years (2002-2022), a total of 11 components were identified, including 6 components in the category of push factors (insufficient quality of educational functions; insufficient quality of the research ecosystem; inadequate efficiency of the innovation system; inadequate efficiency of the research ecosystem; inadequate efficiency of the innovation system; inadequate efficiency of the education governance system; problems and obstacles in attracting and retaining academic elites; inappropriate academic culture and climate) and 5 components in the category of pull factors (desirable quality of the education system; desirable quality of research; the existence of a suitable academic culture and climate; an efficient system of retaining and career development of faculty members; and the dynamic relationship between the university and society). Based on this, although the reasons given for the movements and displacements of elites are highly diverse and numerous, alongside economic, political, and social factors, one of the most important push factors leading to the migration of academic elites in developing countries, including Iran, is access to high-quality higher education from various dimensions. Consequently, in order to address the phenomenon of academic elite migration in Iran as an inevitable phenomenon and a global trend, policymakers and authorities, particularly in the field of higher education, should focus on strategies to better utilize the capacity of elites outside the country in the form of elite circulation, in addition to efforts to address and reduce internal pressure factors and improve the quality level of higher education within the country to retain and preserve elites, as well as efforts to facilitate the return of migrants.

The concept of innovation is one of the concepts that has been misunderstood in various areas, or confused with concepts such as entrepreneurship, creativity, or change, and has been used synonymously as an adjective for individuals and institutions, especially for the academic institutions. The present study has been conducted with the aim of investigating this concept versus entrepreneurship and also extracting the specific characteristics of the innovative university in the existing literature by a qualitative method. In this regard, the meta-synthesis method has been used as a method to create a new idea or new interpretation of the findings of previous research (26 international scientific articles and 7 domestic articles among 352 papers over a period of fifty years). Consequently, depending on the model deriving from the research, it was identified that one of the key features of an innovative university is multiple interactions, especially with civil society, and also fulfilling the social needs. Therefore, the innovative university is more reminiscent of the concept of an "adaptive university" with an emphasis on adapting to the social needs of a changing environment, rather than merely achieving financial benefits.

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

The aim of this study was to investigate the factors related to the effectiveness of technical and vocational training. The research method was descriptive survey and the statistical population consisted of 124 full-time permanent and semi-permanent as well as contractual teaching instructors. The research tool used was researcher-made questionnaires measuring the status of these factors in the target community in three general areas of individual, educational and organizational factors. The use of partial least squares method to confirm the validity of the model showed that all observable and local variables had a factor load higher than 0.6 on their corresponding internal variable and were confirmed at the level of 0.01. The results showed that the mean score of individual factors was higher than the average hypothetical mean of research and desirable (Sig = 0.000, M = 3.43), the mean score of educational factors was higher than the hypothetical mean of research and desirable (Sig = 0.000, M = 3.35), and the mean score of organizational factors was lower than mean and undesirable (Sig = 0.01, M = 2.81).

The aim of this study was a multilevel analysis of the factors affecting the professional development of faculty members.

The present study population consists of 650 faculty members of Shahid Bahonar University of Kerman in 1398 and the study sample was selected by proportional assignment method consisting of 289 people. The instruments used in this study consist of three researcher-made questionnaires whose validity has been evaluated using structural validity and their reliability has been evaluated using Cronbach's alpha method and composite reliability and for analyzing the collected data using The questionnaires used descriptive statistics (mean, standard deviation, minimum, maximum, skewness and elongation) and inferential statistics (multilevel analysis).

The results of this test show that with each unit change in organizational factors of the second level (faculty), professional development of faculty members 0.52 units, managerial factors 0.01 units, process factors 0.06 units, factors Individual change 0.22 units and social factors change 0.08 units. Also, with each unit of change in management factors, the professional development of faculty member’s changes by 0.06 units; With each change in the process factors of professional development of faculty members, 0.15 changes; With each unit change in individual factors of professional development of faculty member’s changes 0.13 units and finally with each unit change in social factors of professional development of faculty member’s changes 0.15 units. According to the obtained results, it seems that all the mentioned factors have a significant impact on the development of the professions of the faculty members and organizational factors have the most and managerial factors have the least impact on the development of the professions of the faculty members.

The present study aims to investigate the relationship between the locus of control and social responsibility with the mediation of professional ethics among elementary school teachers in Shahr-e-Rey. The research method was descriptive-correlation and structural equation modeling. The research population included all elementary school teachers of the first and second districts of Shahr-e-Rey (1160 people). The sample size was determined by Cochran's formula, 218 people. The stratified sampling method is proportional. To collect data, the control locus questionnaire with reliability (α = 0.84), professional ethics with reliability (α = 0.96) and social responsibility (α = 0.91) was used, whose content validity was checked using experts' opinions. And it was confirmed. Also, the construct validity of the questionnaires was checked and verified using confirmatory factor analysis. The findings showed that among the components of professional ethics, the component of justice and the component of responsibility had the ability to predict social responsibility. Structural equation modeling has also indicated the effect of locus of control on professional ethics (γ=0.50) and social responsibility (β=0.14). Also, professional ethics have directly influenced social responsibility (β=0.54). Finally, locus of control has been influential on social responsibility (γ=0.06) through the mediation of professional ethics. The results showed that the social responsibility of teachers is rooted in the rule of professional ethics on their vision, behavior and action, which itself is caused by the situation of the locus of control (internal or external) of people. Therefore, if teachers accept responsibility for their actions and attribute successes and failures to internal factors, they will move in the direction of professional ethics and will not only be clothed with ethics in the divine and personal dimension, but also towards others and They will feel responsible for their surroundings.

The aim of this study was to predict the performance of primary school principals in terms of components of brain executive functions. The present study is a descriptive-correlational and statistical population including all school principals in District 7 of Mashhad. The sample size of 106 people was determined by stratified sampling method using proportional calculation using Cochran sampling formula. Data were collected using the Executive Function Questionnaire with reliability (0.88) and the school principals' performance evaluation questionnaire with reliability (0.90). The results of Pearson correlation coefficient showed that there is a positive and direct correlation between executive functions of managers' brains and their performance (sig = 0.0001, r = 0.71) at a significant level (a = 0.01). Also, the results obtained from stepwise regression showed that in the best predictive model (fifth model) for the performance of primary school principals in District 7 of Mashhad, the component of Social cognition has the least predictive role (Beta = 0.156) and the flexibility component has the most predictive role (Beta= 0/482). According to the obtained findings, it is necessary to ensure the high level and quality of their functions in order to select and appoint school principals in order to perform their duties optimally.

 Today, the higher education system is faced with many economic, political, and societal changes. Rising international competition, diverse students, increasing demand from industrialized societies, declining budgets, and rapid technological advances are among the key drivers of change in such an environment. In other words, change is a necessity for higher education, not an opportunity. Organizational culture is one of the factors through which the necessary changes can be easily made in the system and create new orientations in the organization. Thus, it should be noted that the success of the change process depends to a large extent on organizational culture and employees’ willingness to adapt to new work environments. Therefore, considering the importance of organizational culture in directing the change programs in organizations, especially in educational ones, the current study was to examine the relationship between organizational culture and change programs in Iranian universities.

 THEORETICAL FRAMEWORK :

After reviewing previous research, it was found that there exist two other programs (change in process and results) in addition to three traditional change programs (Change in structure, technology, and human resources). These two programs were also considered in the current study. On the other hand, in order to study organizational culture, the current research considered the components of innovation, attention to detail, attention to the outcome, attention to members of the organization, attention to the team, and ambition

 The present cross-sectional research is an applied study in terms of purpose, and in terms of method, it is a survey. At first, this research has reviewed the literature on organizational culture and change programs in universities. Needed data to test the relationship between these two variables was collected by a questionnaire and then was analyzed.

 The focus of this study was on a comparative investigation of the relationship between change programs and organizational culture in Azad, public, and Payam-e-Noor universities. In this regard, five types of change programs (human resource, restructuring, technology, process, and results change program) were identified. The structural equation model of the research was evaluated and fitted. Finally, organizational culture and its relationship with change programs were compared in different universities.

CONCLUSION & SUGGESTIONS:

The results of comparative investigations showed that there is a significant difference in the mean value of all dimensions of organizational culture except for attention to detail and attention to members. This implies the difference in organizational culture and change programs between different universities. Also, results indicated that, in public and Payam-e-Noor universities, there is a positive, strong, and significant relationship between organizational culture and change programs. But in Azad Universities, the above-mentioned relationship is weak. It was also found that this relationship is stronger for Payam-e-Noor Universities than for public universities. The results of this research help managers to select change programs that are compatible with the specific culture of their university and will help them succeed in the process of implementing change programs. In order for this to be possible, it is recommended that university administrators consider that organizational culture as a necessary factor for implementing the change programs. They should increase their knowledge of the university-specific culture to create the necessary context for improving and strengthening the organizational culture in line with the acceptance of change programs.

Today, the study of executive functions, which is one of the main controllers and coordinators of human behavior, has received widespread attention. In this study, an attempt was made to identify and categorize the theories, models, and components that make up the executive functions of the brain by systematically reviewing internal and external studies. To collect data and after searching for specialized research keywords, including; Theories of executive functions of the brain, components of executive functions of the brain, models of executive functions of the brain, in international databases; Science Direct, Springer, Wiley Online Library, ERIC, Sage Journals, Emerald and National Databases; Ensani SID, Magiran, Noormags in the period (2000-2020) and (1379-1399), 54 articles were retrieved. Findings led to the identification and categorization of five theories of 15 models of brain executive functions, and 30 components of the executive functions of the brain. The results show the irreplaceable importance of executive functions as the most important skills necessary to acquire and promote mental and physical health, academic and professional success, success in life, social and cognitive development of individuals whose failure can lead to a wide range of behavioral and emotional problems. It is acknowledged.

The purpose of this study was to determine and prioritize organizational factors affecting the professional development of faculty members. The research method is exploratory in terms of purpose of data collection and in terms of data collection. In the qualitative section, 34 internal and external researches were identified and evaluated using cross-sectional method to determine the organizational factors influencing professional development. Then, to determine the importance of these factors in the quantitative section, the viewpoints of faculty members and heads of departments of Shahid Bahonar University of Kerman were used (N = 650). Sample size in this section was determined using Cochran formula of 242 persons. Based on cross-sectional results, 15 factors influencing the professional development of faculty members were identified and their importance was emphasized by faculty members and heads of departments. These components were categorized by nature into five categories: organizational structure, technology, organization, organizational resources, and strategy; organizational resources ranked highest and technology factor ranked lower than other factors. It seems that the 15 components extracted in this study can play a significant role in the professional development of faculty member.

The purpose of this study is to determine the methods of dealing with unqualified teachers. The present study is based on the applied purpose and the method of collecting the findings using the phenomenological method. The statistical population of the study was three groups of officials of education departments, primary school principals and university experts in the field of professional qualifications of teachers who were selected using purposive sampling method. The data obtained from this section were analyzed through content analysis. Four categories of preventive, corrective, supervisory and punishment actions were identified.Preventive actins include; designing an effective recruitment system based on professional competencies, improving the quality of teacher training courses, designing and implementing mechanisms related to culture building, paying attention to motivational factors and environmental health factors, enriching teachers 'jobs, raising teachers' competencies as concerns, identifying challenges ,The issue of incompetence of teachers in a systematic way is the design and implementation of appropriate mechanisms to encourage and support qualified teachers, select and employ qualified managers, planning. Preventive actions include; designing an efficient recruitment system based on professional competencies, designing and implementing mechanisms related to culture building, paying attention to corrective measures including designing and implementing training courses, designing and implementing empowerment programs by colleagues, designing and implementing teacher empowerment programs By experts, design and implementation of teacher empowerment programs through the self-development system, design and implementation of teacher empowerment programs by principals and provide feedback, the principals. Monitoring actions include; Includes continuous monitoring and control of teachers' performance.

Considering the prominent role of principals in achieving the goals of organizations, especially school principals, it is very important to pay attention to and evaluate their performance. Therefore, the present study aims to provide a conceptual model for evaluating the performance of school principals. The research method is qualitative and meta-combined. Data collection was done by documentary method and by reviewing all scientific sources related to the subject of evaluating the performance of school principals (domestic 1380-1398 and foreign 1990-2011). To this end, in the last two decades, the keywords of evaluating and evaluating the performance of principals, duties of principals, performance standards of principals, characteristics and competencies of principals and professional competencies of principals (schools) in internal databases such as scientific database; SIDs, and external databases such as Google Scholar, Scopus, Emerald, Elsevier, Proquest Spinger Taylor, and Francis were examined with a complete review of 47 sources from 1123 primary sources, 8 main components, and 28 subcomponents as criteria for evaluating school principals' performance. , Identified and classified. It is noteworthy that the findings of this study as a model after going through seven steps of meta-combination and screening of backgrounds and resources obtained, finally by examining 47 sources, the components of school principals' performance evaluation were obtained. Also, after analyzing the components into 28 components and 8 dimensions, which include "Educational Leadership", "Organizational Management", "Resource Management", "Communication Management", "Professional Management", "Ethical Management", "Students' Academic Achievement" And "Client Satisfaction" were categorized. Educational Leadership: Educational leadership is an effective process of guiding the talents and energy of teachers, students and parents in achieving common educational goals, whose role is to support, strengthen and help, and ultimately cooperate with members of the organization to improve and develop education in schools. In this study, educational leadership refers to a set of core responsibilities of school principals, namely guidance and leadership, teaching learning, vision definition, professional development, motivation, support, cultural education and improving the school climate. In the role of leadership, school principals direct the activities of staff or teachers and students in order to achieve the goals of the organization, and also teach and teach them, which is the most important task of school principals, to develop students and to develop the professional profession of teachers. . In order to achieve the goals of the organization, it draws a common vision that is clear to all members of the organization and creates a common understanding of it for teachers, staff and parents. In the motivating role, it recognizes and understands the needs, behavior and personality of students, teachers and staff and guides the behavior towards the desired behavior based on feelings of respect, value, positive self-concept, cognition, self-awareness, justice and understanding the talents and strengths of individuals. Also, in the role of support, it should be the source of solving the problem and opening the work knot of teachers, staff and students. In this sense, the principal is responsible for providing the necessary information, favorable contexts and opportunities to solve the problems of teachers and students, and in the role of educational and cultural affairs, the director cooperates with extracurricular activities that are outside the official programs related to educational and cultural issues. The principal works with a foster care teacher in the school with the aim of protecting the boundaries of belief and preserving the achievements and explaining the values ​​of the country, as well as the development of students' social skills. The school atmosphere is a relatively stable quality of the school environment that is created through the relationship between principal and teachers, teachers and teachers, teachers and staff, teachers and students, or relationships between students, and is based on a collective perception of school behavior. Other schools are distinguished in terms of the effect that the school atmosphere has on the success and performance of the school should be given serious attention by school principals, and the principal in this role should seek to create a joker and effort and intimacy and camaraderie in the school. Organizational management: Organizational management refers to the general duties of principals in schools. In this model, the set of functions of managers, namely planning, organizing, coordinating, monitoring and controlling, decision-making, evaluation, implementation, their organizational management is considered. Planning is very important in management. This importance arises from the fact that effective planning affects the behavior of management and the organization in practice and deeply, and enables effective control of organizational activities. In order to be organized in the school, the principal must identify the activities necessary to achieve the goals and implement the programs, as well as group the activities according to material and human resources. And in coordination to create unity and unity between the activities of different units of the organization so that the goals of the organization are effectively achieved. Every purposeful collective activity requires supervision and control, the realities of organizational life require precise control of their activities. Organizations are subject to constant change and therefore their activities are becoming more complex day by day, the employees of the organization are human beings and their behavior is not free from error and mistake, and delegating authority to facilitate the work is inevitable. All of this points to the supervision and control of school principals and highlights its importance. Decision making as one of the important functions of management is at the forefront of all tasks and is present and influential in all other functions without exception. If we think that decision-making means choosing one of the various ways to solve a problem, we can not do any planning, organizing, monitoring and controlling without making a decision. No management and organization can achieve its ideals and goals without reviewing the results of its work and performance. Evaluation is one of the basic tasks of management that measures the achievement of goals by reviewing and researching the performance of individuals and the organization and provides the grounds for removing obstacles, modifying methods, improving forces and finally going through other stages of movement and growth in the organization. Once all the processes of management functions, including planning, organizing, coordinating, and decision-making, have been identified, it is time to implement and implement these decisions. Implement the rules of the country's education system properly in schools. Resource Management: Resource management means the management of human and financial affairs and material affairs. In human affairs, the principal deals with the administrative affairs of the students and school staff, and in financial affairs, he spends the school budget, allocates resources, saves expenses, etc., and in material affairs, he takes care of the school building and property. In the humanities, the principal is responsible for the admission, registration, grouping of students and maintenance of various statistics such as personal and academic records and information, as well as identifying the abilities and needs of students and teachers and their upbringing, as well as recruitment, employment, training and employment. Pays for their maintenance and so on. In the present study, the principal's finances mean the success rate of the principal in budgeting, resource allocation, cost savings, etc. in the school. And the purpose of material or physical affairs is to provide the necessary information in the field of educational materials and facilities, facilities, classroom equipment and forecasting future needs and facilities, etc. Communication Management: Communication management means the set of communication skills of managers' cooperation and partnership with teachers, parents and success in communicating effectively with students and communicating with outside communities. Professional management: Professional management means the ability of the principal in creativity and solving problems and problems of the school and providing appropriate solutions, receptive and demanding change and innovation in the school. Problem Solving In art management, finding ways to get from where you are to where you want to go is defined, although it is assumed that the manager does not already know how to get there. Creativity is one of the basic aspects in expanding the capabilities of knowledgeable human resources. Change in educational institutions always happens and creates opportunities for positive growth. In order for educational administrators to become real leaders, they must consider change and innovation as positive challenges for the improvement of their country's schools and educational districts, so according to this concept, one of the basic roles and responsibilities of administrators is change and innovation within the organization. In the technology component, a school principal must be able to apply new methods of information technology in performing professional and organizational tasks. Ethical management: Ethical management means a set of behavioral characteristics that lead to the observance of the common rights of colleagues and stakeholders and is manifested in issues such as justice and fairness, judgment, accountability and responsibility, etc. Fairness from the root half means equal distribution of resources, but justice from the root of justice seeks to allocate resources in an efficient, effective and principled manner and with maximum satisfaction for the parties. In this regard, a fair manager seeks to halve everything among his employees, while a fair manager seeks to find a way to best allocate resources between the proportion of efficiency and performance with the availability of resources. Now these resources can be financial resources, such as salaries, wages, or based on material and non-material rewards, the amount of attention paid to staff or training facilities. Accountability is a commitment to responsibility and is one of the basic and important characteristics of managers. Responsibility is a sense of duty and commitment on the part of management to meet the needs or interests of stakeholders. In other words, the performance of the entrusted tasks is well defined by the management in order to maintain and promote the welfare of the stakeholders and the goals of the organization. The term accountability refers to the concept of "answering". In other words, accountability is defined as taking on the results and consequences of actions and actions, if the needs and interests are not met, as well as measures to improve the situation. The rate of academic achievement and growth of students: In any education system, one of the important indicators for evaluating the performance of schools is the rate of academic achievement of students. In schools, the performance of school principals directly affects the performance of teachers and indirectly affects the academic achievement of students. Therefore, in any education system, one of the important indicators for evaluating the performance of schools is the academic achievement of students. Client Satisfaction: Satisfaction is a positive feeling that is created in stakeholders after receiving services, and this will happen if the principal at the school meets the expectations of his clients. The results showed that paying attention to the identified dimensions can help senior principals in accurately and comprehensively diagnosing the performance of school principals, and provide the basis for optimal decision-making, selection and correct selection.

The aim of this study was to determine the relationship between organizational learning and communication skills with organizational conflict in the staff of the Education Department of the four districts of Karaj. The study method was correlational. The statistical population of the study included all employees of the Education Department of the four districts of Karaj. According to the statistical population, a sample of 265 people was selected and selected by stratified random sampling. Data collection tools were Nif Organizational Learning Questionnaire (2001), Baron and Hadadi Communication Skills Questionnaire (1986) and Shirkhani Organizational Conflict Questionnaire (2011). Data analysis was performed using Pearson correlation coefficient and multiple regression test (stepwise). Findings of this study showed that there is a relationship between team learning and information skills variables with organizational conflict (P <0.05) and team learning and information skills variables have the predictive power of organizational conflict. It seems that by cultivating the spirit of learning in the organization and also improving the communication skills of employees, individual and organizational conflicts can be prevented.

Universities, as a driving force in any country, play a key role in achieving various aspects of development. The most important asset and competitive advantage of any organization are its human resources. University employees, too, play a striking and influential role in the quality of the performance of their organization. Therefore, it is very important to address issues related to employees’ performance. The aim of this study was to explain the relationships between organizational silence and organizational commitment and their effect on employees’ social responsibility. Data were gathered through questionnaires distributed among 132 employees and were analyzed by structural equation technique. The results show that organizational silence has a positive and significant effect on social responsibility. Social responsibility has a positive and significant effect on organizational commitment. Also, results confirm the negative and significant effect of organizational silence variable on organizational commitment through the mediating variable of social responsibility. Finally, suggestions have been made for executives and researchers.

The present study was conducted to investigate research related to knowledge management in marine sciences of the Islamic Republic of Iran. The research method was qualitative and meta-analytic, and the statistical population consisted of 1740 references. First, 140 sources were selected based on the abstract, then 23 sources were selected based on the content, and finally 20 sources were selected as the relevant sources as the statistical sample. The results show that 95% of the research on the concept of knowledge management in marine sciences has been written by faculty members of the universities and the remaining 5% by students. Also, the mentioned researches have been conducted in different cities of Iran, which have been the most frequent in the national level of Mazandaran province. 75% of the researches have used quantitative research methods. Finally, the results indicate that in the research conducted by researchers on components and variables such as organizational intelligence, emotional intelligence, quality of work life, organizational performance, organizational efficiency and effectiveness, organizational communication effectiveness, strategic thinking, decision-making power of managers and commanders, information technology and Communication, organizational culture, organizational learning, organizational innovation, and servant leadership have received more attention.

The purpose of this research was to identify and explain the factors affecting the professional development of faculty members with emphasis on the role of educational departments. The research method is mixed (qualitative-quantitative) research. The statistical population in the qualitative section is the articles related to the professional development of faculty members out of which 42 articles were selected as sample; the data collection tool is the checklist in the qualitative section. In the quantitative part of the statistical population, the heads of educational departments and faculty members of Shahid Bahonar University of Kerman (N = 667) and the sample was proportional to the number of 244 persons. In the qualitative section, 14 factors influencing the professional development of faculty members were identified, whose importance was acknowledged by faculty members and heads of departments in the quantitative section. These components were categorized into two categories of supportive and process management factors. Component ratings with Friedman test (Friedman statistic = 11.58 and p <0.05) showed that faculty members' participation in decision making, management support and research skills were highest. Based on the results obtained, it seems that attention to the components identified as a prerequisite for faculty development programs as a cohesive set provides the necessary context for their development in educational departments, which is the beginning of change in higher education system, respectively.

The purpose of this study was to investigate the relationship between managers' quantum management skills and staff readiness for organizational change at faculties of Tehran University. The method of the research is the practical purpose and data collection, descriptive from correlation type. The statistic population consisted of all staff of the faculties of the University of Tehran in the year 1396 – 97. According to the latest statistics, there are 1419 . 302 peoples were selected . Sampling method in this study is a proportional volume sampling method. To collect data, a researcher-made quantum management skills questionnaire and a staff readiness questionnaire for organizational change, Crigel and Brandt (1997) have been used. To determine the validity of the questionnaire, content validity were used. The reliability of the questionnaire was also evaluated using Cronbach's alpha coefficient (0.92) quantum skills and staff readiness for organizational change of (0.88). The findings showed: 1) The status of all components of quantum skills of managers, in addition to the quantum computing component that is at the average of the hypothesized mean of research, is in all dimensions above the hypothesized mean of research. 2) The condition of staff readiness for organizational change is above the hypothetical average of the research, except for the components of optimism, risk and compatibility that have no significant difference with the hypothesized mean of research. 3) There is a positive and significant relationship between managerial quantum management skills and employee readiness for organizational change (r = 0.64, P≤0.01)

Islamic Universities, as one of the phenomena that have developed in the field of higher education for a long time at the traditional and modern level, require special conditions and requirements, one of the main ones being the leadership of universities. This research seeks to extract a conceptual model for the leadership of the Islamic University. For this purpose, the exploratory blend method has been used and based on the data strategy of the newly established fundamentals in the qualitative section and descriptive-survey method in the quantitative section, the leadership model of the Islamic University was extracted. The statistical population of the research is in both the qualitative and quantitative sections of Islamic management and leadership leaders with university education or with a history of attending university management fields was a sample of 19 people.  In-depth interviews with the qualitative section were carried out and after holding a meeting for the focal group and the finalization of the initial model, by referring to the sample of 13 people in the quantitative part the validity of the model was estimated. Finally, out of a total of 778 initial open source codes, 64 selected codes and 9 theoretical codes were extracted. Therefore, the model of leadership of the Islamic University, consisting of 9 dimensions of Islamization, idealization, foresightedness and thoughtfulness, education-centered, purposeful task-centerd, self-organization, justice-centered, science-centered, and culturization were presented.

The present research aimed to identify the learning outcomes of the “educational administration” major at the PhD level and also to design a curriculum model accordingly. Participants include 11 faculty members (from the universities of Tehran, Shahid beheshti and kharazmi) and 5 employers. They were selected through purposeful sampling. To gather the data, a questionnaire for a semi-structured interview was designed and used. To analyze the data, the method of content analysis was implemented. The result of the analysis of interviews  showed 4 general fields (academic, organizational- managerial, social- cultural, humanistic), 17  subsets and 70 learning outcomes.

Education has the most important task in developing knowledge and informing people by providing an appropriate educational environment. This can only be achieved when the education system has the most competent and deserving people to fulfill its mission. Therefore this study has been done by the purpose of evaluating the professional competences of elementary teachers "from the perspective of administrators" in Markazi province. The research method base on the purpose is applied and base on the data collection is quantitative in descriptive type which has been done as a survey method. The statistical population consisted of elementary school administrators of Markazi province. Stratified random sampling method with appropriate (relative) assignment was used for sampling. School districts of Arak, Komijan and Mahalat were selected as the sample. According to the Jersey and Morgan table of 141 school administrators, 103 administrators were considered as the sample of the study. The data collection tool was a researcher-made questionnaire of teachers' professional competences under the supervision of three professors in four areas: personal (14 items), interpersonal (6 items), specialized (29 items) and professional ethics (17 items). The face validity of the questionnaire was confirmed by a number of respondents and the content validity was confirmed after examining by four professional professors. The reliability of the questionnaire was calculated by Cronbach's alpha coefficient using SPSS software. The coefficient alpha of the total questionnaire was 0.98, personal dimension 0.96, interpersonal dimension 0.95, professional dimension 0.97 and professional ethics dimension 0.96. Questionnaires were distributed to 60 percent of the teachers in each school. In order to be random and non-interfering with the teacher's taste in teacher selection and on the other hand to keep the name of the teacher confidential, the researcher selected the number of teachers from the school staff's absence note book as a code and placed these codes on the questionnaires. In this case, the school administrator by visiting the attendance notebook knew which teacher completed the questionnaire, while the researcher had only the code in question. After distributing all questionnaires and receiving them, 405 questionnaires were finally received, out of which 50 administrators in one district (244 questionnaires), 27 administrators in Komijan city (101 questionnaires) and 13 administrators in Mahallat city (60 questionnaires) were completed and delivered. Data were analyzed using descriptive and inferential statistics including binomial and Friedman tests. The results showed that the status of teachers' professional competences were above average. Distribution of scores on the continuum of professional competences showed that 96% of teachers were in the range of competent teachers and 04% of teachers were in the range of incompetent teachers. Teachers who are not qualified as a result of assessments are considered as incompetent teachers. In fact the mean score of the questionnaire that is less than 3.5 shows that that teacher does not have a minimum acceptable level of professional competence for teaching. Although the professional competences of elementary teachers in Markazi province are at a desirable level, should not neglect the 04% incompetent teachers. It may seem that 04% is not significant, but it has been carefully realized that this is a significant number and requires seriousness and diligence in managing incompetent teachers. According to the latest statistics from the Ministry of Education's Communication and Information Technology Statistics Center in 1398, 358,000 elementary teachers are teaching students in the education system. According to the Director General of Primary Education, the average student density in primary school classrooms was 28 in 1398. Now, if we multiply the percentage of incompetent teachers by the number of elementary teachers, we get 14,320 incompetent teachers. The 14,320 teachers who are responsible for the education of an average of 28 students every year. That means 400,690 students just in one year. Ignorance of this subject causes educational injustice and overcrowding to thousands of students. Therefore, it is necessary to intelligently design a planned and long-term approach to this important and effective issue. The results of ranking the dimensions of teachers' professional competences showed that the professional ethics, personal dimension, interpersonal dimension and specialized dimension were ranked first to fourth respectively. However, no matter how much the teachers have the necessary personal competences, but they are poor scientifically and professionally, they will not be effective. The most important suggestions and strategies for improving the status of teachers' professional competences are: 1: It is suggested that teachers' professional competences be determined in a comprehensive and accurate methods and employment of teacher-student be done based on specified indicators. 2:  In addition, careful consideration is needed in employing and training school principals. Given the key and important role of school administrators, it is imperative that individuals with high-level skills and abilities be in charge of this task. Therefore, in this regard, competent and highly qualified persons should be responsible for school administration. 3: It is suggested that the education system design a system of evaluation of teachers' performance based on professional competences and based on this accurately evaluate and assess the degree of competence.  4: The education system needs serious attention to the issue of teachers' professional competence at all levels of education and society, and there is a strong resolve in all management disciplines to improve the competences of teachers. 5: To coordinate teachers with scientific advances in various fields of education, to adapt to new students' needs, to develop their knowledge, attitudes and skills, and ultimately to adapt to changing conditions, they must provide the basis for their professional development. Education is one of the tools of teachers' professional development. Teachers who fail to meet the minimum professional standards of teachers need to be educated in the areas of their weaknesses and shortcomings. It is recommended that specialized training courses, based on the educational needs of teachers be provided with rich content and practical and attractive ways for teachers to develop and empower teachers. 6: It is recommended to empower teachers with careful planning. In this regard, it is suggested that empowerment programs be put on the agenda through educational professionals, colleagues, administrators, and teachers themselves.

The aim of this study was to identify the components and elements affecting the quality assurance in preparing of teacher-students at the Farhangian University. For this purpose, a qualitative study with the approach of Grounded Theory and emerging design was implemented. Through purposeful sampling method selected 11 experts, 9 managers and 8 connoisseur student-teachers were selected. Semi-structured interviews were used to collect data. The main question were designed and implemented through 5W1H technique. The reliability of inter-coders was 0.79, and re-encoding reliability was obtained 0.90. Thematic analysis was used for identifying themes and categories of the quality assurance of student-teacher preparation. Finally, 15 components were identified affecting the student-teachers preparedness quality assurance, including practicum, curriculum, hidden curriculum, faculty, internship guide teachers, managers, coaching and role model, teaching-learning process, goal setting, organizational culture, decentralization, assessment and selection of input, induction, future study and proactioning, and evaluation system.

This study aimed to Examining relationship between Distributed Leadership of principals and organizational trust of teachers in publics high schools in tehran city. The method of the research is descriptive and its type is correlation. The Population of this study consisted of high school teachers in publics high schools in tehran city. That sample was selected by Multistage sampling and the size of sample was identified based on cochrane formula are 370 . data were collected through distributed leadership questionnaire of Elmor (2001) and organizational trust questionnaire of Researcher made. To determine the validity of the questionnaire, content validity and construct was used and Their reliability was estimated through Cronbach’s alpha coefficient on Pilot study(distributed leadership "0/94" and organizational trust "0/91").. The main findings are: distributed leadership of principals high school in the city of Tehran is above averag. Organizational trust of high school teachers in the city of Tehran and is above average. A positive relationship was found between general indicator of distributed leadership and organizational trust of high school teachers in the city of Tehran. Three components, school culture and leadership experience have a significant contribution to the prediction of organizational trust of the teachers(β=0/37& ./30).

Continuing education and professional development will enhance the human resource performance and the dynamics of the organization. The purpose of this study was to survey the effectiveness of professional development trainings on job performance on the CIPP model. The present research method was descriptive-correlational and the statistical population of the study was all managers, professors and employees of the Farhangian University of Zanjan during year of 2018-2019. 103 people were selected through random sampling. Then, the contributors responded to Stufflebeam effectiveness questionnaire (2007) and Watson's job performance (1995). For analyzing the data, partial least squares method was used to test the reflective measurement models (Cronbach's alpha, divergent and convergent validity, factor load), structural models using Smart-PLS. after data analysis, the findings of this study showed that participation in the upcoming periods was effective in four components of field, internal, process, and outsourcing evaluation with a path coefficient of 56.55 and a coefficient of 0.83 on the job performance of the managers and staff of the University of Cultural Sciences. in addition, the relationship between the effectiveness of high education with job performance with factor load, extraction mean variance and high convergent validity (0.4), Cronbach's alpha coefficient and high probability (0.7), high z high coefficients (1.96), and coefficient of determination (R2) and Good Fit (GoF) (0.605) were approved, respectively. The results of the research, therefore, indicated that the training program was effective in developing the competencies and abilities of managers and employees. Measuring the effectiveness of advanced courses in improving and also its implementation can be useful.

Due to changes in organizational environments, one of the most important issues related to the next career paths, will be job Flat Zdgy. The aim of this study was to investigate the relationship between career plateau with the tendency of employees to leave the organization. Msyrast analysis. The population consisted of all employees of the city of Mahabad were using a random sampling of 250 of them were selected and they responded to four questionnaires which were career plateau (Mylymn, 1992), tendency to leave (Kvlarly, 1984), career stress (Rvzyv et al., 1970) and career burnout (mulch-Pines, 2005). The validity of the questionnaires by using confirmatory factor analysis as well as experts and its reliability by using Cronbach's alpha was confirmed. Among the variables plateau variables burnout, job stress and the highest to the lowest correlation with their turnover. The plateau between job burnout and job stress is positive and significant. Path analysis results indicate, career plateau and significant positive effect on organizational leave. The indirect effect is significant plateau and through the organization to leave the job burnout and job stress occurs. The indirect effect of burnout on leave positive organizations.

This research was an attempt to determine the role of reengineering on staff development through a descriptive-correlational method. The statistical population of this study included all staff of Faculties of Social and Behavioral Sciences of University of Tehran (N=303). Cochran Formula was used to determine the sample size (N=162) who were selected using proportional stratified sampling method. The data were collected through two questionnaires of Researcher-made Reengineering Questionnaire and Staff Development Questionnaire (Athari et al., 2012). The validity of the forenamed questionnaires was confirmed by experts’ opinions. Besides, their Cronbach’s Alpha Coefficients were calculated as 0.91 and 0.88, respectively. The data were analyzed using One Sample T-test, Pearson Correlation Coefficient and Structural Equation Modeling methods. Research findings showed that: a) the status of reengineering and staff development across Faculties of Social and Behavioral Sciences of University of Tehran were above the hypothetical mean value, b) there was a significant relationship between reengineering status and staff development across Social and Behavioral Sciences of University of Tehran, c) reengineering variable was capable to determine staff development variable across Social and Behavioral Sciences of University of Tehran.