میثم غلام پور

The present study was conducted with the aim of critically analyzing and comparing the views of Paynar and Eisner in the field of curriculum. To achieve this goal, comparative research method has been used. The field of research included all the sources, including the books of these scientists, articles, studies and research related to the subject. The research sample was selected purposefully so that sources with relevant and first-hand materials are selected. The desired data was collected through a note-taking list and the information was analyzed verbally, graphically and logically. Based on the findings of the research, Paynar considers the curriculum as a cultural and political structure and has paid attention to concepts such as phenomenology, neo-conceptualism and internationalization of curricula, and Eisner has paid attention to aesthetics, artistic education and the view of plurality and to the orientation in the development of curricula, with a critical and comparative look at the macro views of these two scientists in the field of curriculum. It can be concluded that the common point of view of these two scientists is to pay attention to the real world in designing curricula, but their distinction is Paynar's attention to theorizing in the field of curriculum with respect to the real world, and Eisner pays attention to the artistic and aesthetic point of view in curriculum design.

One of the modernization programs of Reza Shah's era was health and its functions, which were widely reflected in the discourses of experts and policymakers of that period. Investigating the health status of public bathrooms concerning their function and connection with the daily life of the people of  Tehran is the topic of the present research. The main question is, what measures were taken to improve the hygiene of Tehran's baths during that period? What reactions did these actions cause and what were the results? The results of the review and analysis of the data show that equipping the bathrooms with showers was the most important achievement of the renovation of Tehran's bathrooms. These changes, without providing a platform for this work, i.e. nationwide plumbing, and without considering the beliefs of the people, created new challenges.

Education is the foundation of sustainable human development and is considered the main tool to achieve development goals. Educational systems are regarded as the main pillar of transformation in societies and the major factor in improving human capital. In this context, teachers are the most important agents in the process of curriculum implementation.

Research Questions:

The main research question of this study was as follows: What are the indicators and components of teachers’ professional development?

The present research is a research synthesis, which collated specific factors pertinent to teachers’ professional development as reported in the literature. The reason for using the research synthesis as the study method was that the authors intended to integrate various research findings. In some cases, a research synthesis is referred to as a qualitative metaanalysis aimed at analyzing a relevant body of literature and integrating the results while resolving the potential contradictions in it. It also identifies key issues for future research (Hedges & Cooper, 2009) and creates generalizations by combining the results of experimental research (Khorasani, 2014). Content analysis was used for data synthesis. Furthermore, open, axial, and selective coding procedures were performed to examine the collected data. This study adopted Roberts’ (1983) six-stage model of research synthesis to analyze the findings. These stages included the followings: 1- identifying and clarifying the needs, 2- searching the related sources to retrieve studies, 3- selecting, refining, and organizing studies, 4- determining the perceptual framework and adapting it to the information obtained, 5- processing, combining, and interpreting the results, and

The results showed that the professional development of teachers required many changes at the individual, organizational, planning, and challenges to the professional development levels and that these four levels/dimensions are interconnected. To achieve the goal of improving human resources in education, teachers’ professional development in all these four dimensions requires the adoption of a trans-organizational and national perspective. In the individual dimension, the components of teachers’ professional development revolved around motivational axes, individual dimensions effective, teachers’ interactions, and the characteristics of teacher educators. In the organizational dimension, teachers’ professional development included four indicators, namely, supervision and evaluation of professional development programs, managerial approach and the components of human resources management, the support of professional development activities in the organization, and provision of a suitable career path in the organization providing the possibility of promotion and professional development of teachers. The planning dimension comprised attention to knowledge management in educational organizations, the use of self-directed and individual approaches (e.g., individual action research), and participatory approaches in teachers’ professional development (e.g., use of mentoring and coaching approaches). Finally, the challenges to the professional development dimension entailed defective need analysis, challenges to planning training courses, economic challenges, accessibility, the development of personal and social skills, and the use of new tools, including social networking platforms (e.g., Twitter) and online platforms) in professional development.

Improving teacher quality plays a pivotal role in improving education. Paying attention to teachers’ professional development, as a means to improving human resources in educational organizations, is one of the crucial strategies in human resources management in government organizations. The professional development includes formal and informal learning experiences that teachers acquire from the beginning of their careers to the time of retirement. Professional development of teachers is critical to improving educational systems. This is of great importance to, in particular, the Iranian education system, which suffers from numerous fundamental weaknesses in the area of human resources management. According to the above findings and discussion, it can be stated that teachers’ professional development, as a process, does not depend on only one of the above-mentioned four dimensions. It is hoped that the core dimensions, along with their associated components, presented in this study can provide the basis for improving the current models of professional development and developing new alternatives.

The major purpose of this research was to develop a theoretical model that would formulate Farhangian University's current curriculum in progress. This is a qualitative study that used grounded Theory technique based on Strauss and Corbin's systematic approach.  The statistical population of the study was all the primary agents participating in developing Farhangian University's curriculum, including student-teachers, teacher- supervisors, and student supervisor of Farhangian University of South Khorasan Province. The study sample were 16 student- teachers, 12 student-supervisors from Farhangian University's internship program, and 15 assistant teachers from the internship program, who were purposefully selected. Semi-structured interviews were used to collect data, which were then evaluated in three stages: open coding, axial coding, and selective coding. Lincoln and Guba criteria, as well as Rao and Perry, were used to ensure validity and reliability. The research results were organized in the form of a paradigm model with the following components : Educational discontinuation in Farhangian University internship program as a central category, causal conditions (characteristics of the intended, implemented, and acquired curriculum), and contextual factors (macro-policy making, contextual factors of Farhangian University) Facilitator intervention conditions (competencies of teacher-supervisors and supervisors), restrictive intervention conditions (organizational challenges, behavioral factors), proposed strategies (renovation of the planning approach in the intended curriculum, execution appropriateness of the curriculum and attention to the areas of improvement of the curriculum obtained) and finally current consequences (reduction of the effectiveness and efficiency of the curriculum).

Religious nurture of learners, due to its effects on the human identity and life style, is of great importance. Meanwhile, paying attention to basis of Qoran and educational life of the infallibles is a suitable guide for religious nurture of learners. So, aim of the present research is explanation of the religious nurture curriculum according to Qoran and the educational life of the infallibles. Approach of the current research is qualitative and its method is on the Ervin et al approach (2011). The population is composed of 73 articles and dissertations of Complimentary education about religious nurture of learners from the perspective of the Quran and the educational life of the infallible Imams have been presented between 2009 and 2020. The sample of research includes 22 articles and dissertations, have been gathered systematically and selected by thematic monitoring. The research data have been collected from descriptive analysis of studying documents: Based on data analysis, components of religious nurture of learners have been classified in 8 dimensions and 28 factors from the perspective of the Quran and the educational life of the Infallibles. Theses dimensions include feature of purposes, content, trainer, trainee, environment, teaching – learning methods, assessment, and effective factors on religious nurture curriculum of learners. Considering these features to components of religious nurture curriculum and factors affecting it, curriculum planners can better design and develop religious education curricula.

The moral nurture of trainees is of the most important problem in every educational system. The aim of this research is explanation of features of curriculum’s components for moral nurture in regard to Imam Riḍā’s (as) educational method. Approach of the research is descriptive and its method is research synthesis. The research population is all articles (30 articles), which have been presented from 2008 to 2020 about the Imam Riḍā’s (as) educational method. The research sample is 19 articles, which have been chosen systematically on thematic monitoring and theoretical data saturation. The data of research have been gathered from descriptive analysis of studying documents. By analyzing the data, the feature of curriculum’s components is organized on 6 dimensions, 25 factors due to Miller’s theory. Based on results, the goals of curriculum for moral nurture must be diverse, targeted, flexible and democratic, the positive, and amendatory moral training, active methods, and, direct and indirect methods. Learner is spontaneous, interactive, independent and responsible; and teacher has professional skills, communication skills and has moral virtues and is a handsome person; Assessment of the moral nurture process is continuous and comprehensive in which is concerned self-assessment and moderation principle and the fit learning environment must have ethical and religious atmosphere.

The present study aims to critically analyze and study artistic education with regard to the ideas presented by John Dewey. To this aim, the research method of critical philosophical exploration were employed and the target corpus included all sources including books, articles, and research studies related to the presented subject. The research samples were purposefully selected and the data were gathered through a list of collected notes and information which were later analyzed by verbal, visual and logical inference. Dewey's point of view was critically examined according to the educational viewpoints of Eisner, Greene and Allameh Jafari. According to the research findings, artistic education and aesthetics in ideas of Dewey is based on the aesthetic experiences, with a purpose of artistic education to gain the capacity to achieve aesthetic experiences, experience-based content, and problem-solving training method and also based on an attitude to explore and its evaluation is process based. Aesthetics is something that we can experience, and Dewey’s artistic education involves several implications for education.

Attention to individual differences of learners and personalization of the appropriate educational process is one of the most important educational discussions in the current century. Therefore, the aim of this study is to identify the teaching-learning methods that Imam Reza has used in the field of personalization of the learning process. The present study has used qualitative content analysis method based on the approach of Gal et al (1994) to determine the educational methods of Imam Reza in the process of personalization of learning. The statistical population in this study included all research and documents in this field, according to the purpose of the research, sampling was not performed and all documents of the statistical community were analyzed. For this purpose, the analysis unit; All sentences, research and written documents are in this field. Fish research tools, checklists, and researcher-made forms have been developed. Analytical-descriptive method has been used to interpret and analyze the data. Based on the findings, the personalization methods of the learning-learning process of learners can be included in 3 general dimensions; Cognitive approach (including methods such as question and answer, tolerance, good judgment, enjoining what is good and forbidding what is evil, debating according to logic, the method of insight, the method of reasoning and individual education); Emotional approach (including methods such as love and affection, encouragement, evangelism, and preaching); And divided the behavioral approach (including methods such as the modeling method).

The purpose of this study is to analyze the content of Persian books in the fourth, fifth and sixth grades of elementary school in terms of the amount of attention paid to the components of moral education. In this research, the method of qualitative-deductive content analysis has been used to determine the components of moral education and then the level of attention to these components in Persian books of the second period of elementary school; for this purpose, the analysis unit; all texts, images and activities. The content analysis tool was a researcher-made content analysis checklist according to the first stage of the research (extraction of components from the fundamental change document and teacher manuals). The validity of the research tool was obtained according to experts in this field. Also, the reliability of the instrument was calculated by William Scott formula, which showed an agreement coefficient of 0.72. The findings indicate that these components have been dealt with unbalancedly in the mentioned basic books. The highest frequency in the total of three units of analysis belongs to the training of applying rational and religious criteria in evaluations. On the other hand, the lowest frequency belongs to the training of rules and regulations. Therefore, it is necessary to pay balanced attention to these components in Persian books.

The purpose of this study is to investigate the current status of the curriculum for prospective teachers’ ‌moral education. This research was conducted implementing a qualitative approach and using grounded theory. The statistical population includes all the agents involved in designing the curriculum of moral education of prospective teachers who were selected through criterion based purposive sampling. Data were obtained through semi-structured interviews with ten would-be teachers, three graduate students of the university, eight professors of moral education courses, four supervisors and three deputies and cultural affairs officials of Farhangian University. The city of Birjand was collected. In order to analyze the data, open, axial and selective coding methods were used. Lincoln and Cuban criteria were used to ensure validity and reliability

Ethical education is considered as the heart of teacherschr('39') professional education. Among them, identifying the components of moral education is one of the necessities of successful education in this field. Therefore, the purpose of this study is to collect the components of moral education of students and teachers of Farhangian University based on the upstream documents of this university.

The present study has used the method of qualitative content analysis based on the approach of Gall et al. (1994) to determine the components of moral education. The statistical population in this study included all upstream documents of Farhangian University. According to the purpose of the study, sampling was not performed and all documents of the statistical population were analyzed. For this purpose all sentences are upstream documents of Farhangian University. The research tools were researcher-made checklists and forms. Descriptive-analytical method has been used to interpret and analyze the data

Based on the findings, the components of student-teacher moral education based on upstream documents in 4 main dimensions include; Socio-cultural dimensions (including components of cultural and social insight and responsibility), political-economic (including components of political insight and economic management), organizational (commitment, ethics, knowledge management and professional expertise) and personality (religiosity, provincialism, personality traits, nationalism, lifestyle and perceptual skills) were organized.

Ethical nurture of student-teachers is one of necessities in educational affair of this group along with considered components. Meanwhile Farhangian University has to pay attention to designing of curriculum for ethical nurture of its students in all dimensions and on all recognized ethical components.

The aim of this study was to identify the components of moral education of learners in the higher-tier documents of the country’s educational system and to determine the level of attention paid to these components in the Fundamental Reform Document of Education. In this research, a qualitative-deductive content analysis method was utilized. For this purpose, the unit of analysis was all the sentences of the higher-tier educational documents of the Islamic Republic of Iran. The content analysis tool was the author’s content analysis checklist. Based on the findings, in the first stage, the components of students’ moral education were organized in two categories of general ethical concepts (including the dimensions of general and basic morality, social, individual, economic and political ethics) and specific ethical concepts (including the dimensions of ethical components related to life skills, professional skills of apprenticeship and artistic and aesthetic ethics). Also, in the second stage, the amount of attention paid to each of the components of moral education in the Fundamental Reform Document of Education was determined.

the aim of present research is to analyze the components of teachers’ professional Ethics. approach of the present research is of descriptive and its method is systematic review on the Wright and colleague model (2007). The population consists of 623 articles about components of professional ethic of teachers, have been presented in valid scientific magazines between 2000 and 2020. Sample of the research is 29 articles, have been collected systematically and have been chosen by thematic monitoring of data. Based on data analysis, components of professional ethic of teachers were classified on 4 dimensions and in 14 factors. These dimensions include an individual dimension (consists of personality factors, perceptive skills, religious commitment and neatness in terms of one’s appearance), organizational dimension (consists of commitment, professional development and communication), social dimension (consists of social values and social relations) and teaching and learning process (consists of observing the educational rules, teaching content, method of teaching, assessment and research).

The professional identity of teachers is affected by many factors and conditions inside and outside the educational environment. Teacher professional identity is a fundamental issue that encompasses the overall career advancement of teachers. Professional identity is a teachers' interpretive framework that is created through different interactions of teachers with different working conditions and their fields of work. Professional identity is considered to be a dynamic thing that develops over time, which is why many factors affect the development of teachers' professional identity. Identifying these factors and paying attention to them will improve the efficiency of teachers. The present study aimed to identify the factors affecting the growth of a teacher's professional identity.

The method of this research is based on studies conducted by a narrative-research method, which has been done with studying their autobiographies. According to the research method of the society and the research sample, the life stories of the narrator (researcher) are formed. Data collection tools in this study are researcher’s narratives from his/her life, education and working life, which are based on the principles of narrative research by Clandin and Conley (2000). These principles are based on the focus of narrative on three elements of time, place and interaction, and through this, the life story of the storyteller is re-told. In this approach, researchers collect descriptions of events or happenings and present them as a story using a plot. To evaluate the validity and reliability of the findings, two methods of triangulation and group-evaluating have been used.

The study of the course of narratives showed that the formation of the teacher's professional identity from the following stages: individual negativity, zigzag, social negativity and affirmativeness. Also, factors affecting the development of teacher professional identity were organized in the following four dimensions: Individual and family (including components of education, personality, life events, family atmosphere, beliefs and interactions), factors related to the educational life (including components of interactions, behavioral, contextual, formal curriculum and unknown curriculum), factors related to the employment life (behavioral-managerial, contextual, supervisory and educational components) and socio-political dimension (including social and political components).

The formation of professional identity is a complex and long process that is full of challenges and problems. This process takes place in a specific cultural context and is influenced by personal, social, cultural, political, professional and global factors.

The Aim of this study is to investigate the perception of preschool teachers attached to rural primary schools about the challenges of these centers by phenomenological method. The statistical population of the study was all the instructors of these centers in Ghaenat city in South Khorasan province, in the academic year 2018-19. Based on purposive sampling, 17 of these trainers participated in this study. Data were collected through semi-structured interview tools. Data analysis was performed through thematic coding. To evaluate the reliability of the results, the review method was used by the participants and external auditors. Based on the findings; Results in 4 main categories and 11 axes; Coacheschr('39') perceptions of nature (unnecessary, compulsory, useful but annoying), micro-level challenges (coach-related challenges, content and training challenges), macro-level challenges (environmental, managerial, peer-to-peer challenges, and Parents) and the macro level (lack of support and lack of codified planning) were categorized. Finally, according to the results, education is better considering the importance of this course than training specialized instructors in the field of preschool children education and providing a well-organized organizational structure for this course to meet the challenges of these centers, especially in the regions. Rural and primary school annex centers.

The trend of inclining graduate students to do research and develop their research skills is one of the major goals of higher education in most countries. In this regard, reducing students' research anxiety is of special importance. The purpose of this study was to identify the extent and causes of research anxiety in postgraduate students and provide solutions to reduce it. The method of this study was a synthesis of objectives and questions of research and an explanatory method was employed. This research was an applied research in terms of purpose. The statistical population of this study included all graduate students of faculty of science and psychology, University of Birjand, in the academic year of 2018-19 (214 individuals). An Onwuegbuzie questionnaire (2013) was used to measure the anxiety level of students in the quantitative phase of the research. In the second stage (qualitative), 20 graduate students were selected according to findings of the first stage and the data were collected through a semi-structured interview. The data analysis was done through coding process. The results of the first stage indicated that the average level of students’ anxiety was higher than normal. Then, in the second stage of the research (qualitative stage), the factors affecting students' anxiety were classified into 5 main categories; namely the factors associated with the student, professor, faculty, educational system, and society.

Attention to reducing the procrastination of teachers and improving their professional ethics has special importance in educational organization. Therefore, the goal of present research is invetigating the role of spiritual intelligence and occupational procrastination of teachers.

The method of present research was descriptive-correlation that it is done on 183 individuals of teachers’ primary level of Qaen. Samples were chosen by Cluster sampling method. Data were collected through three standard questionnaires; spiritual intelligence, procrastination and professional ethics. Data were are analyzed by SPSS -18 and statistical tests, multiple correlation coefficient and Pearson correlation coefficient.

Results showed that spiritual intelligence with  mean of 4.06 +0.77 , professional ethics with mean of 3.65+0.61 are above average and procrastination with  mean of  2.63+0.34 is lower than average, as well. Spiritual intelligence explains the 22% of variance of procrastination and 16% of variance of professional ethics of teachers; professional ethics explains the 33 % of variance alterations of procrastination of teachers.

Spiritual intelligence and professional ethic causes reducing of procrastination among teachers. On one hand, spiritual intelligence provides ground of professional ethics improvement of teachers. Therefore, providing ground of improving the spiritual intelligence and professional ethic among teachers causes reducing their procrastination and as a result, improves productivity of educational system.

The goal of present research is identifying the critical success factorsof MOOCs success and presenting a model for itr. The approach of present research is qualitative and its method is research synthesis. The research population is entire articles (374 articles), were presented on MOOCs on special platform from 2010 2018. The research sample consists of 47 Articles, these numbers are chosen by subject keeping, theoretical saturation of data. The research data have been collected from qualitative analysis of studied documents. Based on findings, critical success factors of MOOCs were classified in 5 dimensions, 15 factors and 46 categories. These dimensions includes: interaction dimension (diverse communication, discussion management, and communication features), collaboration dimension (motivation, diverse instruction, facilities, course features), management dimension(learning and content management) , Standardization(accuracy and originality, support and design structure) and contextual dimension (social attitude, Skill and technology). The results showed that creating effective courses of mock should provide the ground for engagement and engagement of learners, design appropriate management systems; Attending existing standards to provide a positive attitude toward such training among educational institutions and communities.

The present research was done with aim of exploring reasons for dropout of one rural girl student. The method of present research is descriptive and by narrative research approach. This research focused on rural girl student, has dropped out. For gathering data were used of semi-structured narrative interviews and survey notes. In the process of analysis have been used of narrations and encoding. In analyzing of narrations has been leveraged of Struass and Corbin’s paradigm pattern {1990}. The results show that central category in dropout of this student is environmental poverty {Family and educational environment of the village} is affected by different factors such as economical poverty, illiteracy of parents, gender discrimination, student employment at home, distance to home and co-educational student; also background like culture faith of rural people, employing teacher soldier and effect of the group of peers have been effective along with above situation. These factors were  influenced by the centralized structure of educational system include effective factors, the lack of educational content fit with needs of environment  and school schedule  with  rural situations, have led to dropping out of student.

The present research was done, aiming to study the relationship between pessimism and educational conflict with mediation role of hope for future of pre-university students.

The present research was descriptive and correlative, done on 273 persons of pre-university of Qaen city. Samples were chosen by clustering sampling. To gather data were used of  3 standard questionnaires; آخحثtionnaires  sen by clustering  Hope,  Schneider and et (1991) ; educational  optimism, Schenmooran and et (2013); education conflict, Reeve and tesing (2011); and reliability of tool was calculated by Kronbach's  Alfa.

Results showed that   there is a positive and meaningful between optimism and educational conflict and hope for future and positive and meaningful relationship between hope for future and educational conflict, as well. Also, results of this analysis showed that hope play mediating role in relationship between optimism and educational conflict.

Results showed that there is a positive and meaningful relationship between educational conflict and hope. In other words, providing background to improve the attitude of students to education and future can decrease their educational conflict.

Improvement of professional Ethics in employees is the great challenge for organizational managers. This subject is more stressed in educational centers because of their content. Therefore, the aim of this study was to determine the role of culture and organizational voices on teachers’ professional ethics.

This study is a descriptive-correlation research. Population of the study includes all teachers of elementary schools in Ghaen province. Among all teachers, 186 teachers were selected by cluster sampling. Data were gathered by three standard questionnaires; Organizational culture, Professional ethics and Organizational voices. Data were analyzed by using multiple regression and Pearson correlation coefficient through SPSS18 software.

Results show that organizational culture (mean=3.36±013), professional ethics (mean= 4.61±0.37) and organizational voices (mean= 4.83±.26) are more than the mean. Organizational culture explains 14 percent of professional ethics variance and 18 percent of organizational voices. Also, organizational voices explain 23 percent of professional ethics variances.

Culture and organizational voices lead to the improvement of professional ethics in teachers. Organizational culture provides the background of improvement of organizational voices for teachers. Therefore, organizational managers are able to promote organizational voices and culture that lead to improvement of professional ethics in teachers.

The purpose of this research is to analyze the content of “Heavenly Gifts” books of the fourth, fifth, and sixth grades of elementary school in terms of attention to the components of ethical education. In this research, the method of analyzing the qualitative-deductive content has been used to determine the components of moral education and the amount of attention paid to these components in the “heavenly gifts” books of the second grade of elementary school. To this end, all texts, pictures and activities of the book were analyzed. The content analysis instrument was a researcher-developed checklist based on the first phase of the research. The validity of the research instrument was acknowledged by the experts of this field. Also, the reliability of the instrument was calculated by using William Scott's formula, which showed an agreement coefficient of 0.86. The findings indicate that these components have been unevenly addressed in the aforementioned books. Teaching cooperation and strategies for maintaining friendship are the most frequent and teaching the use of rational and religious criteria in assessing and ability of decision-making in moral conflicts are the least frequent. Therefore, the need for balanced attention to these components in the “heavenly gifts” books is necessary.

Given the effects of this course on human personality, paying attention to the moral education of elementary students is of particular importance. The purpose of this study was to explain the elements of moral education curriculum for elementary students based on the principles of humanistic psychology.

In this qualitative study of the type of speculative, documents analysis used to collect data. The theories of humanistic psychology (third wave) were studied and its implications for the elements of curriculum were extracted from the viewpoint of Miller and then analyzed in inductive and reflective manner.

The implications for each element of the curriculum emerged as followings. The purposes must be clear, individual, uplifting, engaging and worthy. Active student should be self-motivate, interactive and believed in the supervision of the supernatural power (The God) over actions. The teacher should be a role model, supporter, empower to communicate with the learners and facilitator. The teaching-learning method must be various, indirect, active and problem-oriented. Learning environment should be friendly and encourages democratic and moral character and tailored according to the interests and growth level of learners. The evaluation must be based on performance measurement methods with emphasis on qualitative data, comprehensiveness and continuity and Person-centered approaches.

The findings show all elements are interacting with each other. Thus, it is recommended to pay attention to the individual dimensions of the learners, the inclusiveness of them, effective communication and using active and indirect methods in the teaching-learning process.

Attention to improvement of professional ethics of teachers has a special importance in pedagogical organizations. Therefore, the aim of present research is determining the role of organizational culture and health in professional ethics of teachers. This is a descriptive-correlation research that has been done on 187 individuals of primary teachers of Qaen province. Samples were chosen by cluster sampling. Data were collected by three standard questionnaires; organizational culture, professional ethics and organizational health. Data were also analyzed by SPPSS18 through multiple regression and Pearson correlation coefficient. Results showed that organizational culture with means of 3.76±0.47; organizational health with means of 3.63±0.71 and professional ethics with means of 4.65±0.51 were above average limit. Organizational culture explains 18 percentage of variance of professional ethics and 38 percentage of variance of organizational health of teachers, also organizational health explains 14 percentages of variance changes of professional ethics of teachers. Organizational culture and health cause improvement of professional ethics in teachers. In one hand, organizational culture provides background for improving the organizational health of teachers. Also, improving the organizational culture and health of educational organizations provides causing improvement of professional ethics of teachers and as a result, causes improvement of efficient of educational system

This research was seeking to analyze the implications of Symbolic Interaction Theory in curriculum elements. To do this end, it was decided to make use of a descriptive method called Speculative Essays as well as Document Checker Tool in order to collect the concerned information. Theoretical bases and symbolic interaction theory were investigated and their implications in curriculum elements were extracted from Miller's viewpoint (objectives, student, teacher, learning and teaching method and features of training and evaluation atmosphere). According to the findings, the objectives of curriculum must be dynamic, pluralistic, flexible, interactive and realistic. As such, active learner would be responsible for his/her learning, participator in learning and interactive. Teacher should be provider of experiences, collaborative and facilitator. Teaching-learning method should be interactive, process-oriented and based on collaboration. The learning atmosphere must be welcoming, rich, challenging, dynamic and non-static, intimate and personal. Finally, assessment should be done through performance measurement methods, process-oriented based on quantitative and qualitative and community-oriented data.