هادی پورشافعی

Increasing human resource productivity is one of the most important issues of the new decade. Consequently, new organizational policies, including educational systems, have emerged, with a focus on organizational well-being. This study aims to analyze the lived experiences of primary school teachers regarding the factors and concepts of organizational well-being in the education system.

This qualitative research was conducted using thematic analysis. Purposeful criterion sampling was used, and data saturation was achieved through in-depth interviews with 20 primary school teachers. Data from the teachers' lived experiences were analyzed using thematic analysis and the MAXQDA 12 software.

The findings were categorized into four groups: satisfaction, values, job satisfaction, and work motivators, with 13 main themes: "mental satisfaction", "psychological satisfaction", "social satisfaction", "psychological values", "social values", "spiritual values", "mental values", "satisfaction with work conditions", "satisfaction with communication", "satisfaction with work content", "economic motivators", "social motivators," and "organizational motivators".

The results indicate that the job well-being of primary school teachers is influenced by job satisfaction, values, and internal and external motivators. Major challenges include the government's consumerist approach to education, declining teacher status, and lack of educational and financial equity. Solutions include establishing educational and financial equity, restoring teacher status, decentralization, and creating an appropriate incentive system. According to the findings, enhancing the status and dignity of teachers in society is essential for improving their efficiency.

The collaboration between home and school is crucial for students' academic progress and socio-emotional growth. Teachers must learn how to establish and enhance this cooperation. Therefore, it is essential to include methods for creating and strengthening parental involvement in professional training programs for teachers. This study was conducted to explain the elements of teacher training programs in in-service courses concerning home and school collaboration. The research method was a systematic review and qualitative content analysis based on inductive reasoning. To obtain the desired data, the study reviewed literature and expert opinions in this field and analyzed existing programs in other countries. The findings indicate that the curriculum for parent involvement training emphasizes integrating theoretical and practical discussions of parent involvement in training courses and teaching specific skills. In terms of teaching-learning methods, it focuses on collective interaction, brainstorming, role-playing, case studies, and simulated experiences. The parent involvement training program considers the learner (teacher) as an element who should believe in the importance of parent involvement, have a positive attitude, and be capable and responsive to parents' needs. Regarding evaluation, it emphasizes the use of self-assessment approaches. It is recommended that this training course with the introduced elements be included in teachers' professional training programs to improve the educational system.

To portray the overall culture of learning among Iranian students through identification of its components and suggesting a framework, the findings of all previous research, conducted prior to 2019, are synthesized through Roberts’ model herein. Based on the quality of the research, 13 reports were selected and their findings categorized. To validate the categorization, the categories were peer reviewed and externally evaluated. Data analyses yielded a high measure of agreement among reviewers (0.81). The main components of the Iranian students’ culture of learning are identified as the following: learning supervision, learning activities, teacher’s instructional perspective, classroom management, students’ attitude, learning environment, students’ social interactions, and students’ learning habits.

The purpose of the current research was to investigate the current state of education in order to institutionalize the competencies of primary school students. For this purpose, the foundation data method and the Strauss and Corbin (2006) approach were used. The statistical population of the research included managers, teachers and other key informants related to the subject area. The research data was collected using semi-structured individual interviews, the statistical sample included 27 managers and teachers who were selected in a targeted theoretical manner. The data were analyzed using a three-step coding method. The findings of the research show that the caricaturization of the competence of the learners of the educational system acts as a central phenomenon and that individual, educational and social contexts have an effect in this sector. Also, the factors affecting the current situation, the centralization of the educational system, the weakness in the implementation of qualitative evaluation, and the self-awareness of the learners were mentioned. The strategies considered by the participants in the research were also mentioned in the three axes of networking in the field of developing competencies, improving the skills and competencies of the factors involved in the institutionalization of competence, paying attention to individual.

Introduction The need for education, fostering creativity, and encouraging innovative thinking and behavior is crucial for building a prosperous society. This is particularly significant in primary education, as it plays a formative role in students’ cognitive, biological and social development. Primary education also serves as a vehicle for passing on beliefs, ethics, customs, values, and skills to the next generation, while creating an environment conducive to the growth of students’ innate talents and abilities. As a result, these talents and academic performance can flourish. In this context, some researchers suggest that an organization’s focus on creating a motivating environment can foster innovative behavior. Motivated employees tend to exhibit more innovative behaviors because they approach their tasks with greater passion and commitment, pay closer attention to creative responsibilities, and develop stronger emotional connections to their work. Therefore, job motivation is one variable that appears to influence teachers' innovative behavior. However, a key question arises: Is this relationship direct, or is it mediated by other factors? Given the impact that job motivation can have on an organization, it seems plausible that job motivation may influence teachers’ innovative behavior through its effect on job enthusiasm. Hence, this study examines the role of job motivation in promoting innovative behavior, with a focus on the mediating role of job enthusiasm among primary education teachers in Birjand.Methodology This research employs a quantitative, applied and correlational methodology. The statistical population consists of all elementary school teachers in Birjand during the 2011-2012 academic year (900 teachers). Based on the Morgan and Krejcie’s (1970) table, 270 participants were selected as the research sample using a multi-stage cluster sampling method. First, Birjand was divided into three districts: North, South and Central. Schools were randomly selected from each district, and all teachers from the selected schools participated in the study. To account for possible sample attrition, the final sample size was set at 280 participants, with a significance level of 0.01. Data collection instruments included Kanter’s (1988) Innovative Behavior Questionnaire, Herzberg’s (1966) Job Motivation Questionnaire, and Salanova and Schaufeli’s (2001) Job Enthusiasm Questionnaire. Kanter’s Innovative Behavior Questionnaire comprises eight questions, scored on a five-point Likert scale ranging from completely disagree to completely agree. The minimum possible score is 8, and the maximum is 40, with higher scores indicating greater innovative behavior. Herzberg’s Job Motivation Questionnaire consists of 40 items, also scored on a five-point Likert scale from completely disagree to completely agree. Scores between 40 and 80 indicate weak motivation, scores between 80 and 160 reflect moderate motivation, and scores above 160 indicate strong motivation. Salanova and Schaufeli’s Job Enthusiasm Questionnaire includes 17 questions, divided into three dimensions: Vigor (questions 1–6), Dedication (questions 7–11), and Absorption (questions 12–17). This questionnaire is also scored on a five-point Likert scale, with scores ranging from 1 (completely disagree) to 5 (completely agree). The total score ranges from 17 to 85, with higher scores representing higher levels of job enthusiasm. The reliability of the questionnaires in this study was 0.92, 0.86 and 0.89, respectively. Data were analyzed using statistical regression tests and path analysis, with a significance level of 0.05. FindingsThe results revealed a positive and significant relationship between job motivation and job enthusiasm, as well as between job enthusiasm and innovative behavior. Specifically, increased job motivation leads to higher levels of job enthusiasm, which in turn promotes innovative behavior. The Sobel test confirmed that job enthusiasm mediates the relationship between job motivation and innovative behavior among elementary school teachers in Birjand. The indirect effect of job motivation on innovative behavior through enthusiasm was 0.49, and this relationship was positive. In other words, as job motivation increases, job enthusiasm also rises, resulting in higher levels of innovative behavior.Conclusion Based on the findings of this research, it can be concluded that job motivation comprises a set of internal and external forces that initiate work-related behaviors and determine their form, direction, intensity, and persistence. Career motivation drives individuals to perform tasks or behaviors, and the higher a teacher's job motivation, the more effective and creative they can be in the classroom. Therefore, job motivation can serve as a catalyst for change within organizations, particularly in educational institutions, by fostering job enthusiasm and promoting innovative behavior among teachers. To enhance this dynamic, it is recommended that teachers be encouraged and recognized for their ideas and contributions. A well-designed performance evaluation and reward system can boost motivation and enthusiasm, leading to greater creativity and innovation in the workplace.

Throughout history, people have sought ways to enhance their lives and find joy through various mechanisms. This pursuit has increasingly highlighted the importance of work participation, drawing the attention of numerous scientists. Consequently, the concept of work engagement has gained prominence in organizational behavior research (Shoul & Sedaghat, 2016). Work engagement is defined as the extent to which individuals are psychologically connected to their current job (Mudrack, 2004). Those who are highly involved in their jobs seldom contemplate leaving and are likely to remain with their organization for the long term (Brown, 1996). Studies indicate a global decline in employee engagement, with less than 30% of employees being actively engaged, which is considered low. This disengagement results in substantial financial losses for countries’ economies each year. Therefore, it is crucial to focus on comprehensive and diverse developments and their impact on organizational competitiveness, as well as the role of employees in job involvement and the promotion of organizational virtues to achieve objectives. This is particularly significant given the emergence of new management styles, such as quantum management. In today’s world, the need for employee occupational involvement in organizations has never been greater, and management practices within organizations have garnered increased attention from management scholars and practitioners (Hashmi & Pouraminzad, 2019).Management scholars assert that 21st-century managers must adopt innovative management strategies to foster employee engagement, thereby reducing thoughts of resignation and potentially boosting productivity and efficiency (Mezginezhad, Ayati & Pourshafei, 2017). Quantum management is one such strategy (Mirsafian, 2015). In modern organizations, ethical considerations, particularly organizational virtue, have gained prominence due to various advancements. While organizations rapidly evolve in competitive terms, virtues and virtue-centric topics have received scant attention. Bird and Water (1989) observed that organizational discourse often lacks a moral dimension (Moshabakiesfahani & Rezaie, 2013). Hence, employing organizational virtue can elucidate ethics within organizations. Virtues-encompassing habits, desires, and actions—are conducive to individual and societal well-being. They are endorsed and cultivated at both personal and communal levels, ensuring their propagation and sustainability (Zemaheni et al., 2013). The findings of this research could serve as a roadmap for educational organization managers to enhance employee job involvement through contemporary management practices. This paper answers this question:What impact does organizational virtue have on quantum management and occupational conflict in South Khorasan province?

This study employs a descriptive, correlational design and is both applied and quantitative in nature. The research population comprises all education and training employees in South Khorasan province, totaling 750 individuals in 2019, as per the official education report. Stratified random sampling was utilized for data collection. South Khorasan Province was segmented into several strata, including the General Administration of South Khorasan Province, Birjand, Boshruyeh, Zirkouh, Darmian, Khoosf, Mehdim, Sarayan, Sarbisheh, Tabas, Ferdows, Qaen and Nehbandan. From each department, a proportional number of employees were selected: 50, 33, 33, 11, 14, 12, 13, 12, 15, 15, 24, and 18, totaling 250 participants. This sample size was determined based on Krejcie and Morgan’s sample size, given the target population of 750. The distribution of administrative employees across the departments in South Khorasan province is detailed in Table 1.The instruments used for data collection were standardized questionnaires on quantum management, job involvement, and organizational virtue. The validity and reliability of these questionnaires were confirmed through the Cronbach’s alpha coefficient. Data analysis was conducted using SPSS and AMOS statistical software. The analytical methods employed included single-sample t-tests, Pearson correlation, simultaneous multiple regression, and structural equation modeling.

The study’s findings reveal that the overall average scores for quantum management and organizational virtue, along with their respective components among educational staff, are significantly above the theoretical mean score of 3. However, the average score for job involvement among educational workers is notably below the theoretical mean (p < 0.001). Additionally, the elements of quantum thinking and trust negatively impact job involvement, whereas quantum feeling positively influences it. While quantum management does not exert a direct significant effect on job involvement, it does have a substantial indirect impact through the intermediary of organizational virtue, contributing to job involvement. Furthermore, the model demonstrated adequate fit.

Efficient human resource is a major indicator of the superiority of an organization over other organization. One of the indicators of retention, empowerment and development of employees in organizations is to pay attention to the replacement of people for the future positions of the organization. This is of special significance in educational organizations considering their goals, hence the aim of the current research was to identify the indicators and components of the replacement of managers in schools and educational centers. The approach of the current research was qualitative and the method was synthetic. The research corpus included all the articles published in the last decade (2006-2023), of which 24 articles were selected as samples based on thematic content monitoring. The research data were collected by qualitative analysis of the studied documents. By analyzing the data, key factors in 4 dimensions, 11 factors and 54 categories including the dimension of succession management (components such as competence-oriented, knowledge management, transformational and creative leadership, strategic planning); cultural organizational dimension (components such as strengthening the culture of cooperation and teamwork, delegating authority, maintaining talented human resources), approaches and strategies of parenting dimension (components such as approaches based on self-development and approaches based on cooperative learning), and monitoring and evaluation dimension (components such as program monitoring and evaluation of individual competencies) were classified. The results showed that in order to design succession planning patterns, in addition to the personal components of the succession, organizational culture, attention to effective approaches in education, proper management in succession planning, and appropriate evaluation should be considered.

The current trend in learning the science curriculum is more towards interdisciplinary (combined) learning. In the past years, several studies have examined articles related to integrated science curriculum. However, so much research on articles on integrated science curriculum is still not available to date. The purpose of this study was to review 29 empirical research articles in the field of science curriculum integration that have been published from 2010 to 2019. Most of these articles are taken from Scopus-indexed journals. The research approach used was a qualitative research design. The results of this study show that integrated science has been implemented in different countries. Nevertheless, the implementation of integrated science has not been as successful as expected. Students' understanding of integrated sciences shows it to be difficult, boring, uninteresting and abstract. There are several issues in the implementation of integrated science learning: inconsistency of teachers' educational background with integrated science, as well as underdeveloped textbooks and curriculum. Implementation of integrated science is effective for improving students' skills.

Job motivation is one of the most important criteria that should always be at a high level in the teacher community because it leads to the improvement of their professional performance and efficiency. Therefore, recognizing the factors affecting teachers' job motivation is of particular importance. In virtual education, due to the nature of this type of education, this issue is doubled. The present study was conducted with the aim of investigating the factors affecting the reduction of the job motivation of second year primary school teachers in virtual education.

The approach of this research was qualitative and its method was thematic analysis. The statistical population included all teachers of the second year of elementary school in Sabzevar city, which was achieved by using the purposive sampling method and after conducting interviews with 10 people.

In the current research, from the analysis of interviews, six main themes of educational issues, social and cultural issues, network and hardware issues, personal and family issues, administrative and organizational issues, and economic issues were identified as issues affecting teachers' job motivation. Each of these themes also had several sub-themes that show the differences in teachers' attitudes and perceptions regarding the causes affecting their job motivation.

According to the findings of the research, education administrators should be sensitive to the factors affecting teachers' job motivation and provide the basis for increasing their job motivation.

The aim of the research was to investigate the role of perception of curriculum elements in self-directed learning, based on the virtual trainings of Farhangian University among students of Sistan and Baluchistan province, considering curriculum elements as goal, content, method and evaluation. This research was an applied study in terms of its purpose and a descriptive and correlational one.

The statistical population of the research included all the skilled students of Farhangian University of Sistan and Baluchistan province, numbering one thousand people during the academic year 2020-2021. The number of samples was determined based on Cochran's sampling formula, 278 skilled learners, and then questionnaires were distributed among them electronically. The data collection tools were the perception questionnaires of Tatar curriculum elements (2013) and self-directed learning by Fisher et al. (2001). Descriptive statistics indicators such as mean, standard deviation and Pearson correlation and multiple regression tests were used for inferential statistics.

The findings showed a positive and significant correlation between the perception of curriculum elements and the subscales of perception of the teaching method, and perception of evaluation with the variable of self-directed learning and the sub-component of self-management; Among the elements of the curriculum, only the element of perception of the teaching method had the ability to predict self-directed learning and its different dimensions; Also, the results indicated that self-directed learning and self-control component were more favorable among female skill learners than males.

Readiness for self-directed learning was an important characteristic of individual learning in learners, which in order to plan and teach more efficiently in electronic learning environments, due to its sensitivities, should be given more attention by policy makers of educational systems and teachers.

The current research was conducted with the aim of predicting the adjustment of students based on school culture with the mediating role of quality of life at school. The research method was descriptive-correlational. The statistical population of research was2444 ninth-grade-male students of Birjand in the academic year of2022-2023, which 334 were selected as a sample according to Krejcie-Morgan's table and with Multistage cluster random sampling method. The research tools were Higgins-D’Alessandro & Sadh’s school culture questionnaires(1988), Sinha &Singh(1993) student adjustment and Williams & Batten's(1981) Quality of life at School questionnaires. Pearson's correlation coefficient test and structural equation approach and SPSS-26 and AMOS software were used for data analysis. All the coefficients of the direct path related to the relationship between school culture, quality of life in school and students' adjustment are positive and significant(p<0.01). The path coefficient of the indirect relationship between school culture and adjustment, through the mediating variable of quality of life in school, is significant at the alpha level of0.01. The goodness-of-fit index of the root of the approximation error is equal to0.076 and the standard root of the residual variance is equal to0.054, which indicates the good fit of the model. According to the findings, it is possible to predict students' adjustment through school culture and quality of life at school. The results have practical implications for psycho-educational interventions that improve the quality and conditions of students' academic life in school and the development of school culture with the help of administrators, teachers and school counselors.

The purpose of the present study is to investigate the components of peer mentoring for teachers. The approach of the present research is qualitative and its method is a systematic review based on the model of Wright et al. (2007). The research community consists of 623 articles about the components of peer mentoring for teachers that were presented in reputable scientific journals between 2014 and 2023. The research sample includes 30 articles that were purposefully collected and selected based on thematic data monitoring. The research data were collected from the qualitative analysis of the studied documents. Based on the data analysis, the components of peer mentoring for teachers were classified into 6 dimensions and 18 factors. These dimensions include the dimension of individual-personality components (including factors; personalization, process management, motivation and interest and cognitive characteristics), socio-cultural dimension (including factors; attention to learning culture, creating professional communities and effective interaction), organizational dimension (including factors; support) and consulting components dimension (including factors; communication skills, ethics and clinical supervision), educational components (including factors such as expertise) core, collaborative learning, authentic education and educational technology) and research components (including factors such as research skills and the integration of theory and practice).

The aim of the present study was to investigate the current model of ‘Nishat (vibrant) curriculum’ in primary school. This qualitative study used the grounded theory approach. The statistical participants of the study included all the agents involved in the development of Nishat curriculum for primary education. Purposeful criterion sampling was used to select participants. Data were collected through semi-structured interviews with 14 teachers, five school administrators, and eight parents of students. In order to analyze the data, open, axial, and selective coding was used. The criteria proposed by Lincoln and Guba (1985) were used to assess transferability and dependability. The results led to the identification of 21 core concepts and eight categories, which were put together in the form of a paradigm model. The model included the neglect of vitality in school curricula as the core category. It also comprised causal conditions (weakness in school management, weakness in educational culture schools, weakness in students’ social relations), contextual factors (sociocultural factors, organizational factors, and educational factors), facilitating conditions (personality and individual factors, content attractiveness of textbooks, attention to individual differences, and qualitative evaluation), intervening conditions (individual challenges, cultural challenges, and school challenges), strategies (interactions and communication among students, creation of a friendly classroom atmosphere by teachers, attention to active teaching methods, dynamization of the physical space), and consequences (increased depression and academic frustration). Therefore, it can be concluded that it is necessary for all education stakeholders to pay attention to sociocultural, organizational, and educational factors in the integration of Nishat (vitality) into the curriculum.

Professional ethics is one of the factors of teachers' professional development, which leads to the growth and strengthening of teachers' professional development. The current research was conducted with the aim of the relationship between professional development and professional ethics, considering the mediating role of the application of adult education principles in teachers of Sarayan city.               

This research was applied in terms of purpose and descriptive in terms of correlation type. The research population of all primary school teachers in Sarayan city in the academic year 2018-2019, which are 140 people, and the sample of the research, which was conducted by simple random sampling method, with the Morgan table, the sample size was 103 people. The research tools were three standard professional ethics questionnaires, teachers' professional development questionnaire, and a researcher-made questionnaire on the principles of adult education. The content validity and reliability of the questionnaires were estimated based on Cronbach's alpha coefficient of 0.83, 0.86 and 0.89, respectively. To analyze the data, descriptive statistics (mean, standard deviation) and inferential statistics (one-sample t-tests, correlation coefficient and path analysis) were used in SPSS version 22 software and Lisrel software.

The results showed that the application of the principles of adult education for the second, fourth, fifth, eighth and ninth standards (creating and maintaining a learning atmosphere, measuring and communicating with learning results, evaluating and reflecting on learning and teaching, content knowledge, using educational technology) is mediated. It is a suitable tool for predicting teachers' professional ethics.

setting standards in teacher training programs and applying the principles of adult education in teacher training courses can improve teachers' professional ethics.

The present research has aimed to study the role of optimism and buoyancy in teachers’ innovative behavior with flexibility as an intermediary. A descriptive research method of the correlational kind was used, and the statistical population consisted of 1500 primary school teachers in the city of Birjand in the school year 2018-2019, 306 of whom were selected as the sample by means of stratified sampling (based on gender and privilege) and in accordance with Morgan’s table. The optimism and flexibility questionnaire devised by Luthans (2007), the innovative behavior questionnaire devised by Kanter (1988) and Shirom's questionnaire for buoyancy (2004) were used in order to assess variables. The content validity of the questionnaires was confirmed by experts. Using Cronbach's alpha, the coefficient of reliability was shown to be 0.80 for the optimism questionnaire, 0.88 for the innovative behavior questionnaire and 0.72 for the buoyancy questionnaire. Data analysis has been done at descriptive (frequency, mean, and standard deviation) and inferential (Pearson correlation, regression and structural equation model) levels. The results showed that optimism, with a beta of 0.42, and buoyancy, with a beta of 0.61, and flexibility, with a beta of 0.50, predicted innovative behavior, and optimism with a beta of 0.39 and buoyancy with a beta of 0.42 predicted flexibility. As indicated by the findings, flexibility has the intermediary role here.

In this research, the theoretical foundations reflected in the Miller’s (2019) theory of curriculum were used to analyze the synergistic approach in his curriculum elements. In accomplishing this goal, systems theory was employed to explain the nature of the components of his proposed curriculum in the education system. A review of the literature shows that no study has been done yet to explain the synergistic approach in Miller’s (2019) curriculum elements. Considering the theoretical and practical importance of synergy, which has been highlighted in various studies, and that the formulation and implementation of an efficient curriculum is one of the main concerns in any education system, the main goal of the current research was to explain the synergistic approach in Miller’s curriculum elements using the systems theory.

Research questions:

 The study questions were as follows: 1. How do the research findings explain the objectives of a synergistic curriculum ? 2. What are the characteristics of students included in a synergistic curriculum ? 3. What are the roles and duties of teachers in a synergistic curriculum ? 4. What are the teaching-learning approaches in a synergistic curriculum ? 5. What are the characteristics of the educational environment in a synergistic curriculum ? 6. What are the evaluation approaches in a synergistic curriculum?

The current research was conducted to explain the synergistic approach reflected in Miller’s (2019) curriculum elements using a systematic review method. Purposive sampling was used to collect the data, and comparative content analysis was used to analyze the collected data. In this study, the relevant research on the topic of synergy in curriculum studies was identified and carefully examined. In the next phase of the study, an attempt was made to explicate the nature of a synergistic approach reflected in the six elements of Miller’s curriculum. In so doing, the seven steps suggested by Sandelowski and Barros (2007) were used to analyze the data.

The findings showed that the nature of synergistic curriculum planning, that is, participation in the production, implementation, and evaluation of a curriculum, involves the participation of a larger group of educational stakeholders. According to the findings, promoting cooperation among individuals, tapping into each individual’s skills, and using expert opinions lead to a more satisfactory and elaborate outcome, which crystallizes the true meaning of collaboration. Students are considered as a dynamic and active element in a synergistic program in all fields. Hathib (2016) emphasized that students in a synergistic curriculum had “the spirit of teamwork, mutual understanding, free-spirited attitude, mutual respect, and better understanding”. He also asserted that a synergistic curriculum could foster “group discussion, group assignments, and cooperative learning”. In a synergistic curriculum, the role of a teacher is that of a guide and a facilitator who combines teaching with technology and makes the class an attractive place for students. Moreover, such a teacher accompanies students in their quest for learning during the academic year as a driving force and source of enthusiasm. In a synergistic curriculum, special emphasis is placed on creating dialogue-oriented and collaborative environments, in which interactive learning, technological methods, and flipped learning take center stage. The learning environment in a synergistic curriculum is fertile for the expansion of cooperation and mutual respect. Participation and cooperation, as pointed out above, are of great importance. A synergistic curriculum is intended to create an environment that benefits from the use of educational technology to facilitate the process of knowledge acquisition. In such an environment, communication technologies are used to ease dialogue between learners and enhance their learning. Due to the nature of a synergistic curriculum, it is expected that no single specific method be considered for the evaluation of students; rather, teachers are encouraged to avail themselves of various complementary evaluation methods implemented formatively and qualitatively. In addition, the evaluation in a synergistic curriculum follows an integrated approach and takes into account all students’ activities.

In a synergistic curriculum, the emphasis put on the complementary role of the school and how to live peacefully is not limited to the roles of teachers, students, and the environment, yet it also highlights the importance of interacting and cooperating with all other stakeholders involved in the education system. Curriculum planning specialists strive to design programs that are based on systemic and synergistic theory. An indispensable element of such curriculums is paying attention to the integration of technology with teaching through the employment of teachers who are aware of the latest technological developments relevant to teaching and learning. A cooperative atmosphere in the classroom contributes to the dynamics of group work and boosts learners’ social activity, which, in turn, provides the ground for both teachers and learners to realize the spirit of synergy.

Being in the Anthropocene era, despite the complexity and rapid changes, the world considers it necessary to speed up teaching-learn ing, practical measures, and its application, so that the traditional and pre-organized methods can no longer meet the needs of mankind in terms of education. This caused the new post-qualitative approach, which is a non-linear, non-radical, and free approach, with post-structuralist and post-manic structures to come to the fore. Due to the importance of curriculum plan ing as a fundamental pillar of change, transformation, and innova tion in education, the present research was conducted with the aim of examining the elements of designing and developing curriculum with a post-qualitative approach using a docume ntary method and through internat ional, and Persian databases and scientific search engines. Finally, 8 articles were examined in detail. In order to increase the dependability, confirmability, and credibility of the data, the methods of "reviewing two evaluators and using the opinions of research colleagues and confirming them", "explaining the exact details of the process of data collection and analysis", "three-way perspective based on the diversification of related articles, analysis of negative and conflicting cases interpreted in the data" were used. The results showed that this approach has the necessary capacities to realize and meet the needs of the current human world. The current research is the first domestic effort in entering the field of educational sciences, curriculum designing, and development. There fore, considering the growth and expansion of this approach in the world and taking advantage of its opportunities, entering this field is suggested to the domestic researchers and the use of this approach is suggested to the trainers and teachers in the field of education.

Current modes of education require STEM education to integrate four disciplines (science, technology, engineering, and mathematics) into one larger discipline. However, the implementation of integrated STEAM training is not an easy task because many issues arise after its implementation. Therefore, a systematic review was conducted to gather evidence from the latest empirical studies to explore the main issues related to integrated STEAM education. PRISMA guidelines were used to track relevant articles from 2010 to 2019 using Scopus and Google Scholar databases. Hence, a total of 17 articles were identified. The findings showed that the teacher is the most important factor in the integrated education of STEAM. The knowledge of teacher is the key to the implementation of STEAM integrated education, but teachers in the field of STEAM education are still unaware of the content of STEAM. Therefore, STEAM teachers must immediately have in-depth knowledge of STEM content to ensure successful implementation of STEAM integration.

The next age is the age of networks, but not technology networks, but human networks and the age of human intelligence in global networks, and the role of teachers as the core of the education system will be increasingly considered. The purpose of this study is to identify the main factors and map out scenarios that are credible and desirable for the professional development of teachers in South Khorasan Province. 

This research is of applied type and has been done with new methods of futures research (Delphi and scenario). Also, the methods of collecting field information are documentary and library. Mick Mac software and Wizard scenario were used to analyze the indicators and variables. The statistical population consisted of 30 professional development specialists including teachers, experts and education managers who were selected purposefully (criterion-based). The criterion of purposefulness is having a master's degree and at least 15 years of service. Participants in the study included 15 teachers, 10 principals of these schools and 5 human resource training experts of education departments. Discussion and

The results of this study showed that 13 main factors are effective in the professional development of teachers in South Khorasan province. These factors include the development of teachers' abilities in individual and social roles, scientific developments, the position of teachers in society, the level of cooperation and interaction with teachers and professionals, the development of cognitive and self-learning abilities, motivational status and interest in jobs, the development of school culture and professional ethics. Government and public financial support for teachers and schools includes attention to specialization, technology development, social media, media literacy, school reliance, attention to effectiveness, and the development of communication (local, national, and international). These factors lead to 39 possible situations based on scenario analysis. After analyzing the possible situations, 6 plausible scenarios and 3 scenarios with strong probability of occurrence in the professional development of South Khorasan province were identified.

The purpose of this article was to investigate the ethical behavior of teachers in evaluating the learning of third grade students in an electronic way. For this purpose, a qualitative research method (virtual ethnographic research) was used, and in order to analyze the information collected from online observations and interviews, the method of categorization and coding was used. The participants of the research were "teachers" who were selected using the purposeful sampling method of 20 teachers as a sample to conduct a semi-structured interview. The results showed that being satisfied with one evaluation method, the validity of the evaluation reduces and leads to non-compliance with evaluation ethics standards, therefore, it is necessary to use multiple (combined) methods for virtual evaluation of learners' learning in accordance with the content and goals

Family and school are two complementary educational spaces and parents have a decisive role in the executive mechanisms of formal education, so it is necessary to have a continuous relationship with the teacher as the key element of school and education. Due to the spread of the Corona virus and the virtualization of education, virtual parent-teacher interaction has become part of the home-school relationship. The present article aims to examine the interactions between parents and teachers in the happy network space as a formal space in virtual education. Using virtual ethnography method, this study has studied 10 happy network subjects in the first and second grades of elementary school from the perspective of examining the typology of virtual interactions between parents and teachers over a period of approximately six months. During the field work, offline and online interviews were conducted with the teachers of these ten classes at different intervals. After collecting data from two methods of observation and semi-structured interviews, they were analyzed in maxQda software. Findings showed that virtual interactions between parents and teachers were in two types of academic and non-academic interactions that extracurricular interactions have increased compared to previous years.

The present study was conducted with the aim of investigating the relationship between authentic leadership and social wear with the mediating role of organizational loyalty among secondary school teachers (girls and boys) in Birjand city. The current research was applied in terms of purpose and descriptive-correlational in terms of method and based on structural equations. The statistical population included all the secondary school teachers of Birjand city in the academic year of 2014-2016, 530 of whom were selected based on the Karjesi and Morgan table, 223 of whom were selected by stratified random sampling (according to the gender of the teachers). The data collection tools of the research included authentic leadership questionnaires by Walumbwa et al. (2008), social attrition by Duffy et al. (2002), and organizational loyalty by Wells et al. (2011). Data analysis was done with spss and Smart PLS software. Pearson's correlation coefficient was used to test the hypotheses and structural equations were used to test the model. The findings showed the effect of authentic leadership on positive and meaningful organizational loyalty (r=0.562), the effect of authentic leadership on negative and meaningful social wear (r=-0.329), the effect of organizational loyalty on negative and meaningful social wear (r=-0.370) ), also the findings showed that authentic leadership has a significant effect on the social wear of secondary school teachers in Birjand city through organizational loyalty (p<0.01) and the research model was appropriate.

The aim of this study was to investigate the effect of two-way question teaching method on self-efficacy, self-esteem and academic achievement of sixth grade students in the city of Sarayan. This research was applied in terms of purpose and quasi-experimental in terms of method. The total research population of sixth grade elementary school students in Sarayan and the research sample was random sampling method which was estimated to be 30 people using Morgan table. The research tools were three questionnaires of student self-efficacy of Jink and Morgan (1999), Coopersmith self-esteem (1967) and academic achievement. The content validity of the questionnaires and their reliability based on Cronbach's alpha coefficient are 0.83, 0.81 and 0.89, respectively. Descriptive statistics (mean, standard deviation) and inferential statistics (analysis of covariance) were used to analyze the data in SPSS software version 22. The results showed that two-way questioning training on the components of talent with a significant level (0.024) and effort with a significant level (0.009) and components of general self-esteem with a significant level (0.001), family self-esteem with Level of significance (0.001), social self-esteem with a significant level (0.001) and academic achievement with a significant level (0.002) are effective.

The aim of the current research was to identify the ethics of education in virtuall space. This research was applied in terms of purpose and qualitative in terms of method and virtual ethnography. The research community included elementary teachers of Khash city who were engaged in virtuall education of students in the academic year of 1399- 1400 With the consent of the teachers, the researcher became a member of their virtual class group and observed the educational training for three months. Purposive sampling method was available and data collection was through observation and semi-structured interview. The data was analyzed by inductive content analysis. According to the findings of the study, the ethical components of virtual education were classified into three dimensions and seven factors, which include: preserving privacy and human dignity, preserving peace of mind, and respecting the culture of honesty and trustworthiness. The results can be used by the policy makers and beneficiary of the country's education system to plan and adjust the macro strategies of the ethics of virtual education.

The future is the age of networks, but not technology networks, rather human networks and the age of human intelligence in global networks. In this regard, the role of teachers, as the core players in the education system, their professional development will be increasingly important. The present study aimed to design a model for the professional development of elementary teachers using a future research approach. Research questions What are the key elements of a conceptual model of professional development with a future studies approach?

This applied research used a theoretical framework to identify the concepts that underlie the basic nature and structure of elementary teacher professional development. In addition, the relationships between the identified concepts were examined. In fact, the study method had two dimensions, namely, experimental and philosophical. The empirical dimension of the theoretical framework required an understanding of the real world of the curriculum, which can be achieved through scientific, ethnographic, phenomenological, or other appropriate types of research. The philosophical dimension required detailed knowledge of concepts and theoretical processes involved in the phenomenon under study (Short, 2015). In this study, the researchers utilized a future research approach to develop a model for the professional development of elementary teachers. For this purpose, a field study was conducted using the existing literature and surveys. The research tool was a semi-structured interview. The participants were selected through a purposeful (criterion-based) sampling technique, and the inclusion criteria included the followings: at least 25 years of experience in teaching and a master’s or doctoral degree. Sampling continued up until theoretical saturation was reached. The study sample included 10 elementary teachers, 3 principals, and 2 human resource training experts working in Sarayan Education Department, Sarayan, South Khorasan Province, Iran. The criteria suggested by Lincoln and Cuba (1980) were used to ensure validity and reliability. To assess the transferability of the findings, experts’ opinions were consulted. The reliability of the findings was evaluated by measuring the level of agreement between coders, and peer debriefing was used to assess the validity of the findings.

Based on the findings, the conceptual model of professional development for elementary teachers comprised four elements, namely, religious, cultural and social, political, and economic knowledge. Given the potential weakening of the position of religion in the future and challenges facing this element, religious knowledge was decided to be the basis and axis of professional development in future professional development programs for teachers. According to the findings, teachers’ professional ethics has not received enough attention. Also, cultural and social factors, as one of the four main elements of the model of teacher professional development, should be given due attention because in the future, due to globalization and increasing cultural diversity, future educational environments will be at the heart of cultural exchanges between different countries. Thus, it is necessary to prepare educational stakeholders, especially teachers, for a globalized world in the future. Given that teachers’ voices are not adequately reflected in education policies, effective political strategies and policies, such as decentralization, should be included in future teacher professional development programs. Due to the declining income of families, economic fundamentals should be included in the teacher professional development programs in the future. In addition, the developed model had two dimensions: internal and external. The former included the individual aspect, skills, and content, and the latter entailed technology, organization, and communication. Based on the obtained results, three scenarios, including the desired type, the existing type, and the critical type, can be explained by the model. Finally, it is suggested that teacher professional development programs in the future try to improve teachers’ knowledge and metacognitive and critical skills and foster the development of social status in society, political literacy, participation in virtual and non-virtual content production, national and global identity, professional ethics. Also, such programs need to attract financial and public support and promote technology infrastructure development and specialization in the field of technology.

With regard to technology, it is suggested that low-income schools be provided with basic technology infrastructure, interactive software, and cyberspace on a secure platform. It is equally important that teachers be offered continuous educational courses in applied technology and its integration with education. The current trend of teacher burnout and teacher shortage and the possible continuation of this trend in the future make it necessary that future student enrollment in Farhangian University be decided based on students’ skills and competence. Since some teachers lack the skills required during the process of teaching, it is suggested that future teacher professional development programs provide teachers with study opportunities as well as specialized courses focused on cooperation with the scientific community. These measures are hoped to remove barriers to continued education for teachers. Due to the limited involvement of teachers in different educational decision-making processes, it is suggested that teachers be involved in curriculum design and textbook development. By the same token, it is highly advisable that the macro and micro educational policies be formulated with the help and collaboration of teachers.