صلاح الدین ابراهیمی

The purpose of the present study is to investigate the relationship between Hofstede cultural values, epistemological beliefs and metacognitive strategies using structural equation modeling. The statistical population of the study included all student teachers of Farhangian University of Tehran (Shahid Mofateh Shahr-e-Rey Campus and Etrat Vavan Islamshahr Higher Education Center) which was about 1040 people, 361 of them participated in the study. Findings of SEM revealed femininity/masculinity, collectivism/individualism, power distance and long term orientation exerted a direct significant influence on knowledge structure. Meanwhile collectivism/individualism, power distance, uncertainty avoidance and long term orientation were found to directly influence knowledge acquisition speed. Power distance exerted direct, significant influence on knowledge stability as well as knowledge source. On the other hand, collectivism/individualism, power distance and long term orientation had a direct influence on knowledge acquisition control. Other findings showed while the direct influences of knowledge structure and knowledge source on metacognitive strategies were significant and positive, knowledge acquisition control and knowledge acquisition speed negatively influenced metacognitive strategies. Overall, it can be concluded that the findings highlight the importance of cultural values in in epistemological beliefs and, hence in metacognitive strategies among students.

The educational system is the basis for intellectual growth and development and the basis for the maturity and realization of human capacities, and education managers must be professionally developed to carry out this mission successfully, because a large part of the complexity and sensitivity of the educational system. It refers to the behavior of managers and the success of the organization in achieving organizational goals and missions depends on the existence of competent and competent managers; Therefore, the present study was designed to develop a model for the professional development of education managers. To conduct the research, a qualitative approach with grand theory method was used. The study population was all experts, professors and senior managers in the field of human resources in education who were interviewed using purposive sampling with 21 experts. The research tool was a semi-structured interview. Open, axial and selective coding methods were used to analyze the qualitative findings. The results showed that "Development of cognitive-leadership-management skills and development of professional ethics" as key categories, "Professional development planning, organizational talent, educational and learning opportunities and self-development "As causal conditions", "networking, guidance, facilities and resources and career path management" as strategies, categories of "organizational values and culture, group of managers and working conditions" as a platform, "organizational factors, Learning-Improvement-Development Atmosphere and Barriers and Involvement of Managers were introduced as intervening conditions and succession can have consequences for individual and organizational development in education and positive extra-organizational effects for society.

Distributed leadership is one of the most popular theories in school environments today. This theory has a great impact on the improvement and performance of schools, the effectiveness of teachers and, consequently, student outputs. Therefore, the main purpose of this study was to construct and validate a scale for the study of distributed leadership in secondary schools. The statistical population included all high school teachers in Kurdistan province. In the first stage, 377 people and 6 months later, 321 people were studied by random sampling from different regions. In the first stage, the data were analyzed using Exploratory factor analysis, using principal component analysis of direct ablation rotation with SPSS 23 software. In the second stage, the data were analyzed using confirmatory factor analysis and AMOS 23 software. The results of the present study showed that the questionnaire for the study of distributed leadership has a four-factor structure including: school improvement and teacher professional development, trust-based interaction, democracy, and comprehensive support, which are measured using 25 statements. This questionnaire was named "Distributed Leadership Scale of Secondary Schools".

Social capital can aid educational managers in achieving educational goals and effectiveness. Therefore, this research aimed to identify the factors influencing the social capital of managers in Iranian-Islamic organizations within the education sector. The study employed a mixed method (qualitative-quantitative) approach using a sequential exploratory strategy. In the qualitative phase, the research community consisted of experts, professors, and individuals knowledgeable in human resources and social capital in education. A targeted sampling technique based on snowball sampling was used to conduct interviews with 20 participants. For the quantitative phase, the statistical population comprised senior and middle managers from the Tehran Education Department. A sample of 459 individuals was selected using cluster sampling. The research utilized a semi-structured interview guide for the qualitative phase and a researcher-designed questionnaire for the quantitative phase. Data analysis involved the use of open and axial coding in the qualitative phase and descriptive analysis, correlation analysis, and second-order confirmatory factor analysis employing structural equation analysis in the quantitative phase. The results revealed that the factors influencing the social capital of educational managers included support and networking, interaction and communication, talent management and development, extracurricular activities, enhancement of human resources, management factors, and organizational factors. The quantitative analysis, employing the partial least squares approach, confirmed the validity of the model through second-order confirmatory factor analysis and structural equation modeling.

Active Academic Engagement Students' learning and academic achievement are important, and students with higher academic engagement have higher academic performance. Therefore, the aim of the present study was to investigate the mediating role of achievement goals in the relationship between basic psychological needs and students' academic engagement using structural equation modeling. For this purpose, 382 undergraduate students of Farhangian University of Tehran (Shahid Mofteh Campus and Atrat Vavan Higher Education Center of Islamshahr) participated in the research. They replied to the Basic Psychological Needs Questionnaire (Ilardi et al. 1993), Achievement Goals Scale (Midgley et al. 2000) and Academic Engagement Scale (Assure, Kaplan & Roth, 2002). Structural equation modeling revealed that basic psychological needs exerted a direct, significant influence upon mastery and approach-performance goals, and an indirect one upon students’ academic engagement through the mediation of achievement goals. Additionally, mastery goals had a positive direct influence upon academic engagement, while the direct influence of performance-avoidance on academic engagement was negative. In general, findings of this study suggested psychological needs satisfaction led to choose mastery and approach-performance goals which could in turn influence their academic engagement.

One of the main topics of the developed educational systems in the third millennium is the importance of the role of "educational management" in advancing the goals of education. Therefore, the educational principal as a "leader", "core" and "influential factor" in the school has a fundamental role in the quality of the implementation of educational programs and the advancement of educational goals. With these conditions, the current research was conducted with the aim of identifying the categories of necessity and importance of establishing a master's programme in management and educational leadership in Farhangian University. A qualitative method with a Grounded Theory approach was used to conduct the research. The study field was all experts, professors, educational management, and leadership specialists in education organization and Farhangian University, that 21 of them were interviewed using purposeful sampling and theoretical strategy. The research tool was semi-structured interview. The findings were analyzed and validated by three-step coding. According to the results of the research "Importance and Necessity: Career, Curriculum and Content Research" as the core category, "Education and learning strategies and programmes, resources and facilities, future research and foresight and providing and preparing human resources" as causal conditions, "Development in the curriculum and learning environment, needs assessment, requirements and organizational support and networking and interaction" as strategies, the categories of "University culture and climate and the group of students and professors" as a context, "Involvement of students and professors with problems related to the organizational field" as intervening conditions, and educational and organizational categories were raised as a result. Using the results of this research can be effective in improving the leadership and management of schools and the efficiency of the educational system.

Talent management is the performance of a series of integrated activities to ensure the recruitment, retention, motivation and development of talented employees required by organizations now and in the future. This research seeks to identify the factors affecting talent assessment, optimal talent management, better understanding of the talent management process and its future prediction, which ultimately designed an optimal model and for this purpose has used the system dynamics (SD) method. The sample includes 150 managers, professors, and skilled staff in various organizations (universities, Ministry of Science and Education) and the data were collected by previous research, interviews with human resources experts of the organizations and a questionnaire collected, with the opinion of experts and groups. Focal point, cause-and-effect relationships were identified and plotted in vensim software, proposed scenarios and policies that indicated important influential factors for predicting future talent management, and finally an optimal model was designed to better understand talent management, optimal talent management and its future.

The current research was conducted with the aim of evaluating professional ethics and organizational health and its relationship with the quality of work life of faculty members of Farhangian University. The research method is applied in terms of purpose and descriptive in terms of data collection method. The statistical population included all faculty members of Farhangian University, among whom 201 people were selected by simple random sampling method and were asked Walton's Quality of Work Life Questionnaire, Huey and Feldman's Organizational Health Questionnaire, and Professional Ethics Questionnaire based on The components of various researches had been obtained, they answered. Content and construct validity were used to determine the validity of the questionnaireKeywords: structural relationships, knowledge management, student entrepreneurship, organizational culture. Also, the reliability of the questionnaire was evaluated using Cronbach's alpha coefficient (professional ethics "0.92", organizational health "0.84" and quality of work life "0.81"). The results showed that the state of professional ethics and all components of professional ethics, except for the component of justice, which is in the average level of the hypothetical average of the research, is above average. Also, the state of organizational health, except for the components of institutional cohesion and resource support, which is not significantly different from the hypothetical average of the research, is higher than the hypothetical average of the research in other dimensions.

Today, distance education is considered as a new educational method that can remove the climatic and geographical barriers of educational spaces, age and gender limitations of learners. In Iran, distance education programs have been designed and established. The purpose of this study was to identify the disadvantages and weaknesses in the implementation and conduct of distance education courses focusing on Kurdistan province. To achieve such a goal, a qualitative approach and phenomenological method were used. The study population was all managers and instructors of distance education centers in Kurdistan province. Using snowball sampling and considering the theoretical basis of data saturation, 21 of them (7 managers and 14 instructors) in the sample group were included in the study. To collect the relevant data, response questionnaires were distributed among them. In order to analyze the data, the method of inductive content analysis based on open coding was used. The results of the analysis showed that technological and communication barriers, educational planning barriers, administrative and structural barriers and financial barriers are the most important progressive advances of these courses and in order to eliminate them, it is necessary that the mentioned centers and The institutions that support these centers will also provide better technological and financial infrastructure for these centers and implement revisions in the relevant programs and strategies.

The purpose of this study was to investigate the scientific and professional competencies of first grade high school math teachers in Tehran.The statistical population of the study was the first grade mathematics teachers of high schools in Tehran in the academic year1398-99, whichwereselected as a sample using cluster sampling of 537 people. The research tool was a researchermade questionnaire with98 items in the form of9componentsof educational,scientific,behavioral,social,intellectual,managerial,ethical, professional and technological competencies of teachers. Its validity was confirmed by experts and Cronbach's alpha coefficient was calculated to be86%The results of t-test showed that educational,scientific,behavioral, managerial and moral competencies are above the average and are significant at the confidence level of0.99 But professional and social competencies are not significant at the level of0.95 confidence but the status of technological and intellectual competencies is significant at the level of0.95confidence,and teachers in these competencies are in the status.They are not desirable.The results of independent t-test show that the status of male teachers is higher than female teachers in terms of social and intellectual competencies but the status of female teachers in educational qualifications is better than male teachers. The results show that there is no significant difference between male and female teachers in other variables

One of the important processes of human resource management in educational organizations is the development of teachers' professions. Professional development can help university professors achieve the goals and effectiveness of the teaching and learning process. Therefore, the present study aimed to identify the factors affecting the professional development of teachers in teacher education centers (Farhangian University) has addressed this important issue. In this research, a mixed method (qualitative-quantitative) with a sequential exploratory approach was used. The research population in the qualitative section was all experts, professors and experts in the field of human resources in Farhangian University, which was interviewed using 18 experts using targeted snowball sampling. The statistical population consisted of all professors and lecturers of Farhangian University who were selected as a sample using cluster sampling method of 251 people. The research tool was a semi-structured interview in the qualitative stage and a researcher-made questionnaire in the quantitative stage. Participant feedback method was used for trustworthiness of qualitative data and retest and agreement coefficient were used for data credibility. In quantitative part, face validity and Cronbach's alpha were used for validity and reliability of the questionnaire. To analyze the information in the qualitative part, open and axial coding methods were used and in the quantitative part, the methods of descriptive analysis, correlation analysis and structural equation analysis (second-order confirmatory factor analysis) were used. The results showed that the effective factors on the professional development of teachers in teacher training centers (Farhangian University) are: Educational strategies and programs, development of creativity and innovation, strategies for improving human resources, career development, development of knowledge management, research orientation and networking. In the quantitative part, the results of the second-order confirmatory factor analysis and the structural equation model analysis with the partial least squares approach confirmed the validity of the model.

Managers need to have the capabilities and abilities that lead to their successful performance that not only meet internal needs but also be able to direct external needs. And in any society, the educational system is an important and significant part. This institution is the basis for intellectual growth and development and the basis for maturity and realization of human capacities. Therefore, education managers must have the necessary competencies to do this successfully. Therefore, the present study was designed with the aim of developing a model for developing the competencies of Iranian Islamic managers in government organizations with an emphasis on Islamic management in education. To conduct the research, a qualitative approach of phenomenological type and grand theory method was used to conduct the research. The study population was all experts, professors and senior managers in the field of human resources and Islamic management in education, and 19 people were interviewed using purposive sampling. The research tool was a semi-structured interview. Coding method was used to analyze the qualitative findings. The results showed that "development of Islamic competencies and development of leadership and managerial competencies" as a central category, "succession, continuous evaluation, continuous training and learning and talent management" as causal conditions, "learner-centeredness" Organization (learning organization), justice in selection, appointment and promotion, planning and program-oriented and career development "as strategies, categories of" organizational culture and staff group "as a platform," Islamic attitude to Management, human resources, and organizational structure were introduced as intervening conditions, and the development of the competencies of Iranian-Islamic managers in government organizations can have positive individual and organizational consequences in education. If the managers of education are developed by using the competencies and according to the appropriate Iranian Islamic model, and have sufficient knowledge and skills, the organization will be able to achieve the goals of the organization by raising the morale of the employees and motivating them to work and work. Spend less resources and better quality and increase the productivity of the organization.

The purpose of this study was to design a competency model for middle managers in education for use in the assessment center. This research was of mixed type (qualitative-quantitative). First, in the qualitative stage, exploratory study was performed and the research approach was deductive-inductive. The research method is descriptive in the quantitative part and the correlation research design is structural equation modeling. The research community in the qualitative section was all experts, professors, and senior managers in the field of human resources in education and training. 22 experts were interviewed by snowball sampling method and 25 of them were selected in the Delphi section. The statistical population in the quantitative stage were all senior and middle managers of the Department of Education in Tehran who were selected as a sample by cluster sampling method of 462 people. The research instrument was a semi-structured interview in the qualitative stage and a researcher-made questionnaire in the quantitative stage. For data analysis in qualitative part, open and axial coding and Delphi analysis methods were used, and in quantitative part, descriptive analysis, correlation analysis and second-order confirmatory factor analysis were used. The results showed that the components of the competency model of middle managers in education and training for use in the assessment center are knowledge competence, professional competence, personality traits, executive competence, leadership competence, communication competence and perceptual competence. In the quantitative part, the results of the second-order confirmatory factor analysis with the covariance matrix approach confirmed the validity of the model.

One of the challenges of human resource management of organizations, especially in education and training is developing and maintaining talents. In this regard, the model of talent management in the organization with an emphasis on development and maintenance in education, has been designed as a strategy and guide to maintain talent and develop competencies effectively. In this study, the qualitative approach of phenomenology was used by Granded theory method. The research community included all experts, professors and senior managers in the field of human resources in education that the interview with 22 experts was conducted by using targeted snowball-based sampling. The research tools was a semi-structured interview. Coding method was used to analyze qualitative findings. The research results showed that "development and maintenance the talent" as the central category, "organizational factors, job factors, organizational learning and resources" as causal factors, "talent management system, research and knowledge orientation, succession and merit-based performance appraisal" as strategies, the categories of "look and attitude to talent management, and human resource management strategies" as context, "organizational structure and culture, and organizational maturity" as intervening conditions and individual and organizational consequences has been proposed in the paradigm model of talent management in line of the develop and maintain the talents in education. Education is a social institution with many individual, cultural and economic effects. One of the main factors in the growth and development of societies is education that has appropriate goals and achieves its goals. To achieve these goals and move in this direction, talented managers and employees play a decisive role. Unfortunately, despite many changes and developments, in recent years not only the efficiency and effectiveness of the education system has not increased, but also the growth of managers and employees based on their specialized abilities, capabilities and meritocracy, and this can be done in Develop talent development and disruption; Therefore, according to these points, the existence of evaluation centers in the educational organization that selects, selects, appoints and promotes principals with basic competencies is one of the necessities of the country's educational system. The need to institutionalize talent management is one of the main requirements for talent management in education. Getting used to the existing structures and procedures makes it difficult to create new structures. Managers of educational organizations need to know that a reality called the organization and the day-to-day running of its activities are built collectively. One of the reasons for the stability and permanence of administrative and organizational structures is that these concepts have penetrated and institutionalized in the language and speech of the members of the organization and in their behavior and speech. And in order to institutionalize the talent management system, such a system must become normalized, meaningful, and, over time, gain identity and legitimacy in the organization. If educators choose talented managers with the attitude of talent management and using the competencies of the center to evaluate managers, by raising the morale of employees and motivating them to work and be active in them, they will be able to achieve the organization's goals by spending less resources and better quality. Increase. Today, improper and tasteful management, along with a lack of experience and a lack of scientific competence in management, has created problems for educational systems. Unfortunately, despite many changes and developments, in recent years, not only the efficiency and effectiveness of management systems has not increased, but also the growth of managers based on specialized capabilities, capabilities, logic of the hierarchy and in other words, according to their competence. This can interfere with managerial creativity. Therefore, according to these points, the attitude of management and development and maintenance of talents in the educational organization, which are selected, selected, appointed and promoted with the basic competencies of principals and helps to develop talents in the future, is one of the necessities of the educational system. Expanding the language of talent management in education and training strengthens the legitimacy of the talent management system. Talent management system will be successful in practice when it has legitimacy in the organization and is agreed upon by the members of the organization or at least influential and key people. Legitimacy will allow the talent management system as the second core to breathe alongside the first core, the current human resource system. Legitimacy is a situation that is considered appropriate, desirable, and lasting. Every new phenomenon that arises requires legitimacy. New institutions must be established to be legitimate in the face of established institutions. As old norms, practices, and structures fail and new ones become justifiable, they become more widespread, more legitimate, and institutionalized. Addressing the important issue of institutionalization of talent management and succession management systems through the dissemination of talent management language in education can be effective in solving the challenges of establishing a succession management system; At the same time, it sends a message to educators that developing and maintaining talents is a prerequisite for managing succession management, and a sufficient condition is the implementation and establishment of such a system in the organization. Practical suggestions Focusing the talent management model on the development and maintenance of key human resources (talents) can play an important role in the success of the training strategy of the training organization. Appointments and career advancement provide a regular process for selecting and preparing the best and most qualified people for key and sensitive positions so that the available workforce is evaluated and capable candidates are identified and prepared for managerial positions. In this regard, it is possible to classify and rank talents by preparing a database, and while preparing and training them, in case of need, to appoint the most suitable person for managerial positions. Candidate Evaluation: Using a variety of exercises and tests to evaluate candidates, especially IQ tests, personality and competency, and social behavior to avoid the heavy costs of trial and error and retain the experience gained. Employees should be on the agenda in the long run; It also identifies outstanding talents and helps employees develop their career path; Encourage managers to take part in these tests.

Understanding the career plateau phenomenon among teachers' is important because it is the teachers' in terms of job characteristics and organizational structure. In this study, the relationship between career plateau Content and structure have been studied with teachers' motivation. Statistical population included all secondary school teachers' in Tehran in the academic year 2018-2019 are using cluster sampling 423 subjects were selected. Information on research variables from job plateau questionnaire Mailman (1992) motivation and Becker (2008), respectively. The validity of the questionnaire was confirmed by experts and its reliability was confirmed by Cronbach's alpha method. The Information obtained in this research using descriptive statistics (Frequency, percentage, charting, table editing and Standard deviation) and inferential statistics (correlation coefficient, Stepwise regression, etc.) using SPSS software version22 Were analyzed. The data analysis showed that the structure and content of the relationship between career plateau, job motivation, the confidence level of 0/99 per cent in the negative direction is significant. Multiple regression analysis showed a stepwise career plateau structure and content have a negative impact on the motivation of teachers’. The results’ show that the job is removing plateau teachers’ motivation is low.

This study aimed at studying the relations between creativity of male and female high school students majoring at Humanities, Mathematics or Science with their academic achievement. 320 students (176 male and 144 female) were selected through cluster sampling who responded to creativity questionnaire. Academic achievement was measured by students’ GPA. Data were analyzed through Pearson Correlation Coefficient, Stepwise regression Analysis and Analysis of Variance. Results revealed Fluidity and Expansion, as components of creativity, were respectively the most powerful predictors of academic achievement. Multivariate Analysis of Variance showed components of creativity were not different by students’ major of study. Additionally, results of Analysis of Variance indicated there were no gender differences in components of creativity. This research provides useful and effective evidence to principals, teachers, and educational planners that forces them to pay special attention to creating an environment based on mutual trust and respect in schools, and that they have an understanding of ability. Have different people and talents and pay attention to these individual differences in teaching, evaluation and academic guidance, and allow the student to express and develop his / her abilities. This personal and individual attention to and providing a relatively calm atmosphere enables students to discover themselves, which may lead to the concept of self-concept, and apart from this growth and flourishing, individual skills affect academic performance.

The aim of the present study was to investigate the relationship between teachers' creativity and the effectiveness of sixth grade math teaching in primary schools. The statistical population was all sixth grade students of public elementary schools in District 2 of Tehran. Out of 518 of them, 251 were selected as a sample based on random sampling method and Cochran's formula. To collect research data, three standard questionnaires of Rendering Creativity (2006) were used to measure teachers' creativity, Parsons (2009) Questionnaire to measure the effectiveness of mathematics classroom and Pinta (2008) questionnaire to measure the effectiveness of mathematics teaching were used. The questions of all three questionnaires were scored in five options based on the Likert scale. Cronbach's alpha test was used to assess the reliability of the questionnaires. The validity of the tools was confirmed using content and face method. Pearson correlation coefficient and regression tests were used to analyze the data. The results showed that the relationship between teachers' creativity and emotional support, class organization, educational support and in general the effectiveness of teaching is positive and significant. The results of regression test showed that the creativity variable is effective on the effectiveness of teaching mathematics teachers.

The purpose of this study was to design a model of competency of schools managers for use in the assessment center. In this cross-sectional study, the qualitative components of the exploratory study were tested using structural equations. The research community in Delphi, all the experts, professors and senior managers of human resources in education, was interviewed using a targeted snowball sampling with 25 experts. The statistical population was in the quantitative phase of all educational managers of Tehran city. 462 people were selected as sample using cluster sampling. The research tool was a researcher-made questionnaire. To analyze the findings of the Delphi method, a second order confirmatory factor analysis method was used. The results showed that the dimensions and components of the model of competency of the education managers for use in the assessment center are: knowledge competence (general knowledge of management, incident knowledge in the field of educational management, knowledge in the field of education and teaching, environmental knowledge, knowledge of related laws and Knowledge of information technology), professionalism (good ethics, commitment to values, honesty and truthfulness, flexibility, chastity and kindness, customer orientation and conflict management), personality traits (pattern, accountability, commitment, participatory, learning, Perfectionism, self-improvement, self-management and self-confidence (executive) (information management, risk-taking Resource management, timely feedback, operational planning and decision-making skills (leadership) (motivation, empowerment and empowerment, teamwork and team building, penetration and impact, talent management, success and inspiration) communication (skills) Hearing, ethics and good behavior, ability to communicate with employees, understanding and understanding of others 'perspectives, ability to communicate clearly and clearly, ability to communicate with school principals and ability to interact with students' parents (cognitive) (creativity, innovation, rational thinking and insight).

Education is a very complex and sensitive issue that the sustainability of a community is largely dependent on the efficiency and effectiveness of the educational system. As the educational system can properly carry out its mission and mission of individual and social development, it is also a prerequisite for cultural, economic, political and social development in society. It goes without saying that a huge part of the complexity and sensitivity of the educational system goes back to the verb or behavior of school administrators and school administrators. One of the challenges of HRM in organizations, especially in education and training, is the way of selecting and enhancing managers. In this regard, the evaluation center process is used as a guide for evaluating and developing competencies in a work-like environment. Therefore, the present study was designed with the aim of developing a model of competency of education managers for use in the center of evaluation and development. Qualitative approach was used for research. The research community was all experts, professors and senior managers of human resources in education, interviewed with 17 experts using a targeted snowball sampling. The research tool was a semi-structured interview. In the current study, the re-test reliability and the intra-subject agreement method were used to calculate the reliability of the interviews. In the current study, for the purpose of calculating the reliability of the retest, three interviews were selected from among the interviews, each of which was coded by the researcher twice in a 15-day interval. In order to calculate the reliability of the interview with the interdisciplinary agreement of two coders, one of the experts in the field of research was asked to participate as a secondary coder in the research. The researcher together with the research fellow encoded three interrogations and the percentage of agreement Inside the subject, the calculation and reliability were confirmed. For data analysis, open and axial coding was used. The results of this study showed that the main components of the model of competency model of education managers for use in the assessment center are: knowledge competence, professional competence, personality competency, executive competence, leadership competence and guidance, communication competence and perceptional competence. Each of these components includes sub-components and indicators that are common to most school administrators, mid-level and higher education, and are also distinct in some of the indicators: School administrators: Knowledge (general knowledge of management, knowledge in the field of educational management, knowledge in the field of education and teaching, environmental knowledge, knowledge of relevant executive laws and knowledge of information technology); professionalism (good ethics, commitment to community values, honesty and truthfulness); , Flexibility, courtesy, customer orientation and conflict management); personality (responsibility, commitment, partnership, learning, perfection, self-improvement, self-management and self-esteem); executive (information management, risk management, resource management , Timely feedback, operational planning and decision-making skills); leadership and guidance (motivation, successor) , Talent management, influence and influence, teamwork and team building, individual development and empowerment, inspiration, pattern); communication (listening skills, ability to express sympathy and express feelings, ability to communicate with staff, understanding and understanding perspectives Others, the ability to communicate clearly and clearly, the ability to communicate with school principals and the ability to interact with the parents of students; perceptual (creativity, innovation, rational thinking, insight). Intermediate managers: Knowledge (general knowledge of management, knowledge in the field of educational management, knowledge in the field of learning, teaching and learning, recognition of upstream documents, recognition of relevant laws related to political awareness); professional (commitment to community values, honesty and truthfulness, flexibility Capability, global thinking and native action, management of diversity, respect for differences and cultural values, financial health and political awareness); personality (responsibility, commitment, partnership, learning, perfectionism, self-improvement, self-management and self-confidence ); Executive (Operational Control, Risk Management, Project Management, Resource Management, Crisis Management, and Problem Solving); Leadership and leadership (motivation, succession, talent management, influence and influence, teamwork and team building, individual development and empowerment, inspiration, pattern), communication (ethics and good behavior, ability to communicate with employees, understanding and Understanding the views of others, the ability to communicate clearly, negotiating skills, the ability to communicate with school administrators, the knowledge and ability to interact and communicate with the external organization; perceptual (creativity, innovation, system thinking, conceptual thinking, comprehension). Senior Managers: Knowledge (General Management Knowledge, Understanding the Philosophy of Education, Legal Knowledge and Understanding Related Laws and Upstream Documents, Specialized Knowledge in Education and Training Management, Political Consciousness, Economic Knowledge); Professional (Commitment to the Value of Society , Honesty and truthfulness, decisiveness, universal thinking and native action, ideal goal, respect for differences and cultural values, global thinking and native action, financial health, transnational mentality, change management); personality (pattern, accountability , Commitment, partnership, learning, perfectionism, self-improvement, self-management, self-esteem); executive (manager Change, Risk, Strategic Management, Strategic Supervision, Crisis Management, Complexity Management); Leadership and Leadership (motivation, succession, talent management, penetration and impact, teamwork and team building, individuals development and empowerment, inspiration , Modeling); communication (ethics and good behavior, ability to communicate with employees, understanding and understanding of others' perspectives, ability to create a coalition, bargaining power for elimination of conflicts, negotiation skills, ability to interact and communicate with the external organization; Creativity, Innovation, System Thinking, Strategic Decision Making, Strategic Thinking). Applying the model of competence of the education managers to use in the center of evaluation with its dimensions, its components and indicators in appointing and selecting managers, education and schools enable the country to assess its scientific fever in terms of selecting and appointing appropriate managers. And as a compass, they clarify their scientific movement from day to day planning to change their direction and move toward quality improvement. This research could provide the basis for future research to develop a deeper and more accurate assessment center and improve meritocracy and excellence in education. It is also necessary to discuss the difference in talent management practices and human resource management practices more precisely and comprehensively. The establishment of assessment centers in the education organization, which are selected, appointed, and promoted by the principals' merits of managers, are among the requirements of the educational system of the country. Management, change and modification in educational systems should be made according to the changes and such a change is made using the assessment center that helps the education and training to meet the needs of the community.

Education is a very complex and sensitive issue, and the sustainability of a society depends largely on the efficiency and effectiveness of the education system. If the education system can properly fulfill its mission of individual and social development, it will also provide a favorable environment for cultural, economic, political and social development in society. It goes without saying that a great deal of the complexity and sensitivity of the education system goes back to the competencies of senior education managers. One of the challenges of HRM in organizations, especially in education, is how to select and promote managers. In this regard, the evaluation process process is used as a guideline for evaluating and effectively developing competencies in workplace-like conditions. Therefore, the present study was designed to identify the competencies of higher education managers and to present managers' competency models for use in evaluation centers. Mixed research approach was used to conduct the study. The research population in the qualitative section was all experts, professors and senior managers in the field of education, who were interviewed with 17 experts using snowball based sampling and the statistical population was all of the education managers in Tehran. 462 individuals were selected using cluster sampling method. The research instrument was a researcher-made questionnaire in the quantitative phase. Its validity was confirmed by experts and its reliability was confirmed by Cronbach's alpha test. Semi-structured interviews were used in the qualitative part. In the second step, quantitative method was used in descriptive-analytical method. Based on this, competencies of education managers for use in evaluation center were identified and then the model of competency of higher education managers for use in evaluation center was presented. To estimate the validity of the proposed model, second-order confirmatory factor analysis and structural equation modeling with partial least squares method were used. The results showed that the components of the model of education managers competency for use in the evaluation center are: knowledge competence, professional competence, personality competence, executive performance competence, leadership and guidance competence, communication competence and perceptual competence.

University libraries play a decisive role in the quality of education and research in the country and job satisfaction, commitment and motivation of librarians of these libraries is very important in the optimal efficiency of their services. Commitment and mediating role of inner motivation of university library librarians are discussed.

The method of this research is descriptive (non-experimental) and the correlational research design is path analysis. The statistical population of this study is all librarians of Iranian university libraries. From this number, according to the number of librarians in each university, based on the formula for determining the sample size and random stratified method, 537 people have been selected as the sample. The Millman (1992) questionnaires were also used to measure the job plateau in this study.

The results showed that among the research variables, job satisfaction (-0.28), organizational commitment (-0.25) and intrinsic motivation (-0.15), respectively, had the highest negative correlation coefficient with the Career plateau. Also, the effect of Career plateau on organizational commitment, job satisfaction and internal motivation is negative and significant.

Originality: 

This is one of the few studies that has studied the effects of the Occupational Career plateau phenomenon on academic librarians. The results of this study can be used to improve the situation of plateau employees.

Understanding the phenomenon of job plateau is of special importance among teachers because this phenomenon is very common among teachers in terms of job characteristics and organizational context and makes it difficult to manage the career path. Therefore, in the present study, the effect of organizational and superior’s support on the content and structural job plateau of teachers has been investigated. The statistical population of this study is all secondary school teachers in Tehran in the academic year 1397-1397 from among whom 423 teachers were selected as the sample using stratified random sampling. The results of Pearson correlation coefficient showed that the relationships between all research variables are significant at 99% confidence level. The results of regression test showed that the standard regression coefficients related to the variables of superior’s support at 95% confidence level and organizational support at 99% level on the structural and content plateau are significant. These results show that the higher the support of the superior and the support of the organization, the lower the content and structural plateau of teachers.

Today, in order to achieve the organization's progress in various aspects of the valid and successful participation of employees in decision making and organization’s affairs seems necessary. Which has led to increasing the productivity and competitive power in national and international arenas. The desirable solidification of participatory management has led to the development of individual staffing capacities, the creation of a sense of self-belief, accountability and commitment.The aim of this study is to investigate the effect of managers coaching qualifications on participatory management of Nahavand schools by the Structural equation analysis method. The statistical population of the study was all school teachers in Nahavand city (650 people) who were selected by random sampling method. A sample of 242 were selected as a sample and responded to a questionnaire consisting of participatory management and coaching qualifications measures. Validity of the questionnaire was verified by experts and confirmatory factor analysis as well as its reliability confirmed by using Cronbach's alpha method. The results showed that the effect of coaching qualifications on participatory management is positive and significant. 36 percent of the variance of participatory management is explained by the research model. The impact of general qualification, organizational qualification, executive qualification, and skillfulness qualification on participatory management is positive and significant. 40 percent of participatory management is explained by the research model (coaching qualification components). For the tested model of subsidiary hypothesis, the absolute fit index of GOF was 0.63. That the value obtained for this fit index is indicate the appropriate fitness the tested model. Employees in education are under pressure in their work activities, which can be found in less professional backgrounds (Jarvis, 2002), which, coupled with personal, familial and social pressures, has created a sense of exhaustion in them and Leads to job absenteeism, frequent absences, job switching, job insecurity, job insecurity and unemployment (Mirkamali and Gholamzadeh, 2012), and given the pyramid structure of the education organization and the characteristics of today's organizations And the teacher's job of achieving collaborative management is often inevitable, in addition to the positive psychological, physiological and psychosocial effects that it has. It also affects students and the educational system. Therefore, the purpose of this study was to investigate the effect of managerial competency competencies on participatory management of schools in Nahavand. The results showed that the impact of coaching competencies on participatory management is positive and significant. And 36% of the variance of participatory management are explained by the research model. The research hypothesis was: 1-"The general competencies of coaching managers on the participatory management of schools in the city of Nahavand has an impact". 2-"Organizational competencies of coaching managers have a significant impact on the participatory management of the schools in the city of Nahavand". 3- "The executive competencies of coaching managers on participatory management of the schools in the city of Nahavand have a significant impact". 4- "Competency competencies of coaching managers have a significant effect on participatory management of schools in the city of Nahavand". All of them were approved. The results of this study, the weakness and inability of managers without mastering coaching competences and vice versa, have made school administrators' success in curiosity, free association, description and development of thoughts and imaginations, critique of others' thoughts, support for others' thoughts and the growth of creative talents with their domination. Shows the coaching qualifications. In general, the present research provides an important contribution to understanding the role of coaching competencies in employee participatory management and has important implications. Employees are the most important factor in determining the quality of education that students receive, and managers and policy makers are responsible for employee and teacher involvement in decision making. The success of teachers, students, schools, community and, ultimately, the country's comprehensive development, satisfaction and job motivation of education staff is very important. Based on the importance of teacher education and its impact on the comprehensive development of today's children and tomorrow's future makers and considering the role of motivation in every job, especially in education jobs, it seems necessary to identify the decreasing factors of employee motivation and seek to Removing barriers. The education and the total staff of its members play a very important role in the development and development of each country and in the education and upbringing of its future. To create the ideal cultural conditions in which the field of thought and research is provided and the teaching and learning process is desirable, requires that the employees have a strong and spirited spirit and at least have difficulties and difficulties in the career and social life Have. 

The purpose of this study was to investigate the status of the components of Parsons Effectiveness (Adaptation, Goals, Job Satisfaction and Organizational Commitment) of Mathematics Classroom in Public Schools of District Two of Tehran. The statistical population of this study consisted of all sixth grade students of public elementary schools in district 2 of Tehran in the year 1397/98. The total number of them was 518 and 251 of them were selected according to Cochran's random sampling method. In this study, Parsons (2009) standard questionnaire of effectiveness was used to collect research data. The validity of the questionnaire was validated by professors and experts and its reliability was calculated using Cronbach's alpha of 0.83. The results showed that the overall status of the components of Parsons Effectiveness (Adaptation, Goals, Job Satisfaction, and Organizational Commitment) of the math classroom in Tehran's two elementary schools with averages of 2, 1.98, 1.97, and 02 There was a significant difference at the 0.01 level with the hypothetical mean of the sample. Therefore, it can be inferred that the level of Parsons effectiveness components (adaptation, achievement of goals, job satisfaction, and organizational commitment) of the mathematics classroom is rated "below average".