amirhosein mohammad davoudi

Higher education institutions today face many challenges, including growing expectations about the quality of education programs. On the other hand, the professional development of faculty members is the key to improving the quality of education. The present study aimed to provide a model of professional self-development for university faculty members.

The was a qualitative study. Semi-structured interviews were conducted to collect data and information. The study participants consisted of a purposeful sample of academic experts who were faculty members. Data collection was continued until theoretical saturation. In order to analyze the data, open, axial and selective coding methods have been used.

In all 16 interviews were conducted. The following themes emerged from the analysis: professional self-development competencies (professional meaning-making, professional valuation, professional purposefulness, professional knowledge, professional skills, professional communication, professional ethics and professional behavior), self-development action and implementation (self-learning, e-learning, training, Learning in action, learning from colleagues, mentoring, study opportunities, participation in conferences), self-development planning (self-evaluation, self-planning and professional self-change), desire for self-development (desire based on learning and progress, based on internal motivation, based on work relationships and based on external motivation) and factors affecting self-development (individual, technological and virtual, international, organizational and environmental factors).

Based on the findings of the present research, it is concluded that the professional self-development of faculty members is an integrated model consisting of a set of factors that together make self-development possible.

Organizational vitality has an effective role on organizational performance and effectiveness, so the present study was conducted with the aim of identify and analyze the effective barriers on organizational vitality in government organizations.

The present study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was the documents of organizational vitality and faculty members and managers and deputies of the governmental organization of Mazandaran province in 2019 year. In addition to reviewing the documents of organizational vitality, number of 11 experts according to the principle of theoretical saturation was selected as a sample by purposive sampling method. For data collection were used from the methods of document review and semi-structured interviews with experts, which the its content validity was confirmed by two other researches and its reliability was calculated by Cohen's Kappa coefficient method 0.83. Finally, the data were analyzed by thematic analysis method in MAXQDA12 software.

Findings showed that the effective barriers on organizational vitality in government organizations were included 120 concepts, 49 components and 9 themes. The managerial theme includes five components of authoritarian leadership style, distrust in work, strict monitoring, inefficiency of managers and negative attitude of managers towards employees, individual theme includes six components of negativity at work, self-censorship and organizational silence, introversion, job dissatisfaction, intergenerational gap in the organization and gender discrimination, organizational theme includes six components of injustice in the organization, tough working environment conditions, centralized organizational structure, job instability, controlled human relations and job stress, economic theme includes seven components of disorder in salary based on position, procrastination in repaying bonuses and benefits, inflation, high prices and unemployment in recent years, class gaps, misallocation of services and facilities among employees, payment of taxes disproportionate to salaries and disproportionate income to living expenses, political theme includes five components of restriction of political and individual freedom in the organization, distrust to the government's ability to improve the state of country, existence of corruption in the administrative and financial system, distrust of planning in the work of managers and lack of adherence of managers and supervisors to laws and regulations, physical environment theme includes five components of unsuitable environments for rest, lack of sports facilities and equipment, use of cold and inappropriate colors in the design of buildings, non-use of local symbols and principles in the architecture of buildings and inappropriate use of lighting in buildings, religious-value theme includes six components of procrastination in holding collectively national and religious celebrations, negligence in holding religious festivals and rituals, laxity in holding religious and spiritual activities, disregard for traditional cultures, bad temper with others as a value and distrust to divine judgment and predestination, technological theme includes four components of employees' relationship with new technology instead of human relations, reducing the need for human resources due to the use of technology, allocating a lot of time to use technology and using new technology (robot) instead of human and socio-cultural theme includes five components of lake of attachment and sense of belonging to the living area, lack of sense of identity and good memories of the living area, membership in certain groups and social organizations, lack of sense of freedom and security in society and lack of access to spaces, services and facilities in cities.

According to the results of the present study, managers and planners of organizations can take an effective step to remove the effective barriers on organizational vitality, which for this purpose is necessary to provide conditions for improving the identified themes and components.

The purpose of this study was to investigate the effect of time management training on students' academic self-efficacy. The experimental research method was pretest and posttest with a control group. The statistical population included all seventh grade female students in the 4th district of Qom province, amounting to 2457 people who were studying in the 1397-98 academic year. The Jenkins-Morgan Academic Self-Efficacy Questionnaire (1999) was administered as a pretest in both groups (experimental and control) and then the experimental group was trained in time management skills in 10 sessions of 45 minutes. At the end of the sessions, the questionnaire was assessed again in two groups. Morgan and Jenkins reported the reliability coefficient of the questionnaire as 0.82 and the reliability coefficient of each of the subscales of talent, effort and texture as 0.78, 0.66 and 0.70, respectively. Analysis of data based on Kolmogorov-Smirinov test and mixed analysis of covariance between in-subjects showed that time management training had a significant effect on all three components of academic self-efficacy: aptitude, effort and context of students' academic self-efficacy. Self-efficacy potential in the experimental group increased significantly compared to the control group because p was calculated to be 0.059. If time management skills are taught in schools with more emphasis, it will lead to the institutionalization and use of time management by students as much as possible.

Considering the role of leadership in achieving the education missions, present research done with the aim of designing a suitable leadership model to achieve new missions of higher education.

This study in terms of purpose was applied and in terms of implementation was exploratory combined (qualitative and quantitative). The research population in the qualitative part was the higher education experts and in the quantitative part were the personnel of Islamic Azad University of Tehran province in 2018-19 academic years. The research sample in the qualitative part according to the theoretical saturation principle were estimated 13 people who were selected by purposive sampling method and in the quantitative part according to Cochran’s formula were estimated 385 people who were selected by cluster random sampling method with respect to classes (number of staff in universal branches). To collected data in the qualitative part used from interview and in the quantitative part used from researcher-made questionnaire (51 items) which the its content validity was confirmed by experts and its convergent validity by average variance extracted indicator was confirmed and its reliability was obtained by Cronbach’s alpha method 0.84. To analyze data were used from methods of open, axial and selective coding and exploratory factor analysis in SPSS-22 software.

The findings of the qualitative part showed that suitable leadership had 79 concepts, 63 categories and 7 dimensions and new missions of higher education dad 20 concepts, 15 categories and 3 dimensions. The findings of the quantitative part showed that the suitable leadership model to achieve new missions of higher education had 51 indicators or items and 15 components. Also, a suitable leadership model to achieve new missions of higher education was designed and approved by experts.

Based on the findings of the present study, higher education specialists and planners can design and implement programs to realization the new missions of higher education.

The aim of the present research is to put forward a model for Performance Coaching Competency regarding supervisors and managers in NIOC. This research is a heuristic inquiry with a pragmatic purpose wherein we have utilized the qualitative and quantitative data collection and analysis approaches .Data analysis strategy in qualitative inquiry comprises literature content analysis, interview and Delphi survey questionnaires analyses, Moreover, purposive sampling is applied in qualitative research inquiries. The sample size, in literature based upon data saturation and semi-structured interview, were 12 subjects and in Delphi method were 20 subjects of experts, people in charge, and managers familiar with performance coaching in NIOC. The questionnaires face validity was obtained via pilot implementation, the interview reliability via Double-coded Agreement Coefficient .The sample size, in ANP Method were 20 subjects of experts. Key concepts in the literature and semi-structured interviews were primarily extracted and then combined into 16 components on common grounds. Delphi questionnaires in two stages and then ANP questionnaire were made and implemented respectively. The literature data and the interview analyses were done inductively via MAXQDA software, Delphi Questionnaires via SPSS, ANP Questionnaire via MATLAB (for measuring the weight and importance of the dimensions and indicators) and Super Decision (for investigating the relation between dimensions and indicators and their mutual influence). Data analyses resulted in recommending a model for performance coaching which comprises 15 components and 56 indicators in three dimensions, namely: individual, organizational, and managerial; while expressing the ranking among indicators and their internal influence.

Educational organizations, like other organizations, have objectives, structure, policy, program, human and physical resources. To this end, professional development programs of principles have a special role in education policy making. one of the key components of professional development of managers is the formulation of correct educational policies. The purpose of this research was toexamine the dimensions and components of the professional development and to present the professional development model for high school principalswith an emphasis on educational policies. This research was a type of qualitative research and the method of content analysis in this research has been the criterion of action. The statistical population consisted of experts and educators in the field of education, education officials and trustees, and faculty members in the field of educational management, who were selected through a purposive sampling method in a total of 12 persons as research participants. Data were collected through semi-structured interviews. To obtain validity of the data, two methods of reviewing the participants and reviewing non-participant experts were used in the research.

This research aims to provide a model for the continued use of e-learning in work environments (Headquarters of the State Tax Administration). The present study is a descriptive survey type in terms of the applied purpose, in terms of the type of mixed data. For collecting data, a library method, a semi-structured interview, a researcher-made questionnaire, and factors affecting continuity were used. The formal validity of the questionnaire was obtained through pilot implementation, content validity through comprehensive literature review and judgment of experts, and construct validity using a confirmatory and exploratory factor analysis. The reliability of the questionnaire was estimated to be 0.93 by calculating the Cronbach's alpha coefficient. Qualitative data analysis was done through coding. Quantitative data analysis was performed using SPSS and LISREL software. Descriptive statistics and inferential statistics including exploratory factor analysis to determine the factors and components of the model and the confirmatory factor analysis using the structural equation modeling technique for presenting the model through LISREL software have been used. The findings showed that the quality of the system experts, organizational support and expected performance with frequency 12, have the first priority, respectively, in system factors, organizational factors and individual factors. Also, the age of 7 is among the demographic (demographic) factors of the first priority. The share of "system factors", "organizational factors", "human factors" and "demographic factors" was 48%, 36%, 28% and 19% respectively for continued use of e-learning. Finally, a model for continuing use of e-learning in the headquarters of the State Tax Administration was presented based on its effective factors and its components.

The aim of this study was to examine the relationship between the amounts of using ICT by teachers with their performance in teaching- learning process. The research method from data gathering point of view was descriptive (correlational) one، and in terms of purpose was an applied one. The statistical population included all 12571 teachers'' busy teaching in girl high schools in Tehran. 375 subjects were chosen as the sample based on Cochran''s formula and through random sampling method. Two researcher-made questionnaires were used for data gathering. The data were analyzed by descriptive and inferential statistics including K-S، Pearson correlation coefficient، regression and ANOVA using SPSS software. The results showed that there was significant relationship between the amount of using ICT by teachers with their performance in teaching-learning process، and 60/6 of dependent variable (teacher''s performance) can be explained by the use of applied soft ware، the use of data base، and the use of internet. Also there was no significant differences between teachers point of view based on teaching background.