ebrahim mazari

This study aims to design a model for digital governance in education. The research employed a qualitative approach and, in terms of its objective, is foundational, utilizing the synthesis research method proposed by Sandelowski and Barroso (2007). The research corpus consisted of scientific documents (articles, theses, dissertations, books, and working reports) accessible in reliable domestic and international academic databases from 2015 to 2023. From these, 30 documents were selected through purposeful sampling for analysis. To analyze the data, codes were first extracted from the texts, and then categories were formed. Finally, a model for digital governance of education was developed. To ensure the validity of the findings, the descriptive and interpretive validity method (which involves a structured process of writing and recording findings and utilizing the vital tools outlined by Glynn, 2006) was employed. For assessing the reliability of the identified codes, the inter-coder agreement method was used, yielding a reliability coefficient of 81.48. The results led to the design of a model consisting of 13 categories for digital governance of education, including: the digital governance approach, digital hard technologies and infrastructures, digital platforms and soft technologies, digital curriculum and content, digital governance actors, digital governance competencies, governance processes and procedures, policymaking, norms, digital rules and regulations, digital regulation, nodes and connections between elements and agents, digital monitoring and supervision, and the contextual backdrop of digital governance of education. It can be concluded that governance, as a discipline integrated with digital technology, positions digital governance of education as a viable solution to the current challenges in the education system.

The current research was conducted with the goal of meta-synthesis of cognitive governance research to understand the complexity of governance through its convergence with neuroscience (brain studies), cognitive (mind studies), and psychology (mind studies). The complexity of governance, on the one hand, and the new and deep understanding of neuroscience, cognitive science, and psychology, especially when humans are active in this complexity, on the other hand, can serve governance by intersecting and merging, which is called cognitive governance. Cognitive governance includes governance over cognition, governance using cognitive sciences, and governance over cognitive sciences, and it is trying, by highlighting the role of cognition, to address the complexities of governance that are caused by the existence of numerous factors and elements and many relationships between them.

Metasynthesis helps to aggregate and analyze scattered research related to emerging concepts and provides an integrated view of it. For this purpose, the qualitative approach and synthesis research method of Sandelowski and Barroso (2007) have been used. The research community of scientific documents and documents (articles, theses, treatises, books, and work reports) has been available in domestic and foreign reliable scientific databases, from which 33 scientific documents were selected and analyzed by targeted sampling. To analyze the findings, codes were extracted from the text, and categories were formed, and finally, the final model was developed. In the end, to check the validity of the research findings, the focus group method was used, during which the research findings were presented, corrected, and completed in the focus group of 5 people of governance and cognitive experts.

The findings of the current research indicate the identification of 12 categories for cognitive governance, including cognitive approach, cognitive problem-solving, cognitive policy-making, cognitive regulation, cognitive future research, cognitive monitoring and evaluation, cognitive modeling, cognitive self-governance, cognitive intelligence, cognitive competencies, and finally ruling cognitive sciences. The cognitive approach is the basis of cognitive governance, which solves cognitive issues in governance with the help of cognitive intelligence and cognitive modeling. The functions of cognitive policy-making, cognitive regulation, and cognitive decision-making, which form the main body of cognitive governance to operationalize it, are produced in response to issues and are continuously evaluated and cognitively monitored. Such a level of knowledge and action can visualize the future and use cognitive science for this purpose, so the future of cognitive research looking at the creation of the future with the help of cognitive science is proposed in this model. The highest level of governance, which is cognitive self-governance, makes a cognitive system based on deep, nested, and comprehensive cognitions that realize self-governance. Such entanglement of variables and factors is strengthened by the two arms of cognitive science governance, which is the result of the rapid growth of cognitive technologies, as well as cognitive competencies, which guarantee the efficiency and effectiveness of cognitive governance actors. The cognitive governance model is a set of components and relationships between them that were described.

It can be concluded that cognitive science helps to better understand the complexity of governance by identifying blind spots, as well as simplification and analysis, and provides appropriate cognitive solutions and suggestions for governance. On the one hand, cognitive governance makes it easier to understand and face the complexities of governance, and on the other hand, the increasing growth of cognitive technologies strengthens the possibility of making cognitive studies and strategies more objective in governance. Cognitive governance aims at the two dimensions of governance being popular and based on smart technologies, and it connects human cognition to machine cognition and emerging technologies. Such cognitive capacity is needed by the phenomenon, concept, and practice of governance.

In recent decades, criticism of utilitarianism has emerged within various branches of the social sciences. Contrary to the assumption that these critiques align decisively with utilitarian principles, scholars have increasingly emphasized the importance of other-oriented values in their discourse. These values encompass collective morality, public interest, social responsibility, moral values, and concern for others, highlighting selflessness, cooperation, and the well-being of others. This shift in focus underscores the complex nature of ethical considerations within societal frameworks (Grant, 2007). Leadership, a central topic in management and organization studies, necessitates an understanding of human nature and behavior. While effective leadership entails guiding groups toward shared goals, it's acknowledged that leaders may misuse their power for personal gain (Maner & Mead, 2010). Recently, scholars have increasingly turned their attention to altruistic leadership and its potential impact within organizational contexts. Despite skepticism regarding the feasibility of self-sacrificial behavior in environments rife with moral dilemmas and self-interested agendas (Arnold & Loughlin, 2010), research suggests that organizations benefit from cultivating altruistic leadership styles. Such behaviors, though uncommon, foster positive perceptions of leaders, particularly during times of crisis, signaling a departure from authoritative leadership models (De Cremer & Van Knippenberg, 2005). The emergence of altruistic leadership reflects a broader trend in leadership studies, emphasizing service over dominance and prioritizing collective welfare over self-interest. This shift is evident in the exploration of concepts such as empowerment, followership, collaborative leadership, and ethical leadership. Altruism is increasingly recognized as a foundational element in these evolving perspectives on leadership, underscoring the importance of selflessness in contemporary leadership paradigms (Choi & Mai-Dalton, 1998).

The methodology used in this research is the grounded theory introduced by Barney Glaser and Anselm Strauss in the late 1960s. This methodology outlines a systematic approach to developing theories from data collected during social research. Unlike logical-deductive research, which evaluates existing theories, grounded theory involves deriving theories directly from collected data. This method emphasizes a continuous interaction between data collection and theory generation (Glaser, 2007). Grounded theory construction involves gathering data from various sources, such as interviews and behavioral observations, with in-depth interviews being the most commonly employed method. In this approach, data collection and analysis occur concurrently through the continuous comparison method. This means that interviews and data interpretation proceed simultaneously until theoretical saturation is attained. In this research, the interview is used as the tool to collect data, and a theoretical sampling method was employed to select individuals with rich information about the subject matter, capable of providing in-depth descriptions of their experiences. Specifically, the study involved interviewing 10 managers employed in the public sector.

In this research, social learning, purposefulness and experimentalism, essential values, and collective and common identity are the causal factors influencing the formation of the central phenomenon, that is, awareness and cognition. Crisis, type of task, organization's mission, and emotional atmosphere have been introduced as effective background factors in increasing the leader's awareness and recognition of selfless actions. Empathy is one of the intervening conditions, and positive self-concept has been identified as a strategy that is formed by the action and interaction of the central phenomenon that will eventually lead to consequences such as self-expression and social activism, resilience and endurance of hardships, and willingness to serve and perform duties.

 According to the prevailing assumptions of utilitarianism and profit-seeking within the management and organizational behavior literature, it is commonly believed that leaders and managers primarily utilize organizational power and resources for their gain. It is thought that only through organizational monitoring and supervisory mechanisms are they compelled to consider utilitarian principles and prioritize collective and organizational interests (Ghoshal, 2005). However, recent research findings suggest avenues for fostering selfless behaviors within workplace environments. By identifying the determinants of self-sacrificial behaviors—including when and why these behaviors occur, as well as the obstacles to their manifestation—interventions can be designed to promote and cultivate such behaviors within organizations. The public organizations of the country, especially in the conditions of the resistance economy, need managers who selflessly adhere to the goals of the organization and sacrifice personal and group interests for national interests. Acquiring knowledge about the phenomenon of self-sacrifice helps to promote and strengthen such behaviors in the organization. In this research, a foundational data model of the actions and interactions of selfless leaders in the organization is presented.

The present study was conducted with the aim to analysis neuro-cognitive self-development of leaders from the perspective of academic leaders and neuro-cognitive specialists. The research method was qualitative and for this purpose semi-structured interviews were used to collect data. The study population was academic leaders and neuro-cognitive specialists of public universities in Tehran, 15 of whom were selected by snowball sampling method as a sample based on the theoretical saturation rule. Findings led to the identification of seven dimensions and 44 components. The first dimension is neurological self-development competencies and the second dimension is cognitive self-development competencies that academic leaders are expected to develop. The third dimension is the cognitive profile and the fourth dimension is the brain network, which is considered to be the basis of cognitive and neural competencies. The fifth dimension is the new strategies and the sixth dimension is the classical strategies of neuro-cognitive self-development with the help of which leaders can engage in neuro-cognitive self-development. Finally, the seventh dimension includes the neuro-cognitive context that will provide a suitable basis for the neuro-cognitive self-development of academic leaders.

The current research was conducted to provide a framework for ethical policy in higher education governance based on the integrity of governance. The integrity of governance is an integrated, comprehensive and comprehensive view of ethics in governance that provides a suitable framework for ethical policymaking. Like other micro-based organizations, universities need the moral development of all their actors. In addition, governance oversees all stakeholders' participation and attention to the decision-making system at the highest policymaking level. Therefore, the integrity of governance is trying to develop ethics on the one hand during all ethical cases and on the other hand among all the people of the organization. From this point of view, integrity and governance are highly relevant, similar in various aspects, and easily integrated and compatible. This adaptability will make integrity work, and effective as a framework for ethical policymaking in higher education governance.A qualitative approach and a narrative review method were used in four steps to present this ethical policy based on integrity in governance. The research community was all the scientific documents of domestic and foreign scientific databases, 114 documents were initially reviewed. Finally, 40 scientific documents were selected and analyzed as a sample. In order to analyze the findings, open and axial coding (primary and secondary) was used. In open coding, meaningful arguments and evidence are extracted and then categorized based on semantic similarity, which is called primary axial coding. After that, the created categories are again organized in the form of larger categories, which is called secondary axial coding. The results showed that ethical policymaking in universities and higher education centers requires 4 key dimensions.The first dimension is ethical policymaking which oversees the perfection and integrity of governance, which has components such as completeness, flawlessness, integrity, and interconnectedness. In its first meaning, integrity refers to the completeness of a phenomenon, and this completeness is completed by the integration and interconnection of all its components. The policies of this dimension are trying to support and operationalize these two components.The second dimension is the ethical policy-making that monitors the integrity and authenticity of governance. This dimension has components such as self-honesty, matching words and actions, matching values and relevant moral norms, and matching laws. The basic challenge of ethics starts when behaviors are not based on values, beliefs, and moral principles. In other words, people are not committed to the value system and the beliefs and principles that they express in terms of action, and there are obvious conflicts between the system of values and beliefs and people's behavior. Another aspect of such violation of integrity is failure to adhere to what is said, and in this case, a person reduces his integrity by not fulfilling his commitments and promises.The third dimension has emphasized ethical policymaking regarding the adaptation and resilience of governance, which includes adaptation and resilience in adversity as well as adaptation and connection with the environment. It shows the complete unity and continuity of the person with the environment and adaptability to the conditions. People and systems with integrity have high adaptability and resilience with themselves and the surrounding environment because they have acquired this adaptability and resilience from being complete, healthy and flawless. also, they have high degrees of adaptability, flexibility, and resilience. It is the result of such completeness.Finally, in the fourth dimension, ethical policy-making refers to the virtue and ethics of governance. It could be argued that one of the definitions and structures that describes integrity is the issue of virtue and ethics, and it seems that the more complete, healthy, and flawless a person is, the more ethical codes and behaviors he manifests. Gives. In other words, the integrity of the human being causes intellectual and practical moral developments. A human being is defined by their integrity, which is reflected in their morals. When that integrity is compromised, a person's morals suffer as a result. This dimension includes components such as responsibility, conscious and open action based on moral reflection, value or virtue, and exemplary moral behavior.It is suggested to use the concept of governance in order to develop ethics in universities, and in the field of governance, using the concept of integrity will lead to the comprehensiveness and integrity of ethical policies, because integrity is a complete, comprehensive, barrier and representative of ethics and its policies. Integrity develops a vision and a perspective in ethical policymaking in which the completeness, health and flawlessness of human beings, which are indicated by the above-mentioned four dimensions, are developed in universities. It is clear that integrity displays a sublime and complex level of ethics, and this level of complexity and moral excellence will be highly relevant to the academic system and academics.

This research aims to investigate the effect of virtual education during the COVID-19 outbreak on air pollution indicators in Tehran. The study uses quantitative methods, including One-Way ANOVA, to analyze the air pollution indicators before and during the COVID-19 pandemic. Data on air pollution indicators in Tehran from 2018, 2019, and 2020 were collected from Tehran Air Control Company and compared using statistical tests. The year 2019 represents virtual education, while 2018 and 2020 represent face-to-face education. The examined indicators include particulate matters with a diameter less or equal than 2.5μ (PM2.5), SO2, NOX (i.e., NO2 and NO), O3, and CO. The results of variance analysis show significant differences in the PM2.5and NOX indices between virtual and face-to-face training days. Follow-up tests by Toki and Scheffé indicate that in 2019, when education was fully virtual, the levels of these pollutants were lower compared to 2018 and 2020. However, there were no significant differences in the SO2, O3, and CO indices during the days of virtual education compared to the years before and after. This suggests that virtual education during the COVID-19 outbreak contributed to pollution reduction by reducing traffic to educational organizations and its indirect effects.

The purpose of the present study was to identify the dimensions of self-development of university employees and their relationship with the learning agility of Tehran University employees on the campus of the social and behavioral sciences. It is an exploratory mixed method study. In the qualitative part, meta-composition was used, and with the aid of Sandelowski and Barroso’s (2007) model, 60 related scientific research documents were analyzed from among 410 titles, and more than 410 open codes were identified. In 2021–2022 there were 197 members of the social and behavioral sciences campus research community at Tehran University. 127 individuals from seven faculties were selected by straightforward random sampling. In the qualitative part, the composite form was utilized, whereas in the quantitative part, the self-development and learning agility questionnaire created by the researcher was used. The findings reveal the existence of four dimensions, namely psychological, behavioral, affective, and moral self-development. Using Lisrel8.8 software, a self-developed measurement model was created with the aid of structural modeling, demonstrating the model’s excellent fit with the data. Learning agility has a correlation coefficient of 0.72 with self-development. Employee learning agility was significantly related to psychological self-development with a coefficient of 0.72, emotional self-development with a coefficient of 0.63, behavioral self-development with a coefficient of 0.67, and moral self-development with a coefficient of 0.59. In general, it is possible to assert that self-development consists of four essential dimensions, and that all of these dimensions have a positive and significant relationship with the learning agility of employees.

The present study aimed to provide a model of empowerment for the family-heading women in Imam Khomeini Relief Committee. The study adopted a mixed-methods approach. The research population in the qualitative section included all female-headed households, Relief Committees across the country, and managers and specialists, from among whom 115 family-heading women, 27 managers, and 10 specialists were selected and interviewed through purposive sampling. In the quantitative section, 1500 women and 193 managers were selected using Cochran's sampling formula. To collect data, interviews and questionnaires were used. The results of the qualitative section showed that the empowerment model for family-heading females included problems (individual, familial, social, and economic), solutions (individual, familial, social, and economic empowerment), and strategies (direct and indirect organizational, and extra-organizational (including inter-organizational, legal, and social)). The fit of the model in the quantitative phase was assessed using LISREL software. Structural equation modeling also confirmed these dimensions and showed that the model had a relatively good fit with the data. Thus, it can be concluded that the model for the empowerment of women both takes into account the problems of this group and provides appropriate solutions and strategies to empower them in practice.

The purpose of the current research was to investigate the impact of self-development on staff creativity with the mediating role of human capital mediation in high schools.

The study was applicable to the quantitative approach using the descriptive–correlative method. The population comprised (55888) all human resources, including Teachers, school administrations, and other support staff working in the high school of Tehran city, among whom 381 were selected using the multi-stage cluster sampling technique. Data have been collected based on "human capital," "creativity," and "self-development" questionnaire and then analyzed using the structural equation modeling approach.

The study findings revealed that self-development was effective on human capital with a path coefficient of γ=0.37, and human capital impacted creativity with a path coefficient of β=0.12. Furthermore, self-development with the mediation of human capital has positively impacted creativity (β=0.27). Finally, self-development can significantly influence human resource creativity (γ=0.23).

Despair is one of the common problems of human beings in dealing with life events that Islamic-psychological sciences can provide effective strategies in response to this challenge. This study aims to present a conceptual model of the factors that create despair with an Islamic-psychological approach. The method used in this study was meta-synthetic. For this purpose, about 200 articles and theses were reviewed and finally, 25 research works received the highest score according to the standards were analyzed as a sample. The analyzes continued until the findings were achieved, and to collect the data, a meta-synthetic file using open and axial coding method and inductively were used; The results indicated that the pattern of despair formation has 7 dimensions: cognitive, psychological, emotional, personal, social, belief and material, which has a cognitive dimension of 6 components (cognitive error, self-underestimation, lack of self-awareness, false perception, lack of insight into God, false thoughts), material dimension with 3 components (secularism, economic problems, unattainable aspirations), social dimension with 3 components (loss of people’s rights, raising expectations, concealment of correct events), doctrinal dimension with 2 components (lack of knowledge about God, weakness of faith), individual dimension with 6 components (low self-esteem, stagnation of movement, inability to manage oneself, lack of spiritual and psychological support, aimlessness and confusion, physical factors), psychological dimension with 10 components (depression, personality traits, soul low-capacity, low action threshold against obstacles and failures, suspicion, incompetence, jealousy, stressful events, ambition, environmental determinants), the emotional dimension with 5 components (excitement, motivational deficiency, dissatisfaction emotion, annoying emotions, negative emotions) are important. As a result, a conceptual model of disappointment formation factors was drawn and presented based on these dimensions and factors, which shows the diversity of disappointment factors in terms of quantity and quality.

The aim of this study was to investigate the effect of self-development on job performance of University of Science and Culture employees. The research was an applied research based on goal and in terms of study type was quantitative and from the methodological view, was descriptive-correlational. The statistical population included 110 formal and contract staff of the University of Science and Culture at 2020-2021 that using stratified sampling method with proportional allocation, 86 of them were selected as the sample. To collect data from the two self-developed questionnaires of Abili and Mazari (2014) with a reliability of 0.92 and job performance with a reliability of 0.90, used, which is a combination of two questionnaires of Byrne et al (2005) and Conway (1999) is obtained. Examination of the research model showed that it fits well with the data. The results showed that self-development with a coefficient of 0.41 had an effect on employees' job performance. Also, self-development has had an effect on task performance with a coefficient of 0.30 and on field performance with a coefficient of 0.15. Also, the effect of four components of self-development on job performance was evaluated, which self-regulation and self-leadership with a coefficient of 0.17 and 0.28, respectively, had an effect on job performance. The hypothesis of the effect of self-management and self-directed learning components on job performance was rejected in this study.

The aim of this study was to present a self-developing heutagogical model in the electronic context. The method used in this study is qualitative and systematic research. More than 240 valid documents were reviewed systematically and finally, using purposeful sampling method, a sample of 30 of those documents was selected to be analyzed by using coding. Based on the analysis of these documents, a literature-based model was developed. In order to validate the findings, a structured process of writing and data analysis has been used. Findings indicate the existence of three key and related dimensions in the electronic context, including person-centered, learning-oriented and learner-centered. In each of these dimensions, Self-development / heutagogy explains some components. In the dimension of person-centeredness, learners' self-awareness, self-agency, self-responsibility and individual self-motivation are explained. In the dimension of learning-centeredness, self-learning, self-direction and self-determination of learning are explained. Finally, in the dimension of learner-centeredness, the three components of self-regulation, self-monitoring and self-assessment of the learner are emphasized. As an innovative achievement, based on the findings of this study, it can be said that self-development defines heutagogical definition of the art of "leadership" of learning in the electronic context, which on one hand, it is appropriate for learners' maturity as self-directed and self-determined learners and on the other hand, it is it is appropriate for e-learning system and its features.

The aim of this study was to provide a neuro-cognitive self-development model of leaders with emphasis on academic leaders.   In this research, a qualitative approach and a meta-synthesis method (Sandelowski & Barroso) has been used. The population in this study consists of 1700 scientific-technical documents searched in 4 domestic and 11 foreign scientific databases. Following thematic and content selection from these documents, 63 documents were finally selected and analyzed. In addition, coding method was used to analyze the findings. In order to ensure the dependability of the structured method for recording, writing and interpretation, and to ensure the credibility of the research, the data trinity method has been used. The findings identified five key dimensions. The first dimension is neurological context with specialized, cultural, physical and technological dimensions. The second dimension is neural strategies (EEG, SST, PET, FMRI, TMS, OT, CTS, Neuro feedback) based on neural technologies. The third dimension is the cognitive strategies (cognitive mapping, application of cognitive-behavioral systems, response time analysis, critical thinking, conceptual net-working and semantic expansion) which through using classical cognitive methods, involves in diagnosis and development. The fourth dimension is the neurological competencies (self-awareness, self-control, self-learning, self-regulation, self-motivation, self-adaptation, self-improvement, and neural self-reward) which are expected to grow in the brain. Finally, the fifth dimension is the cognitive competencies (self-knowledge, self-criticism, self-decision making, self-education, self-evaluation, self-perception, self-leadership, and cognitive self-talk) which develop in peoplechr(chr('39')39chr('39'))s mind. Thus, neuro-cognitive competencies will be developed in academic leaders through creating a neuro-cognitive context and then applying neurocognitive strategies, neurocognitive competencies in academic leaders will be developed.

This study aimed to study the application of cognitive science in management. The research method was qualitative and meta-synthesis. The research population comprises all of the more than 2000 scientific-technical documents found in 8 internal scientific databases and 10 external scientific databases. Out of these articles, after subject review, abstracts and contents were finally selected and analyzed for 63 articles. Open coding analysis method was used in two levels of concepts and categories for qualitative analysis. Based on the analysis, three groups of applications of cognitive science in management were identified, each of which included subdivisions. The first group is the application of cognitive science to management functions including leadership, decision making, planning, supervision and cognitive control. The second group has been applying the cognitive sciences in various management styles including neuro-leadership, rational-brain leadership, wise and self-directed leadership and self-management. The third group deals with the application of cognitive science in various areas of management including cognitive management and cognitive business management.

The purpose of this study was to develop a self-development model for academic leaders. The research method was qualitative and meta-synthesis and to confirm the model interviews were used. The research population consisted of 2670 scientific papers (including articles, books, dissertations and work reports), from which 70 were selected as sample. The research population in the interview section were experts in academic leadership at public universities in Tehran, 13 of whom were selected through purposeful sampling. A meta-synthesis questionnaire and a structured interview were used to collect data. In order to validate the research findings, the critical tool of Glynn (2006) and the structured process of writing and analyzing the findings were used. The meta-synthesis findings led to the identification of five key dimensions of self-development of academic leaders including individual and organizational contextual factors of self-development, self-development process and strategies, and ultimately self-development achievements, which were also confirmed in the interviews. Finally, self-development models of academic leaders were designed in five key dimensions, 24 components and 49 sub-components.

This study aims at explaining the mediating role of self-development on the relationship between self-awareness and job performance. The research method was descriptive and correlational which was followed with SEM analysis method. The research population was comprised of the 2200 staff of the public schools in the district one of Shahr-e Ray. Using Cochran sampling formula and stratified random sampling method, 150 valid questionnaires were collected. The self-awareness questionnaire of Moghimi with the reliability rate of α= 0/85, the self-development questionnaire of Abili and Mazari with the reliability rate of α= 0/87, and the job performance questionnaire of Byrne et al (2005) and Conway with the reliability rate of α = 0/87 were used to collect data. The test of the research model showed that it fitted the data. So self-awareness (γ=0/76) has an impact on self-development, and self-development on job performance (β=0/57).  Also, self-awareness withthe mediation of self-development has an impact on job performance (γ=0/38). Finally, self-awareness has a direct impact on job performance (γ=0/49). In summary, self-awareness will bring about better job performance due to its impact on self-development.

The purpose of this study was to analyze the effect of bureaucratic culture on organizational laziness with the mediating role of organizational paranoia. This study is a descriptive survey research, and in terms of purpose is an applied research. In this study, a standard questionnaire was used to measure variables. The validity and reliability of the questionnaire were confirmed using the content validity method and Cronbach's alpha. The statistical population of the study was comprised of governmental organizations in Khorramabad city, out of which 384 employees were selected as sample members using convenience sampling method and Cochran formula. Data was analyzed using Structural Equation Modeling with Amos and SPSS. The results show that at confidence level of 0.95, bureaucratic culture has a positive and significant effect on laziness and organizational paranoia. In addition, the analysis of indirect paths shows that organizational paranoia has mediates the effect of bureaucratic culture on organizational laziness. As a result, it can be said that when the organization's employees are deprived of the freedom of action, autonomy, independence, and creativity by the system and its bureaucratic culture, they get pessimistic and paranoid about organizational laws and regulations, lose their motivation and efficiency, and become infected with organizational laziness.

This study aims to provide a learning organization SEM and the application of done at Tehran University. The research method is descriptive-correlational and analytical method was SEM. The population was University of Tehran staffs on the number of 2730 people. Sample size by using Cochran sampling formula and simple random sampling, were selected 243 people. To collect data, a questionnaire based on the model of Peter Senge (1990) designed by reliability (94/0 = α). Also evaluated and approved content and construct validity. For data analysis, Kolmogorov-Smirnov structural equation modeling, and one-sample t-test, was used. The results showed that the learning organization model has been fitted to the data. Accordingly, the individual features of the paradigm (γ =0/24) and systematic approach (γ =0/52) been effective. Systematic approach to the common cause (β=0/51) and collective learning (β=0/44) and shared vision have also had an impact on collective learning (β=0/17) has had impact. Finally, mental models based on shared vision and collective learning as well as individual features common cause whatsoever. The results showed that the application of learning organization and all aspects of its application in the target population, below the average and only mental patterns was middle.

This study aimed to study on the relationship between self-directed learning and organizational learning in educational organizations. Research method was descriptive and correlational. Statistical population includes all employees 16 and 19 Education Management Areas in Tehran and formed 180 person that Using Cochran's sampling formula and Sample size was determined 127 personnel by simple random sampling. For data collection used self-directed learning questionnaire of Abili and Mazari (2014) with the reliability (α =0/92) and organizational learning of Templeton, Lewis and Snyder (2002) with the reliability (α =0/96). For data analyze used from one sample t-test test, Independent t-test, analysis of variance, correlation and regression. Results showed self-directed learning and organizational learning of Personnel higher than the average. T-test results indicated significant differences between male and female employees in self-directed learning. Analysis of variance showed that self-directed learning and organizational learning with different levels of education and work experience, with no significant difference. Correlation results indicate a positive (r=0/39) and significant (p<0/01) correlation between self-directed learning and organizational learning. Finally, regression showed that among the components of self-learning, learning self-assessment and evaluation of learning outcomes and results have multiple significant correlation with organizational learning and predicted 15% of their changes.

The purpose of this study was to identify self-development support theories of human resources. The research method was qualitative and cross-sectional. The research sample consisted of technical-scientific documents (articles, books, thesis and dissertations) found in more than 1000 documents and finally, a sample of 40 documents was analyzed. Adapted worksheets by Khanifar and Moslemi (2017) were used for data collection. The qualitative research results identified 14 self-development support theories and identified more than 55 key components at concept level and three general support theory groups. Finally, based on these findings, practical and research suggestions are presented.

The present study aims to explain the psychological self-developmental process of academic leaders. The method of this research is qualitativeand a kind of meta-synthesis. The research population consisted of all the related sources about 2670 sources. First, 250 sources were selected based on abstract. Then, 67 sources were selected based on the content, which eventually analyzed 58 sources as related resources by coding in three levels of proposition (code), concept, and category. In order to verify the quality of data, validity and reliability have been provided.The results showed that the psychological self-developmental process consists of eight key components that 4 steps were psychological that consist of: 1) Self-thinking and self-actualization, 2) self-knowledge and self-awareness, 3) self-motivation, 4) self-initiation, and  the next 4 steps were  psychological-managerial such as 5) selection of self-development methods(structured, guided and individual) 6) applying self-development mechanisms (self-leadership, self-management, self-regulation, self-directed learning, 7) self-development evaluating and monitoring (self-control, self-monitoring and self-evaluation), and finally, responsibility and accountability to self-development activates (self- responsibility, self-commitment and self-accountability( that in this research, psychological dimensions of academic leadership have been emphasized.

This study aimed to explain mediating role of self-development on the relationship between transformational leadership and human capital agility. The research method was descriptive and correlational and data analysis method was SEM. The population study were 640 teachers of district1 at Tehran city that with stratified sampling by proportional allocation, 224 of them were selected. For data collection used of transformational leadership (Bass and Avilio, 2000), self-development (Abili and mazari, 2014) and human capital agility (Sherehiy, 2008) questionnaires respectively with reliability 0/94, 0/92 and 0/9 that their content validity were confirmed. Check the status of the variables showed that transformational leadership (4/45), self-development (4/20) and agility of human capital (3/85) is higher than average. Structural equation modeling showed the model is fitted to the data, accordingly transformational leadership have directly impact on self-development (γ=0/23) and with mediation of SD on human capital agility (β=0/08). Also, SD have directly impact on HCA (β=0/33) have impact. Finally, transformational leadership have not directly impact on human capital agility.

This study aimed to explain the role of academic achievement motivation on students implementing of self-leadership strategies at Birjand University. Research method was descriptive and correlational that for explain the model was used the LISREL software (LISREL 8.7). The statistical population was all students in university Birjand, that with multistage cluster sampling 4020 students of the Faculty of Science and Letters were selected and the second stage of sampling, sample size was determined 351 students. Self- leadership questionnaire of Neck & Manz (2002) with the reliability (α =0/80) and academic achievement motivation questionnaire of Hoseini et al (2008) with the reliability (α =0/91) were used to collect data. One-sample t-test results showed academic achievement motivation and self-leadership strategies are in good condition. Structural equation modeling showed academic achievement motivation effect on self-leadership strategies (γ =0/69). Also, effected on self-talk (γ =0/44), self-reward (γ =0/36), self-punishment (γ = 0/43), self–guidance (γ =0/34), visualization successful performance (γ =0/34) and focusing on natural rewards (γ =0/55).

Self-development, one of the main concepts in the ideological foundations of Islam and research findings in recent decades and about development and human excellence on self-development have been strongly emphasized. Therefore this study has aimed to explain the influence of psychological-behavioral mechanisms of self-development on human capital. The research method was descriptive-correlational and data analysis method was SEM. The study`s population consisted of all the staff and faculty of Psychology and Educational Sciences of Tehran University who were126 people from whom and by census methods, 118 valid questionnaires were collected. Self-development of human resources by four questionnaire of Abili and Mazari (2014), including Self-regulation questionnaire (α =0/94), Self-management (α =0/93), Self-leadership (α =0/96), Self-directed learning (α =0/95), and human capital questionnaire of Naderi (2011) with the reliability (α=0/95) were used to collect data. Results showed that self-development and human capital of Personnel was higher than the average. Self-development (r=0/80) has a significant positive correlation (p <0/01) with the human capital and through the dimensions of self-development, self-leadership, self-directed learning and self-regulation has had the ability to predict HC. Structural equation modeling showed that self-development has an impact on knowledge and cognitive skills (γ=0/89), metacognitive skills (γ=0/91) and emotion and communication competencies (γ =0/97).

This study aimed to explan a role of self-directed learning on human capital in Ministry of Cooperative, Labour and Social Welfare. The research method was descriptive and correlational and data analysis metod was SEM. Population was 1500 person of Ministry of Cooperatives, Labor and Social Welfare that Using Cochran's sampling formula that Sample size was determined 306 personnel by simple random sampling. Self-directed learning questionnaire with the reliability (α =0/93) and human capital questionnaire with the reliability (α =0/95) were used to collect data, that have also reviewed and approved the content and construct validity of questionnaire. To analyze the data, the Kolmogorov-Smirnov test, confirmatory factor analysis, t-test, Pearson correlation coefficient, stepwise regression and structural equation modeling was used. Results showed that self-directed learning and human capital of Personnel higher than the average and self-directed learning had a significant positive correlation (r=0/65) with human capital of Personnel (p