hamid shafizadeh

The purpose of this research was to explain and investigate the reasons for teachers' violence towards immigrants in primary schools with an interpretative structural approach (case study: Afghan students). 

The present research was a field research in terms of its practical purpose and in terms of the method of data collection. Considering the main goal, the research method was a combination of qualitative (theme analysis) and quantitative (modelling). The statistical population in this research, in both qualitative and quantitative sections, includes educational management professors who are familiar with the discussion of violence in education, principals of schools where Afghan students are teaching and have been subjected to teacher violence, and teachers who have a history of violence against Afghan students. It is recorded in their file;  . Using the purposeful sampling method and theoretical saturation technique, the key informants included 20 people with whom a semi-structured interview (with focus groups) was carried out and the components and the most important reasons for teachers' violence towards Afghan students were identified. Then interpretive structural modeling was also used as one of the consensus methods. Findings and

The research findings showed that the absence of preventive laws in the independent region, negative mental backgrounds in teachers. In the dependent region and the individual characteristics of teachers, Afghans are not familiar with their rights, the poor management of school principals, and the behavior of the general society towards Afghan immigrants are in the autonomous region; therefore, the absence of preventive laws is more important than other cases. In general, the results of the present research can provide the basis for the adaptation of   teachers and immigrant students in primary schools.

One of the critical issues in addressing migrant students is the improvement of cultural adaptation. Therefore, the objective of this study was to analyze the drivers for enhancing cultural adaptation in addressing migrant students through education.

This study was applied in terms of its objective and utilized a mixed-methods approach (qualitative and quantitative) in terms of execution. The study population in both sections consisted of managers and teachers familiar with the research field, from which 18 individuals were selected as samples based on the principle of theoretical saturation using purposive sampling. The research instruments included literature review, semi-structured interviews, and a researcher-made questionnaire. Initially, experts were interviewed, and then 15 of those who expressed willingness evaluated the importance of the extracted drivers. In this study, the coding method was used to identify the drivers for improving cultural adaptation in addressing migrant students through education, the importance and uncertainty method to identify key drivers, and the structural analysis method using MICMAC software to understand the influence of the drivers.

The findings indicated that the most important drivers for enhancing cultural adaptation in addressing migrant students through education were, in order, training managers on how to interact with migrant students, short-term training for teachers, training all students on how to interact with migrant students, training parents on how to teach communication principles with different cultures, training teachers by school managers, short-term training for school managers, training managers on how to deal with errant teachers, training migrant students on how to handle other students' behaviors, in-service training for teachers, training teachers through brochures, and training migrant parents to enhance their children's communication skills. Additionally, the drivers' impact levels were ranked, with the training of parents on communication principles with different cultures, training managers on interacting with migrant students, training managers on dealing with errant teachers, training migrant parents to enhance their children's communication skills, training all students on interacting with migrant students, short-term training for teachers, in-service training for teachers, training teachers by school managers, short-term training for school managers, training teachers through brochures, and training migrant students on handling other students' behaviors being the most influential.

Cultural specialists and planners in the country can utilize the identified drivers from the present study, considering their importance and impact, to improve cultural adaptation in addressing migrant students through education.

The present study aimed to identify and evaluate the effective factors that affect poverty and academic achievement of poor students in Hormozgan, Iran.

The current study employed a mixed research approach, utilizing both quantitative and qualitative methods. The qualitative segment involved selecting 35 students purposefully as research group members and conducting interviews with them. In the quantitative portion, the study population comprised 2500 secondary school students and their parents who were considered poor according to the Welfare Organization and Imam Khomeini’s Relief Committee (RA) reports in the academic year 2023. The sample size was determined using Cochran's formula, resulting in 335 students and their parents.

Through this research, two themes of poverty were identified including internal and external factors. Academic achievement was categorized into personal, environmental, and educational factors. It was observed that external factors play a significant role in poverty as expenses exceed the average income and people struggle to meet their basic needs. Moreover, the results revealed that individual expectations have a greater impact on students' academic achievement. The quantitative aspect of the study employed two statistical tools: One-Sample T-Test, which was conducted using SPSS26 Software, and the Structural Equation method with Partial Least Squares approach, which was performed using smart PLS Software. The findings of the study also showed that the presented model has a good fit.

To enhance the academic achievement of underprivileged students, it is essential to focus on various factors such as boosting their motivation levels, ensuring the effectiveness of school counselors, upgrading school infrastructure in disadvantaged regions, and closely monitoring their academic progress by teachers. By implementing these measures, we can anticipate a significant improvement in the academic achievement of poor students.

This research was conducted with the aim of designing and dimensions of creative thinking skills in educational managers.

The current research was conducted in terms of practical purpose and with an approach mixed with an exploratory design. The statistical population in the qualitative section was 10 people who were experts in the field of creative thinking, who were selected by the purposeful sampling method and considering the saturation law. The data collection tool in the qualitative part was a semi-structured interview, which was used to ensure the validity of the qualitative part and to ensure the accuracy of the findings from the researcher's point of view, the opinions of professors and experts familiar with this field and experts were used. The Delphi method was used to analyze the qualitative data, and the data analysis was done with the help of MAX QDA software.

The results of the qualitative part in the open coding stage, the results of coding 30 primary codes were identified in the form of 6 categories. The results of deciphering and analyzing the content of the groups showed that the components of technical skills, problem solving, ethics, emotional skills, cognitive and social skills were obtained.

Based on the results of the research, the dimensions and components of creative thinking for educational managers have several dimensions and components that educational system planners can pay attention to in order to develop the creative thinking of managers.

Immigration always faces challenges and one of the can be investigated challenges in this field is violence towards immigrants. Therefore, the aim of this study was to analysis the lived experience of teachers' violence towards Afghan students in primary schools.

The present study in terms of purpose was applied and in terms of implementation method was descriptive from type of qualitative. The research population was of Afghan elementary school students who had experienced of violence from teachers and principals of elementary schools, which 20 students and 10 principals were selected as samples through purposive sampling method. The research tool was a semi-structured and in-depth interview based on researcher-made questions, and the validity of the interviews was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient method between two coders at 0.79. The data of the present study were analyzed by the coding method in MAXQDA-Pro software.

The findings of this study indicated that the types of teachers' violence have 17 concepts in 3 components of verbal violence (6 concepts), behavioral violence (6 concepts) and physical violence (5 concepts), the effects of teachers' violence have 22 concepts in 4 components of mental (9 concept), academic (4 concepts), physical (3 concepts) and social (6 concepts) and control strategies of teachers' violence have 19 concepts in 5 components of educational (5 concepts), employment (3 concepts), planning (5 concepts), disciplinary (3 concepts) and cultural (3 concepts). Also, the pattern of types of teachers' violence, effects of teachers' violence and control strategies of teachers' violence were designed.

According to the results, it is recommended to the education managers to use the control strategies of teachers' violence in order to reduce the types of teachers' violence and its effects.

Recognizing the factors that influence creativity and enhancing creative skills is essential to facilitate the enhancement of creativity in environments such as schools. Therefore, the current research aims to examine the role of individual and social variables in predicting students' creative progress.

Methods and Materials:

 This applied research was conducted with a mixed-method approach and an exploratory design. The qualitative sample consisted of 25 professors from the educational management departments of universities in Mashhad, selected through purposive sampling and considering the saturation rule. The quantitative sample included all school managers working in middle and high schools in the sacred city of Mashhad, with a sample size of 172 individuals, calculated based on Cochran's formula. In the qualitative section, semi-structured interviews were used, while in the quantitative section, a researcher-developed questionnaire was employed.

The qualitative results identified two main categories: intra-personal skills and inter-personal skills, along with six subcategories: technical skills, problem-solving skills, ethical skills, emotional competencies, cognitive competencies, and social competencies derived from the interviews. Structural equation modeling results indicated that creative self-efficacy and intrinsic motivation are significant predictors of creative advancement. Wisdom did not significantly predict creativity, while general self-efficacy indirectly predicted creativity through its impact on creative self-efficacy. The university environment also had a significant role in predicting students' creative advancement.

Based on the findings of the current research, considering social factors alongside individual factors provides a clearer and more comprehensive understanding of students' creativity.

The present study was designed to provide a model for the development of ecological literacy in secondary schools. This study was a qualitative method based on the systematic approach of Strauss and Corbin. The statistical population included school principals, teachers, environmental education experts, professors of environmental education and elites in the field of environment who were purposefully selected until the theoretical saturation (22 people). The results showed that 16 categories and 61 concept codes were identified and placed in the heart of the six dimensions of the paradigm model. Therefore, in order to develop ecological literacy, considering the causal conditions (family, teachers and administrators), we should try to know more about ecological literacy and also apply the identified strategies (culture, education, media, education, modeling and Planning). In order to achieve these strategies, the underlying conditions (infrastructure and human resources) as well as the interventionist conditions (facilitating and destructive) must be considered in order to have positive development consequences (environmental, behavioral and economic underpinnings acquired. The results showed that 16 categories and 61 concept codes were identified and placed in the heart of the six dimensions of the paradigm model. Therefore, in order to develop ecological literacy, considering the causal conditions (family, teachers and administrators), we should try to know more about ecological literacy and also apply the identified strategies (culture, education, media, education, modeling and Planning). In order to achieve these strategies, the underlying conditions (infrastructure and human resources) as well as the interventionist conditions (facilitating and destructive) must be considered in order to have positive development consequences (environmental, behavioral and economic underpinnings acquired

Adherence of secondary school principals to the characteristics of ethical leadership is not only in the way of managing the most important social institution on students, teachers and families and finally the thinking style and way of managing the society, but it will be very useful in improving it.

The statistical population in the qualitative section includes 14 secondary school principals who were selected purposefully, and in the quantitative section, it includes all secondary secondary education assistants in Semnan province, 106 of whom were selected by simple random sampling. The tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part. Its validity was confirmed by educational management experts and its reliability was determined using Cronbach's alpha coefficient. To analyze the data in the qualitative part, thematic analysis method was used to create a pattern, and in the quantitative part, the one-sample t-test was used to measure the current situation.

After determining the model with basic, organizing and comprehensive themes, a total of 131 basic themes, 29 organizing themes and 3 inclusive themes have been selected, categorized and extracted. The main overarching themes include three categories: evaluation, development and support. Finally, the current situation was analyzed with the calculated model.

The results of this research in the evaluation of the existing situation showed that the effect of ethical leadership, which is organized with value, knowledge, emotional, psychological and self-knowledge components of the leader and manager of the group, is optimal. In the development department of the current situation, the components of internal growth, imagination, moral virtue, quality, modeling, situationism are at an unfavorable level from the point of view of the vice-chancellor of education, and the transfer of moral, motivational, interpersonal, atmosphere and culture values, moral growth, prosperity, Correct behavior, self-regulation, trans-role is done in a favorable situation and also in the part of supporting the components of moral freedom, moral decision-making, moral life, moral. Courage, moral intelligence and continuous improvement at an unfavorable level and transfer of moral values, motivation, interpersonal, atmosphere and culture, moral development, flourishing, healthy behavior, self-regulation, trans-role are done in a favorable situation.

Professional learning community is an extensive or moderate learning process to strengthen cooperation between job-related tasks in the work environment and has a significant effect on improving the performance of human resources. This research was conducted with the aim of designing a professional learning community model for primary school teachers.

A phenomenological qualitative method based on the Claizian stage analysis approach was used. The participants of the research are 26 people, including professors and faculty members of universities in the field of educational management, principals, assistant professors and successful teachers in elementary schools, and doctoral students or graduates of the field of educational management working in education, who through sampling A targeted opinion was selected. In order to collect data, in-depth interviews with research participants were used. In order to evaluate the validity, the methods of review by members, triangulation (three-way perspective) of data sources, review by colleagues and review by supervisors are used to increase the validity of the research. Also, to check the reliability, the strategies of reliability, assurance and trustworthiness, confirmation are used. or verifiability and transferability were exploited.

After analyzing the data, the final model of the research includes 2 major dimensions of the antecedents of teachers' professional learning community, including 4 components of educational leadership, organizational culture, collaborative learning, and organizational structure, and finally, the consequences of teachers' professional learning community, including 3 major dimensions of quality development performance, belonging to work and school, and job and professional satisfaction were depicted.

In order to realize the professional learning community of teachers, it is necessary and necessary to pay attention to cultural elements and dimensions. The task of teachers' professional learning community is to stimulate things such as mission, vision, collective commitment and common goals, and value creativity, risk-taking, initiative and innovation, and the existence of an atmosphere based on mutual respect as an important part of teachers' professional learning community.

As the first and most important educational institution of the country, the school plays a decisive role in teaching ecological literacy along with other organizations and educational tools. The purpose of this research was to design an interpretative structural model of the challenges of developing ecological literacy in secondary schools.

The current research is of mixed type (qualitative and quantitative). In the first phase, a qualitative research method was conducted using thematic analysis, and in the second phase, a quantitative method was conducted based on interpretive structural modeling. The statistical community in both qualitative and quantitative sections, due to the expert-centeredness of the interpretive structural modeling approach, formed experts, which included school principals, teachers, environmental education experts, environmental education professors, and environmental elites. They were selected purposefully and until theoretical saturation was reached (22 people). Sampling method in the quantitative part, due to the expert-oriented approach of interpretive structural modeling, the experts were in the qualitative part (N=20). The measurement tool in the qualitative part was a semi-structured interview and in the quantitative part, a questionnaire. Validity and reliability of the data were confirmed. Two methods of thematic analysis (Max QDI software) and Interpretive Structural Modeling (ISM) (Excel software) were used to analyze the data.

6 main themes of ecological literacy development challenges in secondary schools have been identified, which include human, infrastructure, economic, attitudinal, curriculum and political challenges.

Human challenge and curriculum are in the independent cluster, that is, it has a great influence on other factors and other factors have little influence on it; The themes of infrastructure and curriculum are placed in the dependent cluster, that is, they are affected by other factors and have little effect on other factors; Economic and attitudinal themes are placed in the linked cluster, that is, they both influence other factors and are influenced by other factors.

The aim of this study was to identify the causes of decreased Cheerfulness of teachers in Semnan province.research

Research in terms of applied purpose; In terms of data type, it was exploratory and in terms of implementation method, it was thematic analysis. The statistical population of the quality department of school teachers, senior education directors and university professors were informed that they were sampled by snowball method. The statistical population of the quantitative part of all teachers, principals and administrative staff of schools in Semnan province was 8050, of which 376 people were selected as a sample and sampled by stratified proportional method. The instruments used were a semi-structured interview and a researcher-made questionnaire. The data analysis method was content analysis in the qualitative stage and factor analysis in the quantitative stage.

Data analysis in the qualitative stage resulted in the identification of 192 basic themes, 93 organizing themes and 15 general themes that were divided into two categories of main and secondary themes. In a quantitative stage, it led to the identification of 91 basic themes, 15 organizing themes and 5 comprehensive themes. Together, these themes formed a coherent model for reducing the cheerfulness of teachers in Semnan province, and the model fit indices and path coefficients were at an acceptable level. Finally, the reasons for the decrease in teachers' cheerfulness, including 5 categories of comprehensive themes, including individual factors, organizational factors, cultural factors, extra-organizational factors and job factors were obtained and confirmed.

Paying special attention to the factors that reduce teachers' cheerfulness and addressing them in order to eliminate the causes that reduce teachers' cheerfulness, can return some cheerfulness to the teachers' community.

The current study aimed to propose an enhancement model for lesson study in primary Schools in Tehran. In this mixed-method study, the research population consisted of academic experts, staff managers, and education specialists in the qualitative segment, as well as primary school teachers from Tehran province (totaling 19,852) in the quantitative segment. The qualitative phase involved 12 participants, while the quantitative phase comprised 377 individuals selected as samples. Data collection methods included semi-structured interviews for the qualitative portion and a researcher-developed questionnaire for the quantitative part. For qualitative data analysis, an open, axial and selective coding approach was applied, while confirmatory factor analysis was employed to analyze the quantitative data. The research findings delineated the principal dimensions of the lesson study enhancement model, which encompassed strategic perspectives, school dynamics, structural and individual factors, research orientation, educational improvement, and educational development. The requisite components for realizing this model comprised foresight, realism, competitiveness, systems thinking, consideration of teachers' abilities, meeting teachers' needs, providing facilities, enhancing organizational communication, motivational factors, organizational elements, embracing participatory management, monitoring and evaluation, organizational well-being, modeling, efficiency enhancement, fostering scientific thinking, and cultivating a culture of learning. Moreover, the fit indices confirmed that the presented model exhibited a robust fit.

The purpose of this study is to study the phenomenology of poverty and academic achievement among students in Hormozgan province. It is applied in terms of purpose and qualitative research in terms of phenomenological approach. In this study, according to the purpose of the study, participants were based on purposive sampling among students and their parents in Hormozgan province who experienced the phenomenon of family poverty and educational poverty (26 people). Semi-structured and in-depth interviews were used to collect information. In order to analyze and extract the research codes, Max QDA Pro software was used. The results showed that poverty is described from the perspective of students and their parents in terms of clothing, stationery, incidental expenses, nutrition, health, transportation, employment and income, and housing. Education and expectation from education are also described from the perspective of parents and students of poor families in terms of academic achievement, educational status, academic future, educational intervener, educational facilitator, type of education and teachers. Discussion and By fully understanding the aspects of poverty and academic achievement from the perspective of students and poor parents, appropriate decisions can be made to alleviate poverty and contribute to students' academic achievement

The aim of the present study was to validate the model of connecting schools and society in Iran. The research method used was a quantitative survey. The statistical population consisted of professors and experts in the fields of sociology of education, educational managers, and school principals with a minimum of 12 years of experience in Tehran in 2022. Among them, 40 professors and experts were selected using a purposive sampling method. The data collection tools included two researcher-made questionnaires, which were assessed for reliability and validity in the present study. To analyze the data, a t-test was used in the SPSS-22 software. The results indicated that the mentioned model has desirable credibility from the perspective of professors and experts in the fields of 1) conformity with global design principles, 2) acceptability, 3) credibility and compliance with documents, 4) usability, 5) comprehensiveness, 6) credibility, 7) attention to the pragmatism approach, and 8) attention to one of the challenges of education. Additionally, the results revealed that the mentioned model provides an accurate description and explanation of the status of the relationship between schools and society, and provides appropriate strategies for connecting schools and society. Therefore, given the deficiency of models in this area, it is suggested that educational planners pay attention to this model for connecting schools with society and designing goals and content in this regard. This model can be useful as a guide for designing educational goals, content, teaching and presentation methods, and ultimately evaluating program and learners' status.

This research was conducted with the aim of identifying the antecedents and consequences of the professional learning community for primary school teachers.

In this article, a qualitative phenomenological method with stage analysis approach was used. The research participants consisted of 26 individuals, including university professors and faculty members in educational management, school principals, deputyprincipals, successful teachers in primary schools, and doctoral students or graduates in educational management working in education. They were selected through purposeful theoretical sampling. To collect data, in-depth interviews with research participants were utilized. For validity assessment, methods such as member checking, triangulation (three-point perspective) of data sources, peer review, and review by observers were used to enhance the validity of the research. Additionally, to examine reliability, strategies of dependability, credibility, confirmability, and transferability were employed.

After data analysis, results showed that the antecedents of the professional learning community for teachers included four components: educational leadership, organizational culture, collaborative learning, and organizational structure. The consequences of the professional learning community for teachers consisted of three macro dimensions: development of performance quality, commitment to the job and school, and job and professional satisfaction.

To realize the professional learning community for teachers, attention to the identified antecedents and consequences is necessary and essential. The duty of the professional learning community for teachers is to stimulate aspects such as mission, vision, collective commitment, and common goals, and tovalue creativity, risk-taking, initiative, and innovation, with the existence of an atmosphere based on mutual respect being an important part of the professional learning community for teachers.

The purpose of this research was to provide a model of individual development program for organizational managers.

In this research, the researcher used the " Grounded Theory " method. The target population of the research consisted of all employees working in managerial and specialized positions of the National Bank of Iran group, which are 14,560 people in total. The required sample of the research was obtained by using two methods of "theoretical sampling" and "Snowball sampling" and finally selecting the number of 30 people as a sample. The research data collection tool was a semi-structured interview. The validity of the research was evaluated and confirmed by using methods such as review by members, triangulation (three-way perspective) of data sources, review by colleagues and review by supervisors. In addition, in order to evaluate the validity of the research, the researcher also used the strategies of piti and Colleagues, Charmez, Lincoln and Guba and finally getting its approval was done.

The results of the research data analysis indicated that the professional development program of National Bank managers in the form of 6 key dimensions (knowledge, attitudinal, communication, professional, leadership, spiritual competencies) as a central phenomenon, three Key dimension (individual level, organizational level and trans-organizational level) as causal factors, which at the individual level consists of 6 key components (motivation, willingness to learn, interpretability, passion for progress, leadership and challenging thinking), at the organizational level consists of 3 key components And at the extra-organizational level, they were involved in 3 key components. Also, the structural and content factors as the governing platform and the factors affecting the research strategies at three levels are introduced and finally the knowledge-oriented and skill-oriented strategies as the main strategies of the professional development program of the bank managers are announced and the most important consequences of the implementation of the research model strategies in the framework of 4 factors are introduced. and was counted.

The personal development program model is a coherent and effective tool for the development of human resources and in alignment with the development of individual and organizational competencies needed by employees to realize their professional development.

The aim of this study was to identify the factors that reduce the cheerfulness of teachers in Semnan province and to provide a model.

Research in terms of applied purpose; In terms of data type, it was qualitative and in terms of implementation method, it was thematic analysis. The statistical population included school teachers, senior education directors and university professors who were sampled by snowball method. The instrument used was a semi-structured interview which was analyzed by data analysis method. To determine the internal cheerfulness of the findings, the data were matched with theoretical and background bases and interviews with experts were used. To confirm the accuracy of the data, the study method was used by the research members to determine the external validity of the findings.

Theoretical saturation and triangulation techniques were used. Data analysis resulted in identifying 91 basic themes, 15 organizing themes and 5 comprehensive themes that were divided into two main categories of main and secondary themes. Together, these themes formed a coherent model for reducing the cheerfulness of teachers in Semnan province. Finally, the reasons for the decrease in teachers' cheerfulness, including 5 categories of comprehensive themes, including individual factors, organizational factors, cultural factors, extra-organizational factors and job factors were obtained.

Conclotion: 

Paying special attention to the factors that reduce the cheerfulness of teachers and addressing them in order to eliminate the factors that reduce the cheerfulness of teachers, can restore some cheerfulness to the teacher community.

The present study aimed to identify and analyze the scenario for the future academic achievement of poor students (financially) using futures research. The method used in this research is scenario-based planning, which is designed and implemented in eight steps. The method of data collection in this study is qualitative and using interviews, expert panel and Delphi survey. 20 people of experts with specialized knowledge or practical experience were selected as members of the group participating in the research by snowball. Also, Micmac software and Scenario Wizard have been used to analyze the data. The findings of this study are presented in two parts. The first part involves identifying and categorizing key components, drivers, and related uncertainties. The four drivers of motivation for students by teachers and principals, the presence of expert counselors in schools in disadvantaged areas, the improvement of educational infrastructure in disadvantaged areas and the pursuit of academic achievement by teachers and principals, are identified in this section and the relationship between effectiveness and effectiveness. The components are analyzed. The second part identifies and describes possible and compatible scenarios based on the propulsions and related uncertainties. Therefore, by improving the motivation of poor students, the appropriate effectiveness of school counselors in schools, the development of school infrastructure in disadvantaged areas, as well as the pursuit of students 'academic progress by teachers, we can expect poor students' academic achievement.

The link between school and community plays an important role in improving the school and adapting to the conditions and facilities of society. Therefore, the purpose of this research was to research on effective factors, strategies and consequences on the link between school and society in Iran.

In an applied research from type of qualitative, action to identified the effective factors, strategies and consequences on the link between school and society. The population of this study was professors and experts with scientific achievements in the field of sociology of education, policy makers and managers of education and school’s managers. The required sample size of the research was considered to be 18 people according to the principle of theoretical saturation, who were selected by purposive and snowball sampling methods. The data collection tool was a semi-structured interview, which its validity was checked and confirmed by triangulation method and its reliability was checked and confirmed by reliability, trustworthiness, verifiability and transferability methods. Data analysis was done by thematic analysis method in MAXQDA software version 2021.

The findings showed that the effective factors on the link between school and society had 15 sub-categories in 7 sub-categories and 2 main categories including structural factors (with 4 sub-categories of policies and strategies of macro future development, upstream document requirements and macro perspectives and ruling intellectual, philosophical and educational orientation) and process factors (with 3 sub-categories of periodic monitoring of school performance by local stakeholders, alignment and adaptation of educational content with need of society and education in the field of environmental issues). Also, the findings showed that the effective strategies on the link between school and society had 9 sub-categories in 3 sub-categories and 1 main category including strategies of link school and society (with 3 sub-categories of appropriate governance of educational system, re-engineering and refining of educational system structure and policy making in the field attracting civil participation). In addition, the findings showed that the effective consequences on the link between school and society had 6 sub-categories in 2 sub-categories and 1 main category including consequences of link school and society (with 2 sub-categories of individual consequences and social consequences).

The designed themes network for effective factors, strategies and consequences on the link between school and society in Iran can greatly help education specialists and planners in improving the educational system and harmony with the society.

The main purpose of this study was to design a fourth generation university model and promote it in Islamic Azad University, Science and Research Branch of Tehran. This research was conducted with an applied purpose and with a qualitative-case approach. The research community included professors, experts and top managers of the Islamic Azad University (related to the Science and Research Unit) Among them, 9 people were selected as the focus group and 15 people as academic experts by purposive theoretical sampling method to achieve theoretical saturation. Data were collected using direct survey and semi-structured in-depth interviews. Data analysis method was content analysis using Strauss and Corbin coding method in three levels: open, axial and selective, which was analyzed in Max Q2020 software. Then the concepts were related in the form of causal conditions, central phenomena, strategies, contextual conditions, intervenors and consequences of classification in the form of a model. The focus group was also used for validation (validity and reliability). The results showed that Tehran Science and Research Unit, due to the gap between its current and desired status in some indicators of the fourth generation university, needs special measures such as attention to changes in time and the need for innovation, alignment with the world, attention to issues Society has a relationship with industry, the expansion of knowledge-based companies, commitment to the program, and so on To be able to upgrade to a fourth generation university based on the presented model.

The aim of this study was to identify the dimensions of futures research capability and the factors affecting it among the education managers of the Social Security Organization.

In this research, using a qualitative research approach, the dimensions of futures research capabilities and the factors affecting it were studied among the education managers of the Social Security Organization. Purposeful sampling method was used to select a sample and 16 managers were Social Security and faculty members were interviewed. The resulting data were then analyzed through open, axial, and selective coding. Thematic analysis technique (theme) was used to analyze the data and the validity of the research findings was guaranteed by the members using peer review methods, peer review, and participatory research.

The results showed the dimensions of future research ability of education managers including competency, succession planning, planning, communication skills and factors affecting it including organizational leadership (experience and expertise) and organizational structure (organizational relationships and communication with futurists) is. 

Therefore, it can be concluded that the future empowerment of research managers can have a positive effect on many personality traits and professional life of managers.

Applying grounded theory (GT) as a systematic methodology, this study was to present a model for the career path adaptability (CPA) of teachers. The statistical population consisted of the experts and teachers affiliated to the Department of Education (DoE) in Iran, in the 2018-19 academic year calendar, and the samples (n=17) were selected based on snowball sampling, as a purposeful method. For this purpose, semi-structured, in-depth interviews were used as the data collection tool, and the data were then analyzed via content analysis with coding. In this line, the central phenomenon, accompanied by the main categories and subcategories, was extracted. To code the given data, 198 codes were initially identified, and 41 subcategories were subsequently formed. To validate the interviews, triangulation, member checking, and peer review were further practiced. Besides, the test-retest and inter-rater reliability techniques were exploited for the reliability purposes. In accordance with the GT outcomes, CPA as the central phenomenon was realized with respect to causal conditions, viz., organizational, career-related, personal conditions, through the strategies of career advancement, learning and training, human resources (HR) attraction/selection/recruitment, and motivation, by taking account of effective underlying conditions, namely, HR development requirements, motivational conditions, organizational culture, and leadership style. However, this phenomenon, not protected from economic, political, organizational, and personal contexts, as the intervening factors, had induced a number of outcomes, e.g., a descending trend in leaving one’s job, increased job satisfaction, higher levels of organizational commitment, delegation of authority, and cost reduction for the DOE and teachers. Ultimately, the study results gave rise to designing a CPA model for teachers, containing a central phenomenon, along with causal conditions, underlying conditions, intervening factors, strategies, and outcomes.

Critical futurism is one of the futurism approaches that actually questions the future, which helps us to understand it by analyzing, liberating, and deepening the future. The current research aims to examine the future of Iranian schools with a critical approach, challenges the current state of schools with questions about the future of schools, so that we educate the future generation of teenagers and young people with the methods of the past! let's not go ahead Critical futurism may not show us a clear and clear path to the future, but by drawing possible and undesirable futures, it makes us aware of potential risks, so that we can use its central themes in long-term plans.

The present study is of qualitative type "theme analysis". With the help of library studies and determining the areas related to the future of schools by the method of "selecting" semi-structured interviews with former ministers of education, sociologists and influential intellectuals of the society, managers and teachers of schools interested in the future of schools and future researchers. Interested in training. The researcher started the thematic analysis process by implementing the data and engaging with, then categorizing and coding. In the continuation of the work, he has searched for themes and visual presentation of themes. In the next stages, the review of the themes was done with the intention of refining, conceptualizing the themes and finally analyzing, interpreting and drawing conclusions.

8 key factors with the titles of ideological dominance, concern of education for governance, administrative management of education, distrust of families in schools, lack of development of teachers, termination of schools, educational injustice and dominance of virtual space have been identified and the analysis of each factor has been done.

The relationship between the themes is very connected and interwoven. Some of these themes have a more influential role and some of them are more influential, which shows the complexity of change.

  The aim of the current research was to present the causal relationship model of network policy making in non-formal education in the country. In order to achieve the goal of the research, a sequential mixed method was used, which includes two qualitative and quantitative parts. The qualitative part of extracting the main components and indicators was collected based on thematic analysis method using interviews with experts and policy makers of informal skill training in Iran; The statistical population in the qualitative section was 18 selected faculty members and managers with expertise in the field of skill training, and 286 in the quantitative section. The sampling method in the qualitative part was purposeful and in the quantitative part it was simple random based on Cochran's formula with the number of 165 people. A questionnaire was used to collect data, and 153 people answered the questionnaire questions. This questionnaire has included 45 questions, the validity of which was determined based on the judgment of experts in terms of form and content, and its reliability was determined based on the method of correlation between components (Cronbach's AF). The method of data analysis in the qualitative part was coding the interviews and in the quantitative part, using descriptive and inferential statistics (exploratory and confirmatory factor analysis). The data analysis tool was manual-paper and spss 20 and PLS Smart. The research findings indicate that the network policy model has 9 dimensions and 45 indicators.

In the 21st century, the development of school leadership skills as the largest and most important aspect of school life in school excellence and the development of its learners' achievements is a must. In this sense, quality improvement and fundamental change in schools depend not only on the quality and managerial and professional competencies of principals, but also to a large extent on their leadership skills.

The present study was performed with mixed method methodology. The statistical population in the qualitative section includes university professors with scientific achievements in the field of leadership and educational management; In the quantitative section, there were 200 principals with a history of secondary schools in Garmsar city in the 2019-2020 academic year. Sampling method in the qualitative part of the type of snowball and the sample size with theoretical saturation, 15 people were determined. The data collection tool in the qualitative part was a semi-structured interview and in the quantitative part was a structured questionnaire whose validity was confirmed by calculating the Cronbach's alpha coefficient (0.82). To analyze the data, in the qualitative part, open, axial and selective coding methods were performed, and in the quantitative part, the Friedman’s test was used.

Among the dimensions of educational leaders' skills, interpersonal skills had the highest priority and individual and behavioral, organizational and professional-specialized skills were classified in the next ranks, respectively. Finally, it was suggested to pay attention to the dimensions of educational leadership skills and their priority in selecting, appointing and even evaluating performance, as well as developing educational programs and content related to the skills of school leaders.

It seems that among the dimensions of educational leaders' skills in schools, the role of interpersonal skills of educational leaders through change, entrepreneurship, participation, management and policy implementation, can best lead to desirable changes in the factors.