hasan saemi

The aim of current research is to study effect of school principals' coaching leadership on the creative performance of elementary sports teachers with the mediating role of psychological empowerment.This practical research was done using the survey research method. 321 elementary sports teachers of Golestan were the statistical population of this research. Research sample size was determined by using Cochran's formula of 176 teachers and stratified random selection method was used to select sample. The tools for measuring the variables included three questionnaires of coaching leadership (Ellinger et al 2013), psychological empowerment (Spritzer et al 2005) and creative performance (Zhou and George, 2001). SPSS statistical software was used to perform descriptive analysis on the individual characteristics of research sample and variables. Analyses of inferential part were performed using Smart PLS statistical software.Research findings showed that effect of principals' coaching leadership on the psychological empowerment of sports teachers is positive and significant. The research results showed that principals' coaching leadership has no significant effect on the creative performance of sports teachers. Finally, research findings showed that principals' coaching leadership has a positive and significant effect on the creative performance of sports teachers with mediating role of psychological empowerment.It can be concluded that use of coaching leadership by school principals by improving the empowerment of sports teachers leads to their creative performance. it is suggested to increase the awareness and knowledge of school principals about coaching leadership and encourage them to use this style of leadership in their work .

Education is a complex endeavor and one of the fundamental pillars of human culture, evident and undeniable within educational systems. The present study aims to investigate the educational views of Makhtumkuli Faraghi, Molla Ahmad Naraqi, and Khwaja Nasir al-Din Tusi with a focus on their objectives. The research method is descriptive-analytical and belongs to the category of comparative studies. Data collection was conducted using library research, and data recording forms were utilized as tools for gathering information. Information was collected through reference to credible sources. The population includes all books, theses, journals, and studies related to the research topic. Sampling was performed purposively. Qualitative analysis, classification, and comparison methods were employed for data analysis. Subsequently, the similarities and differences in the perspectives of these three prominent thinkers regarding educational objectives were analyzed and evaluated. After data collection, it was found that there are similarities and differences in the educational perspectives of Molla Ahmad Naraqi, Khwaja Nasir al-Din Tusi, and Makhtumkuli Faraghi regarding objectives. All three regard achieving individual and societal prosperity, perfection, and proximity to God as the primary and most significant goal of education. Khwaja emphasizes the balance between the three human faculties (desire, anger, and intellect) as the cornerstone of his educational views. All three emphasize attaining truth as a central aim in selecting educational objectives.

The present research was conducted with the aim of identifying the needs and goals of adult literacy curriculum.

The mentioned research is fundamental-applied in terms of purpose, and in terms of information data, this research is qualitative. The statistical community in the research included organizational experts (Directors of the Literacy Movement, Vice- Presidents of Education Curriculum) and academics (University Faculty Members) as well as 30 relevant scientific documents and documents. In this research, to determine the sample purposive sampling method was used in which 20 people were considered as the sample size using the principle of saturation. Semi-in-depth interviews were used in the qualitative part of this study. To ensure the validity of the tool in the qualitative part of the research and to ensure the accuracy of the findings from the researcher's point of view, the opinions of professors familiar with this field and university experts who were experts and knowledgeable in this field were used. In the current research, retest reliability and intra-subject agreement method were used to calculate the reliability of the conducted interviews. The method of data analysis in the qualitative part of the theoretical coding was derived from the data theorizing method. Therefore, the analysis of the data obtained from the interviews and documents was done in three stages of open, central and selective coding, and based on this the research concepts and categories were classified.

The results of the research showed that the necessity of designing the adult literacy curriculum includes skill development and dynamic performance, and the goals of designing the adult literacy curriculum included strategic adaptability and strategic competence. Also, the findings of the research indicate that the literacy of adults ends with their better performance and optimal performance is the necessity of curriculum design. Meanwhile, employment creation is considered as one of the factors of dynamic performance.

One of the problems of every society is the neglect of happiness and cheerfulness, which causes an increase in mental illnesses such as anxiety and depression. Life becomes meaningful with happiness and in the light of that, students can build themselves and climb the peaks of conduct and the steps of progress. The present research was conducted with the aim of extracting and identifying the components of the necessities of designing a happy school model in elementary school. This research was conducted with a qualitative approach and qualitative content analysis method. The statistical population was all specialists in the field of psychology and educational sciences, and the data collection method was a semi-structured interview, and 20 experts in the field of educational sciences were interviewed. In order to analyze qualitative data, inductive qualitative content analysis method was used. The research findings consist of 26 categories, which include 3 main categories and 6 subcategories. The results showed that happy schools are associated with enthusiasm, excitement, and with students playing. Studies have shown that when children leave a school that is not happy, they vent their energy outside. What is better, that the atmosphere of the school is happy and is accompanied by games in the environment and cheerfulness of the class so that the atmosphere of the school is accompanied by intimacy. . We know that happiness affects the mental, psychological and physical health of a person. Proper nutrition plays a significant role in better learning and student vitality

The current research was conducted with the aim of designing a curriculum model for adult literacy.

In terms of purpose, this research is fundamental-applied, and regarding data type, it is qualitative. The population in the study included experts from the organization (literacy movement managers, deputy ministers of curriculum education) and academia (university faculty members), as well as 30 relevant scientific documents and records. In this research, purposive sampling was used to determine the samples, considering 20 individuals based on the saturation principle as the sample size. Semi-structured interviews were utilized in the qualitative part of the current study. To ensure the validity of the tool in the qualitative section of the research and to ensure the accuracy of the findings from the researcher's perspective, opinions from professors familiar with this field and academic experts who were knowledgeable and skilled in this area were sought. In the current study, test-retest reliability and intra-subject consensus method were used to calculate the reliability of the interviews conducted. The data analysis method in the qualitative section was theoretical coding. Therefore, the analysis of data obtained from interviews and documents was carried out in three stages: open coding, axial coding, and selective coding, and based on this, the concepts and categories of the research were classified.

The results of the research showed that the objectives of the adult literacy curriculum include adaptability to the environment and strategic competencies. Also, the content of the adult literacy curriculum includes content selection and content organization. Teaching and learning methods in this research include the transmission method and the activity-based method. Finally, the results showed that the evaluation method of the adult literacy curriculum includes goal-based evaluation, method-based evaluation, and content-based evaluation.

Each theme and its subthemes underscore the comprehensive approach required to design an effective adult literacy curriculum. The curriculum must be adaptive, strategically competent, well-organized in content, employ effective teaching and learning methods, and incorporate multifaceted evaluation strategies to meet adult learners' diverse needs and promote sustainable literacy education.

The main purpose of this research is to analyze the content of the book series of Payam-e Asemani taught at junior high schools based on their consideration of the components of life skills. The analysis included all the texts, images and exercises of the textbooks of the seventh, eighth and ninth grades in the academic year of 1402-1401, using the checklist of indicators. The statistical population of the present study included three volumes of Payam-e Asemani textbooks of junior high school, which due to the limited statistical population, no sampling was done and the sample size is equal to the statistical population. For data analysis, descriptive statistics as well as Shannon's entropy method for weighting the indicators of life skills were used. The results showed that in the seventh grade, critical thinking components had the highest frequency of 26.3%, in the eighth grade, the problem-solving component had the highest frequency, and in the ninth grade, critical thinking skill was the most frequent 23.6%. In all three grades, according to the table of importance or weighting, the highest component was empathy with 109 items and a weight of 0.1146, and the lowest one was creative thinking having 44 items with a weight of 0.0814.

In today's evolving world, managers are one of the key levers in the management of organizations; Given that managers have a vital and decisive role in the heart of organizations, their competencies must be strengthened.

The purpose of this study was to design a model of dimensions and competency components of primary school principals.

The present study was based on the purpose of the applied type and in terms of approach was exploratory mixed research. In the qualitative phase, the content analysis method was used and in the quantitative phase, the contextualization method was used. In the qualitative phase, the data collection process consisted of 18 semi-structured interviews with experts. Purposeful sampling was continued until data saturation. Data analysis was performed simultaneously with their collection and by the method of concepts, subcategory and main category. In a small phase, the statistical population of primary school principals in Bushehr province was 521 people, which according to the Jersey-Morgan table, 230 people were selected by multi-stage cluster sampling method. In order to validate the identified pattern of the qualitative part, confirmatory factor analysis was used using PLS software.

The combination of qualitative and quantitative results showed that the pattern of dimensions and components of competence of primary school principals with four dimensions: personal, occupational, communication and knowledge competencies and eight components: personal, moral, educational, managerial, behavioral, social, General knowledge and professional knowledge were approved. The results of the confirmatory factor analysis showed that all factor loadings are higher than 0.4 and the model is significant at the confidence level (95) percent, and the fit of the model was confirmed with a value of 0.435.

The model of competencies of primary school principals is a good guide to identify the contexts, conditions, indicators, obstacles and consequences of the development of competencies of principals in order to develop the competencies of teachers and students of primary schools, which is the foundation of the system. Is educational, provide.

The aim of the present study is to analyze and explain the assessment and evaluation strategies in the first secondary school curriculum. The research approach is qualitative with a conventional content analysis method. The study population was key experts in the evaluation and valuation of Golestan province who participated in the research through semi-structured interviews using property-based sampling method. The aim of the present study is to analyze and explain the assessment and evaluation strategies in the first secondary school curriculum. The research approach is qualitative with a conventional content analysis method. The study population was key experts in measuring and valuing Golestan province who, using criterion-based snowball sampling method, 20 data saturation individuals participated in the study through semi-structured interviews. Data were analyzed using MAXQDA coding method and software in three steps of discovering concepts, subcategories and main categories. Based on the findings, assessment and valuation strategies in the junior high school curriculum are classified into four main categories: hierarchical, inclusive, specialist-oriented, and mixed. A hierarchy based on purpose and action-oriented, inclusive, need-based, expert-centered, as well as mixed, can be considered as participatory and multidimensional. The findings indicate that the first intermediate course of our country faces a great challenge in the field of assessment and evaluation in the curriculum. Therefore, it will be possible to solve it with the correct application of assessment and valuation strategies in the curriculum of this course by teachers by holding training workshops.

The present research was conducted with the aim of identifying the principles and components of blended learning in multi-grade classes of the elementary school. The research was conducted with the qualitative content analysis method. The target population was the faculty members of the Department of Educational Sciences, experienced teachers of multi-grade classes in Golestan province, and written documents related to the subject. The participants included 15 experts in the field of learning, experts in the field of technology and experienced teachers in the field of multi-grade classes in 2019. Also, the written documents included theses, articles, magazines and books in the field of blended learning and multi-grade classes, which were selected by purposeful sampling. Data were collected by conducting semi-structured interviews and reviewing written documents. For data analysis, qualitative content analysis method, MaxQDR software and manually were used. The collected data were converted into concepts and categories. Lincoln and Goba method was used to ensure validity and reliability of data. Therefore, four criteria of reliability, transferability, reliability, and verifiability were used for evaluation. Finally, 7 main categories, 15 subcategories and 45 concepts were obtained. The findings of the research showed that the principles of blended learning in multi-level classes include the innovation of teaching methods, the updating of technology literacy, high-quality educational opportunities and skill-learning, flexibility in the content of courses and components, including the expansion of the culture of research and evaluation, the intelligent use of new teaching technologies, the development of scientific and professional competence of teachers.

Life skills are essential and integral methods and skills for a stable and healthy life. Higher education has a vital opportunity to influence the future by significantly improving citizens' life skills. The aim of this study was to determine the need to design a life skills curriculum model for undergraduate students in Iranian higher education centers.

This study was conducted with a qualitative approach and content analysis method. Participants included 15 experts in life skills and 15 written documents. Purposeful sampling method was used to select individuals. Data were collected through semi-structured interviews up to saturation stage and analyzed by MAXQDA software.

Findings included 149 primary codes which were finally extracted by merging the initial codes, 52 codes, 7 subcategories and 3 categories; Achieving self-fulfillment category "includes sub-categories: achieving personal and educational goals and increasing physical and mental health (mental well-being)", social welfare category "includes sub-categories: meeting the needs of society, promoting psychosocial abilities, prevention and reduction of injuries Individual and social and strengthening social relations "and the category of helping to solve life problems" included the following categories: prevention and solving life challenges, preparing students for work and marriage and financial management.

The findings showed that designing a life skills curriculum is essential for students in higher education centers and causes them to achieve self-fulfillment and helps to increase social well-being and solve life problems.

Lack of knowledge of reading skills causes students not to get good results from their efforts. Designing a curriculum for learning and study skills is very important in improving the quality of the educational system and individual empowerment of students. The purpose of this study was to investigate the need to design a curriculum for study and learning skills in the Iranian higher education system.

The present study, as a qualitative one, used the content analysis methodology. In order to reach the consensus among experts, a semi-structured interview was used, which showed theoretical saturation in the fifteenth interview. Then, the data obtained from the interviews were coded using the contractual content analysis method, and finally, the data analysis was performed through MAXQDA10 software.

The results of the analysis of the findings included 119 initial codes. Eventually, by merging similar codes, 54 final codes, in 6 subcategories and 2 main categories, were extracted. The main category of "improving the quality of education" includes the subcategories of "improving the quality of learning", "academic achievement" and "creating interest and motivation" and the main category of "individual empowerment" includes the subcategories of "promoting self-confidence", "helping the innate talents" and "identification of study techniques".

The findings indicate that designing a curriculum for study and learning skills in the higher education system can be a constructive aid for the promotion, empowerment and development of students.

The goal of this study is to "explain the objectives of the family education curriculum in primary school." The research approach was qualitative and the method was Conventional Content Analysis (Inductive approach). The target populations was 20 faculty members of curriculum planning groups, sociologists, family education counselors and psychologists, and were selected by purposive sampling. The data collection method was Semi-structured interview. For data validity and reliability, Credibility and Verification criteria were used. To analyze the data, Induction-based Conventional Content Analysis was used. Data analysis led to the extraction of 70 concepts, 12 sub-categories and 5 main categories. The main categories that have emerged include: "Promoting media literacy", "Awareness towards life etiquette and skills", "Family participation and the role of parenting", "Knowledge of the growth and life stages of children" and "Knowledge of the principles and bases of education". The results can facilitate the better planning and implementation of family education courses in primary schools, and the planners and facilitators of these courses can also apply them in the practical dimension.

One of the most important practical approaches is awareness of study and learning skills in order to improve the quality of learning and empowering students to reach the success in education. The aim of present research is to design the scopes of curriculum for the study skills and learning of under graduated students in the Iranian higher education system.

Present research accomplished by qualitative approach and content analysis method. Participants were included 15 Specialists in educational psychology and educational sciences in the academic year(97-98) and 18 Written document related to study and learning skills. Targeted sampling was used to select individuals. Data were collected through the semi-structured interviewers up to the saturation stage and analyzed with the MAXQDA 10 software.

The consequences of the analysis were consisting of 118 initial codes that are given finally with the combination of codes, 33 final codes, 7 substratum and 2 main stratums. The main stratum were consisting of substratum Improving the level of individual ability (raising the level of self-esteem and self-productivity), (increasing the level of memory ability and effective learning), (creating enthusiasm and motivation in learning) and (paying attention to innate and natural talents), the main substratum(educational quality) associated with substratum (improving the quality of education in higher education), (training critical and critique students) and (time management) were included.

Due to the awareness of students with study and learning skills that improves their level of performance and academic achievement, it is necessary to predict the course of study and learning skills in the under graduated student curriculum.

The aim of this study was to extract the components of creative and critical thinking skills in the elementary school Iranian educational system. To conduct this research, a qualitative approach and a qualitative content analysis method have been used. The statistical sample consisted of 12 experts in educational sciences and psychology who were selected using purposive sampling. The data collection method was a semi-structured interview. Inductive qualitative content analysis was used to analyze qualitative data. The research findings included 8 main categories, 19 main subcategories and 88 concepts for the 4 elements of basic objectives, teaching content, teaching-learning methods and evaluation methods. First, in the section of the main objectives of teaching creative and critical thinking based on the opinion of experts, two main categories of intrapersonal skills and extrapersonal skills were extracted. In the next step for the educational content, the main categories extracted were: planning and problem solving and teaching communication and critical skills. The next element that was examined was teaching-learning methods, for which the main categories extracted were creative teaching-learning methods and critical teaching-learning methods. In the final part the components were reviewed and evaluated. According to experts, the two main categories of performance evaluation and integrated evaluation were extracted.

The aim of this study was to explore the dimensions and components of empowerment and promote the position of female educational managers.

The present study was a qualitative research of contractual content analysis. The sample size included 27 written documents related to the research topic and 19 interviews with academic experts, successful educational administrators and senior administrators who were selected by purposive sampling method. Semi-structured interviews were used to collect data. To analyze interview information and documents; Inductive and content analysis methods were used.

Findings from the analysis of interviews and documents showed components and dimensions to empower and promote the position of female educational managers in the field of information 3 dimensions (general, educational and managerial information), in the field of self-personality 2 dimensions (existential personality) Manager and interpersonal personality), in the political field 2 dimensions (government view and qualification), in the field of management attitude 3 dimensions (human relations management, special knowledge management and performance and efficiency), in the environmental field 4 dimensions (information from the environment, View of society, family and environmental impact) and in the economic sphere there is only one dimension of credit.

The results showed that the most important components and dimensions for empowerment and promotion of female educational managers are: information field, personality, political, managerial, environmental and economic attitudes, respectively

As you know the health of people cause to the development of society and the students are the main parts of society. They are faced to many problems and have to tolerated stress and anxiety in these circumstances. They are exposed to many psychological and social problems. To prevent these injuries, life skills should be included in the curriculum in higher education. The aim of this research is to design the curriculum scopes of life skills for Iranian Higher Education Students’.

This study is done by qualitative approach and content analysis method. Participants included 15 life skills supervisors and 15 written documents. Targeted sampling was used to select individuals. Data were collected through semi-structured interviewers up to the saturation stage and analyzed with the MAXQDA software in three stages: open, axial and selective coding.

The findings of this study included 157 initial codes, which were finally combined with the initial codes of 57 conceptual codes, 8 axial codes and 5 selective codes. Selection codes “Social Development, Economic Development, Strengthening Advanced Life Skills, Mental Welfare, and Self-Sufficiency” were extracted for the target element.

The findings showed that the objectives of life skills curriculum should be include Social, Economic and Psychological Contexts.