javad pourkarimi

In light of the profound transformations occurring within health systems and the forthcoming challenges that lie ahead, it is highly imperative to address the matter of governance. Consequently, the objective of the present study is to detect the governance elements that comprise the health system in universities of medical sciences in Iran.

This qualitative research was developed using the content analysis method. The statistical population consisted of experts, professionals, managers, and specialists affiliated with Iran's Ministry of Health and medical sciences universities. The data collection process involved conducting semi-structured interviews with 24 experts, including managers and professionals in this field who were selected using the targeted sampling method and maximal diversity. To analyze the interview data, the inductive content analysis technique was applied.

Eight main components were identified, including independence and self-reliance, administrative system health, organizational agility, meritocracy, human capital development, social capital development, health orientation, and infrastructure development.

The challenges in the way of achieving the goals of the health system in the current governance model of the health system in Iran can be studied based on 8 components, and in the future interventions, they can be considered to create and strengthen a flexible structure in line with dynamism and effective innovation and reducing dependence on governmental resources.

The present study aimed to investigate the effectiveness of a biofeedback intervention program using heart rate variability (HRV) on working memory performance in children with Attention Deficit/Hyperactivity Disorder (ADHD).

Methods and Materials:

In this quasi-experimental study, a total of 30 children aged 8 to 12 years were selected through convenience sampling from clinics and counseling centers in District 3 of Tehran during 2021-2022 and were included in the study. Participants were randomly assigned to either the experimental group (15 participants) or the control group (15 participants). The experimental group participated in 15 sessions of a biofeedback intervention program using HRV, while the control group was placed on a waiting list without receiving any intervention. The working memory performance of both groups was assessed at the pre-test and post-test stages using the n-back working memory test, introduced by Kirchner in 1958. The data were analyzed using univariate analysis of covariance.

The results indicated the effectiveness of the biofeedback intervention program using HRV on the working memory performance of children with ADHD.

Overall, this study provides preliminary evidence for the use of HRV biofeedback as a potential intervention to improve working memory performance in children with ADHD, although further research is needed to confirm these findings.

The present study was conducted with the aim of identifying effective leadership styles in turbulent environments based on a qualitative approach and systematic review method. All scientific documents found between the years 2017 to 2024, totaling 12,900 scientific documents, constitute the research community, which were found in 8 foreign databases and 2 domestic databases. The systematic review was conducted based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Ultimately, after reviewing the title, research method, and findings, 30 studies were selected for scrutiny. In order to control the research quality and evaluate the findings, expert feedback was seeked in the selection process, analysis of articles, and also the CASP tool. Document analysis was carried out with high precision and documented. The results showed that 3 leadership styles consist of transformational, adaptive, and servant leadership have been recognized and recommended as effective leadership styles in turbulent conditions.Also, besed on analysis, the results show that transformational leadership style is composed of 18 components, adaptive leadership consists of 9 components and 4 components have formed the servant leadership style.

In today's rapidly changing world, teachers play a crucial role in fulfilling and promoting educational objectives. The present research was conducted with the aim of identifying the self-development competencies of teachers.

The present research used a qualitative approach and a meta-synthesis method. All scientific documents found between the years 2016 to 2023, totaling 267 scientific documents, form the population of this research, which were found in seven foreign databases and four domestic databases. Ultimately, 22 scientific documents were selected and analyzed after reviewing their titles, research methods, and findings. The analysis of the findings was conducted using thematic analysis method, and in order to control the research quality, the analysis and review of documents were meticulously documented; furthermore, the Critical Appraisal Skills Program (CASP) tool was used to evaluate the quality of the findings by expert evaluators.

The self-development competencies of teachers were categorized in five dimensions of skills, abilities, knowledge, attitudes, and personal and professional organizational characteristics. The skill domain encompasses components of professional self-regulation, leadership in the teaching-learning process, professional networking, self-directedness, and technological skills. The ability domain includes components of self-awareness, self-management, self-motivation, cognitive and emotional maturity, and the knowledge domain consists of pedagogical knowledge and extrinsic organizational knowledge. Enthusiasm for change and improvement, and occupational motivation are components included in the attitude domain. Personal and ethical professional and organizational characteristics are also identified components in the characteristic’s domain. In conditions of continuous changes and turbulent educational environment, the key to the quality of the teaching-learning process and the professional advancement of teachers is the Self-Development competence.

This research discovers the components of self-development competency, its results can be used to recruit and educate competent teachers and can be helpful in teaching and learning.

In the statement of the second step of the revolution, the supreme leader of the revolution emphasized on three key points: self-improvement, socialization and civilization. These three elements can be seen in the school of Haj Qasim Soleimani, which is the school of Ahl al-Bayt. The aim of the current research is to explain these components in the statement of the second step of the Islamic revolution and the school of management of martyr Haj Qassem Soleimani, so that its influence in individual, social and international dimensions is revealed. The upcoming article is based on a meta-composite method and by searching in Iranian and foreign databases and the database of Shahid Haj Qasim Soleimani; About the components of the second step of the Islamic revolution, it has been done in the management school of Shahid Soleimani. The findings of the research indicate that the realization of the distinctive and sublime goals of the Islamic Revolution in the direction of the growth and perfection of the members of the society and the expansion of justice depends on the use of a suitable management model. Such a model arises from unique foundations that can be found in the school of Shahid Soleimani and elements such as self-reflection, future, duty and enemy in the face of self-improvement; Also, elements such as the sociological approach and socialization in the face of socialization, as well as positive and negative aspects in the face of civilization were achieved

One of the challenges of recent years in the country is the conflict between the priority of the field over diplomacy international interactions, some of the country's diplomatic managers emphasized the effect of prioritizing the country's top managers over the field and its effect on diplomacy,we try to show that the martyr Soleimani achieved very significant successes by considering both aspects of the field and diplomacy.The behavioral and practical life of Soleimani consists of special features and characteristics that, according to the orders of the Supreme Leader of the Revolution,has established a new school in the international arena.His intellectual and practical performance challenged the global equations. The purpose of this article is to present the model of diplomacy-field leadership of Soleimani based on revolutionary understanding of this great martyr who has drawn himself as a principled policy in relations between nations and governments. This article uses the descriptive-analytical method of synergy The leadership of Soleimani examines national,regional and international policies and provides a model of leadership in field diplomacy through the method of content analysis and quoting the speeches of Soleimani, the orders of the Supreme Leader of the Revolution and the statements and views of his colleagues and other scholars.Paid.The results of this study indicate that the revolutionary vision along with the high perception and insight of Soleimani in his sincere service, originated from his diplomatic intelligence and ability and his field management and can form a unique leadership model that mythologizes resistance in the minds Be the world

Specific learning disorders are neurodevelopmental disorders with biological origin. This origin includes the interaction of genetic, paragenetic, and environmental factors. At the same time, the symptoms of this disorder occur at the cognitive level. Specific learning disorders include problems in academic abilities such as fluency in reading, reading comprehension, writing, and mathematical reasoning. The most common learning disorder seems to be dyslexia. Learning disabilities are one of the main problems in children's academic performance and progress in the educational system of the United States and probably other countries around the world. One increasingly prominent and well–documented treatment for this developmental impairment has recently been the executive functions training approach. This study is intended to be a systematic review of the effectiveness of executive functions training on reading and writing skills of students with learning difficulties as a scientific ground for selecting more efficacious treatments.

To this end, this research was done as a systematic literature review, scoping various techniques and different treatment approaches that have been applied so far to enhance the academic performances of students with reading and writing difficulties. Three online databases were searched: PubMed, Scopus, and Web of Science. Only research studies published in English were accounted for. No limitations were exerted but on the subject's country or language. The time duration for all search was from 2010 to 2022. All papers were to be first–order research; this study did not include other literature reviews and meta–analytic research in its study sample. It also excluded interventions for other learning problems, such as dyscalculia. Furthermore, interventions for adult problems were excluded.
A total of 1172 potentially relevant papers were found at the primary searching activities. However, after different levels of elimination, only 14 papers were decided to meet the criteria fully.

There were few relevant treatments, but they were divergent regarding the techniques used and the cognitive functions trained. Among them, however, those who were found to be more decisively influential were Computerized Executive Functions Training (CEFT), Computerized Working Memory Training (CWMT), Action Video Games Training (AVG), and Visual Spatial Attention training. Careful examination of these treatments shows that most computerized training tasks could have been executed in non–computerized versions. Indeed, computerization for most tasks is only a methodological strategy to implement training in exact timing. Meanwhile, some negative evidence was also found, suggesting that some of the executive functions training that has been frequently claimed to be effective were completely useless on children with learning disabilities. Although this evidence is relatively negligible, subsequent work is needed to determine the effectiveness of each treatment. On the other hand, some of the most effective intervention programs were organized in such a way as to take, explicitly or implicitly, a central or supervisory system of executive functions for granted.

Despite the lack of certainty regarding the effectiveness of each of the interventions individually in improving learning problems, it seems that to improve children's reading and writing skills, using programs based on executive functions as a combination of several designed components is a more practical approach.

The present research was conducted with the aim of identifying the competencies (knowledge, skills, abilities, attitudes, and characteristics) required of leaders in a turbulent environment.
This study employed a qualitative approach and a meta-synthesis method. The method provided by Sandelowski and Barroso (2007) was utilized for this purpose. The research community consisted of 483 scientific documents published between 2016 and 2023, which were sourced from 8 international and 4 domestic databases. The databases searched included ProQuest, Google Scholar, ScienceDirect, PubMed, Sage, Emerald, ResearchGate, Springer, SID, IranDoc, Normex, and MagIran. After analyzing the titles and content, 27 scientific documents were selected and thoroughly analyzed. The findings were then analyzed using the thematic analysis method.
A review of the existing literature on the competencies of leaders in turbulent environments reveals that, despite the substantial research conducted in this field, only certain aspects of these competencies have been addressed. The dimensions and categories of leadership in turbulent conditions have not been comprehensively examined together, nor has a comprehensive model been developed. Moreover, the obstacles to developing these competencies have not been adequately presented. Based on the findings of the present study, the competencies of leaders in a turbulent environment were organized into five dimensions: abilities, individual ethics, organizational and psychological ethics, attitudes, knowledge, and skills. The knowledge dimension includes 13 concepts under two components: organizational knowledge and peripheral knowledge. The abilities dimension consists of self-development, mental and analytical components, guidance, coherence, understanding of complexities, and cognitive (thinking) components, comprising a total of 40 items or concepts. The skills dimension encompasses team building, communication, empowerment, and decision-making (in unstable conditions), totaling 33 concepts. In the attitude dimension, 26 concepts were organized under the components of passion for improvement and strategic vision. The integrated components derived from these concepts include organizational and peripheral knowledge; self-development, mental and analytical abilities, guidance, coherence, understanding of complexities, and cognitive (thinking) abilities; team building skills, communication, empowerment, decision-making (in unstable conditions), and technological skills; individual ethics, organizational (professional) ethics, and psychological ethics; and an attitude of passion for improvement and strategic vision. Overall, from the 27 reviewed studies, one main theme, 5 primary themes (areas of competence), and 18 sub-components related to competence were identified.
To ensure the quality of the research, the analysis and interpretation of the documents were conducted with high accuracy and thorough documentation. Additionally, the opinions and feedback of experts were incorporated at various stages of the research. By providing an integrated model of leaders' competencies in a turbulent environment, this research enables leaders in today's volatile world to identify and develop the necessary competencies to achieve stable and effective organizational performance. Furthermore, they can assess these competencies in their peers and lay the foundation for their development.

In the statement of the second step of the revolution, the supreme leader of the revolution emphasized on three key points: self-improvement, socialization and civilization. These three elements can be seen in the school of Haj Qasim Soleimani, which is the school of Ahl al-Bayt. The aim of the current research is to explain these components in the statement of the second step of the Islamic revolution and the school of management of martyr Haj Qassem Soleimani, so that its influence in individual, social and international dimensions is revealed. The upcoming article is based on a meta-composite method and by searching in Iranian and foreign databases and the database of Shahid Haj Qasim Soleimani; About the components of the second step of the Islamic revolution, it has been done in the management school of Shahid Soleimani. The findings of the research indicate that the realization of the distinctive and sublime goals of the Islamic Revolution in the direction of the growth and perfection of the members of the society and the expansion of justice depends on the use of a suitable management model. Such a model arises from unique foundations that can be found in the school of Shahid Soleimani and elements such as self-reflection, future, duty and enemy in the face of self-improvement; Also, elements such as the sociological approach and socialization in the face of socialization, as well as positive and negative aspects in the face of civilization were achieved.

Today, intellectual capital and talent are among the strategic resources for the success of organizations. The correct identification of talents from the very early years of people's lives, especially in the education system, makes people make correct and reasonable decisions in their academic and work life. Therefore, in order to fulfill the purpose of the article, the researches that have been conducted in the field of identifying talents of students have been searched and reviewed, and the seven-step method of Sandelowski and Barroso has been used in the mentioned path. In this regard, by using the keywords related to the factord affected the talent identification of students, a search was made in internal databases in the period of 1385-1402 and foreign databases in the period of 2008-2023 and 380 primary sources were found. By screening the initial sources, 33 final sources were achieved. By examining the final selected sources, at first, a number of 497 primary concepts were extracted from the studied articles, and after several sessions of reviewing the primary concepts and categorizing them, finally, 26 primary themes were obtained. Then with the process Secondary coding, the factors affected identifying the talents of students were finally summarized in the form of 8 secondary themes. Kappa coefficient was used to calculate the reliability of meta synthesis analysis, which was calculated using SPSS software to be 0.01 and the index value was 0.813, which indicates good and appropriate reliability. Also, to check the validity of the research, the results were provided to five experts and commentators of qualitative research, who confirmed the qualitative results after reviewing the study process.The main themes obtained are: Family, Teacher, Individual factors, School System, Country's Education System, Society and Country Conditions, Information and Digital Technology, Processes of International Arenas.

Due to the one-dimensionality of the existing protocols about the executive function devising task-oriented and diverse interventions grounded in executive functions and evaluating their effectiveness on the reading skills of students with attention-deficit reading disabilities is of paramount importance.

This study aims to design and assess the effectiveness of a program aimed at improving reading skills, specifically focusing on executive functions, for students afflicted with attention-deficit reading disabilities.

This research employs a mixed-methods approach, combining qualitative and quantitative elements. In the qualitative phase, a therapeutic intervention designed to enhance reading proficiency was developed based on a systematic review of relevant studies, with input from a panel of nine experts to ensure its validity. The subsequent quantitative phase involves a quasi-experimental design, including pre-test, post-test, and follow-up measurements with a control group. The study population consists of second and third-grade students with reading disabilities in Tehran who sought assistance from learning disability centers. Using voluntary sampling, 55 students were initially selected, and ultimately, 24 students (12 in each group) were randomly assigned based on stringent entry and exit criteria. The research instruments utilized include the Wechsler Intelligence Scale for Children, Fifth Edition, the SNSP-IV grading scale, and the reading assessment. Data analysis was conducted using repeated measures analysis of variance (ANOVA) in SPSS 25 software.

The mean scores on the reading assessment within the experimental group exhibited a statistically significant difference between the pre-test and post-test phases (p< 0.01). However, no significant difference was observed between the post-test and follow-up phases (p> 0.05).

Based on the findings, it is evident that the developed program can effectively enhance the reading proficiency of students grappling with attention-deficit reading disabilities.

The present study was conducted to identify the training needs of new teachers. The research method was applied in an objective and systematic review of the data collected. To achieve the purpose a regular review of the research was conducted based on the model of Sandelowski & Barroso (2006), after reviewing the 650 documents in the first stage, 22 were selected . The Critical Appraisal Skills Program(Glynn,2006) has been used to determine the validity, and the reliability was assessed by Cohen's kappa coefficient ) 73%(. Analysis of the documentation findings led to identifying 24 main concepts. The identified concepts were categorized into 4 components include; knowledge needs (mastery of course content, ICT literacy, knowledge pertaining to pedagogy, learning approaches and performing arts), skills needs (application of ICT, analysis of course content, social communication ,time management, and research-based evaluation), ability needs (ability to express ideas clearly, motivate students, problem solving and critical thinking, establishing justice in dealing with students, and self-management needs) and attitude needs (positive attitude to the use of ICT , valuing the teaching profession, interest in acquiring knowledge and updating, commitment to the teaching profession, positive attitude to cultural and religious differences, humor and believe in lifelong learning).

The strategic implications of any system are reflected in the mirror of its upstream documents. These upstream documents signify the principles, values, goals, and ideals of each system. Given that good governance is a prominent approach in managing educational organizations, the present study aims to identify the strategic implications of good governance in the upstream documents of education. In this research, the fundamental transformation document of education has been studied as a case. The research method is applied, which was done qualitative, specifically a systematic approach to implication-research. In the section on indicators of good governance, 23 indicators were derived from the integration of indicators from seven different sources. Subsequently, the implications present in the fundamental transformation document of education were examined for the derived indicators. The extracted set of implications revealed that the document emphasizes significant implications of good governance, indicating its importance to the document’s authors. However, some indicators, such as ethics, received greater emphasis, while others, like consensus-oriented governance, received less attention. Most of the extracted implications are formulated as general and non-transparent statements. Considering the implications related to decentralization and quality regulation, it can be argued that the educational system remains a key player, and the necessary independence has not been granted to the other two key actors of good governance (civil society and the private sector) in the serious agenda of document authors

The present study is conducted with the aim of mediating the role of professional development in the relationship between professional ethics and job self-efficacy on the job satisfaction of faculty members of Tehran University.

The research method is descriptive-correlation type of structural equation modeling. The research community included all faculty members of Tehran University, and 245 people were randomly studied using stratified sampling with proportional allocation. To collect data from Porkarimi's professional development questionnaire (2018); Professional ethics of faculty members, Pourkarimi et al. (2018); Qomoshi and Pourkrimi's job satisfaction (2022) and Bandura's job self-efficacy (1977) were used. The reliability of the tool using Cronbach's alpha coefficient, respectively, for the professional development questionnaire, α = 0.94; professional ethics α=0.95; Job satisfaction α=0.80 and job self-efficacy α=0.86 were obtained. The validity of the instrument was confirmed using construct validity (confirmatory factor analysis).

The results of modeling the structural equations of the research showed that the research model has a suitable fit.

Structural equation modeling shows that the effect of professional ethics on job satisfaction (γ=0.19) is not significant. Professional ethics on professional development (γ=0.24); Job self-efficacy had a positive and significant effect on job satisfaction (γ=0.57) and job self-efficacy had a positive and significant effect on professional development (γ=0.65), and professional development had a negative effect on job satisfaction (β=0.34). The indirect and negative effect of professional ethics on job satisfaction with the mediation of professional development (-0.08) was not significant; Also, the indirect and negative effect of job self-efficacy on job satisfaction with the mediation of professional development (-0.22) was significant.

The purpose of this study was to o design a model of professional competencies of mentor in Farhangian University. Research method in terms of purpose, applied; In terms of data collection, it was of mixed method. The statistical population of the study was the supervisors, supervisors and student-teachers of the last semester of internship at Farhangian University. The sampling method in the qualitative part was non-probabilistic and purposeful and up to saturation level. Based on this, 30 people who were more in line with the research goal were selected as the research sample. The sampling method in the quantitative part was cluster sampling in which 191 people were selected. In order to collect data in the qualitative stage, a semi-structured interview was used and in the quantitative part, a questionnaire was used to collect information. Qualitative data were analyzed using Colaizzi method and in the quantitative part, structural equation modeling was used to confirm the pattern obtained in the qualitative part. Based on the data analysis, the competencies of internship teachers were identified in 5 domains: knowledge, skill, intellectual ability, categories, attitude.

The purpose of this study was to Multiple Prediction of Job Satisfaction Using Professional development Components of Faculty Members of Universities and Higher Education Institutions.

The research method was descriptive-correlation type regression. The population of the study consisted of all faculty members of the University of Tehran. 267 of them were selected randomly using stratified sampling. To collect the data, a Professional Developmental Questionnaire (PP89) with reliability of α = 0.94  and job satisfaction with a reliability of α = 0.80 were used. For instrument validity, content validity as well as construct validity were used.

The results showed that the professional development of the faculty members in all component components has a higher status than the average level,  and also job satisfaction of faculty members is higher than the average level. The correlation obtained also indicates a positive relationship (r = 0.17) and a significant (0.01sig:) relationship between professional development and job satisfaction. Also, the results of multiple regression showed that among the components of professional development, educational development (β = 0.36) and component of ICT development (β = -0.16), predictive ability (with positive effect) on job satisfaction.

According to the research findings; It can be concluded that by implementing programs for the professional development of faculty members; It helped to increase their job satisfaction.

The main goal of this research is to design and validate the model of lean scholarly skills in universities and higher education institutions.

This research was carried out in two qualitative and quantitative stages, using the mixed exploratory research method. In the qualitative stage of the research, semi-structured interviews were conducted with 20 experts and pundits in the field of higher education who were selected in a purposeful way in order to identify the appropriate model for the context of Iranian universities. Qualitative data analysis was performed using open and axial coding (theme analysis) and its reliability and validity were evaluated. In the quantitative stage, the descriptive-analytical research method and the statistical population included all the managers of the departments of the University of Tehran with 252 people who using Cochran's sampling formula, 152 people were selected as the sample. Sampling method in this study was stratified random sampling method. In the quantitative part, the required data were collected using a researcher-made questionnaire. To evaluate the validity of the quantitative research instrument, content validity and construct validity were used and to evaluate the reliability of the instrument, Cronbach's alpha was used, which confirmed the appropriate reliability and validity of the research instrument.

The results of the research showed that the lean scholarly skills of the managers of the departments of the University of Tehran have six components: knowledge management skills, scientific diplomacy skills, pedagogy skills, networking skills, communication skills, and creativity and innovation skills. The results of the confirmatory factor analysis showed that the identified six components have sufficient factor load to validate the pure scholarly skills of department heads of the University of Tehran.

Areas of Innovation have been established in more than 50 places in the world during the evolution of innovation ecosystems and after common models such as science and technology parks, and they have left a significant impact on the regional economy. In Iran, districts with the characteristics of the area of innovation are emerging, the most well-known of which is the Sharif area of Innovation around the Sharif University of Technology. However, the formation of these areas in the country is considered a new experience and despite the importance of the issue, not much research has been done in the field of policy making and development of these areas. The present study, using the systematic grounded theory, deals with the design of the desirable model of science and technology policy in the Sharif area of innovation. In this method, in-depth interviews were conducted with 18 experts while reviewing documents and field studies. Then, the focus group method was used to ensure the validity of the findings. Finally, the ideal policy model of science and technology in this area of innovation including drivers and challenges of the internal and external environment, development strategies of the area, consequences, and feedback has been designed. Also, policy proposals based on this model have been presented, which include designing a strategic plan for the development of Sharif's area of innovation, upgrading the position and executive and operational capacity of Sharif Science and Technology Park, using information systems to accelerate integration, specialization of Sharif Innovation Zone, and efforts to Creating an innovative community.

The present study aimed at designing a model for E-learning readiness of the University of Tehran in the face of Covid 19 disease. This study is applied and has been done by phenomenological method and answering an Open Answer Questionnaire from 603 faculty members among 36 faculties of the University of Tehran by sending e-mails and also by voice and video calls. Its validity was assessed by the participants through three measures and through review. A model consisting of 8 sub-elements with inductive content analysis and open coding and main categorization was introduced; Development of teaching-learning processes, time management, enrichment of educational content, continuity of education, establishment of educational justice, promotion of social responsibility of the university, continuation and development of e-learning and teaching, improving classroom supervision and evaluation. In other words, the development of e-learning as a new approach in higher education requires the creation of four socio-cultural readiness, pedagogical readiness, organizational readiness and technological readiness in conjunction with the revised Bloom model; The combination of these elements in the current situation of universities can be considered as a strategy for learning that is necessary for the continuous improvement of e-learning during the outbreak of Covid 19 pandemic. Therefore, the suggestions of this research can be applied to universities.

The present study aimed to provide a model of cognitive competencies of primary school principals. The approach of this research was qualitative and the combined method of Sandlowski and Barroso (2007) has been used. The present study population was all scientific documents and sources found between the years 1385-1400 (2007-2021). The number of these documents was 1174 scientific documents and sources that were searched in 4 domestic scientific bases and 5 foreign scientific bases. Finally, after thematic and content selection, 35 documents and scientific sources were selected and analyzed. The coding method was used to analyze the findings. The data trinity method has been used to ensure reliability. Findings indicated the identification of cognitive competencies in 5 general areas. Findings indicated the identification of cognitive competencies in 5 general areas. In the field of knowledge, 29 sub-categories and 5 main categories of self-awareness and self-knowledge, knowledge management, cognition, metacognition and mindfulness were identified. In the field of characteristics, 44 sub-categories and 8 main categories of self-improvement, psychological capital, self-development, entrepreneurial spirit, social capital, self-confidence, psychosocial health and personal components were identified. In the field of skills, 27 sub-categories and 8 main categories of decision-making, planning, leadership, self-development, monitoring, control and evaluation, communication skills, psychological skills and self-regulatory and metacognitive skills were identified. In the field of ability, there are 48 sub-categories and 12 main categories of ability to implement management techniques, situational ability, ability to mentalize or have the capacity of mind theory, ability to perceive others-social brain, ability to manage conflict, ability to manage stress and disorder in Work environment, performance management ability, resource allocation ability according to brain capacity, risk and ambiguity management ability, strategic management ability, intellectual ability and entrepreneurial ability were identified. In the field of attitude, 10 sub-categories and 6 main categories of religious and spiritual alignment, social, cultural and organizational alignment, attitude appropriate to the country's policy, revolutionary attitude (belief in the principles and foundations of the Islamic Republic, alignment with ideals and values Islamic Revolution, justice-seeking, anti-arrogance, independence-seeking), belief in the effectiveness of group activities in the workplace and value-creating and value-oriented attitudes were identified.

The present research was conducted with the aim of identifying the cognitive competencies of primary school principals. Qualitative approach and Grounded Theory (GT) method were used in this research. The field of research included university professors specializing in cognitive education who were working in the academic year 1400-1401, and 25 people were interviewed in a targeted manner and based on the principle of saturation. A semi-structured interview was used to collect data. The validity of the interviews was checked using the criteria of acceptability, transferability and reliability. Validity of data was done through quality tape recording and documentation, recording, writing and interpreting them, hand writing, blind coding and agreement between expert coders in the field of qualitative research. In order to analyze the qualitative data, Glazeri's interpretive analysis method and open, axial and selective coding process were performed. The cognitive competencies of elementary school managers were identified in 10 categories and 37 concepts. Cognitive action, mental representation, self-awareness and individual development, psychological capital, language and linguistic abilities, neuro cognition of emotions, social cognition, neuro-centered leadership, awareness of neurocognitive sciences and principles, perceptual and mental ability are formed the competence categories.

The present study aimed to investigate the role of digital competence in the classroom leadership of new teachers. The study was applied in terms of purpose and used a descriptive-analytical methodology. Moreover, the data were collected according to the quantitative approach. The population included all graduates of Farhangian University in Fars Province who started teaching during the academic years from 2016 to 2021. Using Cochran's formula and the available sampling method, 238 people were selected as a statistical sample from 4500 new teachers. The data were collected using the EU Standardized Digital Competence Questionnaire (as cited in Gümüş & Kukul, 2023) and the Classroom Leadership Scale (Karabağ Köse, 2019). Using Cronbach's Alpha coefficient, the instruments' reliability was determined at 0.96 and 0.95 for the EU Standardized Digital Competence Questionnaire and the Classroom Leadership Scale, respectively. Data were analyzed using the t-test to determine the status of the research variables, Pearson's correlation coefficient for investigating simple relationships between the variables, stepwise regression analysis, and confirmatory factor analysis for determining the construct validity. The study results showed that the new teachers' digital competence was (in general) above average, and only one component (i.e., creating digital content) was evaluated at an average level. Furthermore, a significant relationship was observed between the components of digital competency and classroom leadership. Ultimately, the results of the stepwise regression indicated that new teachers' digital competence could explain around 30% of their classroom leadership

The aim of this study was to investigate the factors related to the effectiveness of technical and vocational training. The research method was descriptive survey and the statistical population consisted of 124 full-time permanent and semi-permanent as well as contractual teaching instructors. The research tool used was researcher-made questionnaires measuring the status of these factors in the target community in three general areas of individual, educational and organizational factors. The use of partial least squares method to confirm the validity of the model showed that all observable and local variables had a factor load higher than 0.6 on their corresponding internal variable and were confirmed at the level of 0.01. The results showed that the mean score of individual factors was higher than the average hypothetical mean of research and desirable (Sig = 0.000, M = 3.43), the mean score of educational factors was higher than the hypothetical mean of research and desirable (Sig = 0.000, M = 3.35), and the mean score of organizational factors was lower than mean and undesirable (Sig = 0.01, M = 2.81).

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 this study is to identify drivers and obstacles to the success of R&D projects of RTO (Case study: acecr). In order that achieve this goal, a qualitative approach and a descriptive phenomenological method have been used. The statistical population of the research is the acecr project managers, from which 29 people in 6 different scientific fields of basic sciences, humanities, technical and engineering, medicine, veterinary and agriculture. Data were also collected in the period of 2019-2020 using semi-structured interview tools until the achievement of theoretical saturation. The data were analyzed based on seven-step Colaizzi strategy. According to the research findings in the drivers section,190 separate concepts and 27 sub-criteria in the form of 6 main factors including technical knowledge and practical experience of project management, project manager's professional skills, project manager's ethical and behavioral characteristics, intellectual abilities Project manager, organizational structure and processes, and organizational culture and attitudes were identified. Also in the obstacles section, 120 separate concepts and 21 sub-criteria in the form of 6 main factors including insufficient knowledge of the project manager, skills inefficiency of the project manager, insufficient design and structure of the organization, Weakness of systematic actions of the organization, limited organizational resources and extra-organizational challenges were identified.