mahdi mohammad aqaei

The aim of the present research was to predict the philosophical mindset of principals based on the spiritual intelligence and organizational silence of secondary school teachers in Qom city. The research method is descriptive-correlational. The statistical population included all principals and teachers teaching in secondary schools in Qom city in the academic year 1403-1402, totaling 304 principals and 2,985 teachers. The sample size, based on correlation, was estimated at 52 principals and 104 teachers, selected through stratified random sampling. Data collection tools were three questionnaires: the Philosophical Mindset Model by Philip Smith (1401), Spiritual Intelligence (King, 2008), and Organizational Silence (Vakola & Bouradas, 2005), with reliabilities of 0.73, 0.88, and 0.87, respectively. Inferential data were analyzed using simultaneous multiple regression statistical methods. The results indicate that the presented model can effectively predict the philosophical mindset of principals based on teachers' spiritual intelligence. According to the output of this regression model, the results show that variables such as personal meaning production, existential thinking, transcendental awareness, and expansion of consciousness have a relatively appropriate impact on principals' philosophical mindset. Additionally, teachers' organizational silence has a significant effect on principals' philosophical mindset. In conclusion, the philosophical mindset organizes awareness and abilities and comprehends the systematic structure of the organization and the entire organization towards overall goals.

The purpose of this study was to identify the dimensions and components of the academic system's partnership in the teacher education process of Iran and to design a model in this area. This research was done using the interpretive approach and the exploratory method. The semi-structured interview was used to collect data. For this purpose, using the purposeful sampling method and the intensity and chain sampling techniques, 15 experts and faculty members of Iran's Society of Educational Sciences and teacher education were selected. Qualitative data was analyzed through the thematic analysis approach and the inductive or grounded theory methods. The Research findings indicated the identification and extraction of 36 sub-components and 9 main components in the form of 5 Dimensions including "the challenging", "theoretical", "practical", "linking theory and practice", and "developmental". The credibility and validation of the results was done by the Delphi technique and implementing the binomial test, in addition to the triangulation in the data collection and analysis processes as well as member checking and peer debriefing meeting. Finally, “the model of the academic system partnership in the teacher education process of the country” was designed and presented.

The purpose of this study was to identify the dimensions and themes of academic system partnership in the Teacher Education Process of the country and to design a partnership model in the theoretical and practice area. In this research, adopting the qualitative method and an exploratory approach, the analysis of the themes of the interviews was conducted with 15 experts and faculty members of the society of education and teacher education of the country, using the purposeful sampling method. Qualitative data were analyzed through thematic analysis approach and inductive or data based methods. The results indicated thirteen base themes under six organizing themes in the form of a global theme “linking theory and practice". The accreditation of the results was carried out through Delphi method and binomial test, as well as triangulation approach for gathering and analyzing the data. Finally, the model of academic system partnership in the Teacher Education Process based on linking theory and practice was designed and presented with the following main themes: Theoretical support, Knowledge production, Knowledge transfer, Academic prestige, Two-way Discourses and Reflective Teacher education.