mohamadreza ahanchian

The main question of the present research was theorizing controversies and their reason in educational administration studies. The search for the answer to this question was done by genealogical method. In the present thesis, an attempt was made to investigate the end and method of theorizing and its supposed reasons as the two main topics of discussion in this controversy, by Foucaultian genealogy. Following the search for the roots, this study led to the discovery of the sources of theorizing, including scientific power and governmentality, three conflicting discourses of theorizing, and two major ruptures in the theorizing process of educational administration studies. The discourses were identified and divided into three categories: “conventionalism”, “sanctification of science” and “evolution”, and the ruptures were categorized as “methodological rupture” and “teleological rupture”. According to the findings of this study, it can be concluded that educational administration studies are on the one hand considered by experts in the fields of education and social sciences, and on the other hand, are favored by politicians and rulers as a political tool for governments. Contrary to the claims of many competing theories, the emergence of theory in educational administration studies in its global origin has been a tool of political governance rather than seeking to achieve ideal goals such as awareness, welfare, educational justice, democracy, freedom and education. Following the expansion of colonial territories in the European and American governments, facing the huge population of colonized countries such as India and China and the ineffectiveness of previous models of governance, technological tools of discipline from authoritarian and force-based governance are changed to governance based on the education and training of individuals in accordance with the demands of the ruler systems. In other words, according to the conflicting discourses and double ruptures, theorizing in educational administration studies from Foucault’s point of view as a technology of discipline in the modern era, where it has followed political purposes, has had no advantage for this field of study, and every theory with a new claim has increased the ambiguity and confusion in its theoretical nature.

AbstractThere are many efforts for managers’ training and development, when these efforts did not achieved the goals for various reasons, one of their most crucial is not seeing the cultural context. The aim of this study was to identify the field-based learning development of educational administrators in accordance with the dominant cultural characteristics in schools, by applying a qualitative approach. The research field was the high schools in Tehran and the participants were 20 principals and teachers who considered as main source of findings through in-depth interviews. Data analysis performed based on triple open, axial and selective coding. In whole it was found that cultural characteristics of the field of study were identified in two major bodies: "participatory" (democratic) and hierarchical or "supremacist" (bureaucratic). After analyzing the findings from the field of research based on research, in the field of democratic domination, 20 themes, 46 categories and 102 concepts and in the field of bureaucratic domination, 12 themes, 27 categories and 70 concepts were recognized. The general findings showed that school is in need of a culture or context prone to the development of a democratic view in which partnership with external stakeholders is extremely important but is currently neglected, so that the supposed achievements of it can add unparalleled capacity to the position and practice of educational administration. On the other hand, the prevailing field of bureaucratic view, which was very prevalent in the field of research, has provided a platform for weakening the position of educational administration and has led to a decrease in trust between teachers, administrators and students and each other. The dominance of a democratic or bureaucratic context influence the perception and development plan of educational administrators. The marginal findings of study was formulated in the form of lessons learned from each of two situations in which there was a participatory or supremacist board in the school with an emphasis on the effect it has on the development of educational administrators. Keywords: managers development, organizational culture; democratic/ bureaucratic, educational organizations.

The purpose of research was investigating school principals’ professional development processes in Iran and England. This is a qualitatively comparative research using strategy of "different social systems, different educational outputs" for selection of selected countries. The method of data collection was documentary (primary and secondary sources) extracted from international databases and the Ministry of Education homepages of the two selected countries. Data analysis was through Bereday and Mill methods. The findings showed that, the policies and general principles of the principals' professional development programs are centralized with direct supervision of the Ministry of Education and its subordinate organizations. Other finding revealed that the implementation of professional development processes of school principals in Iran is mostly based on theoretical discussions, principals’ experience and organizational agency, while in England, individual agency is dominant and principals' professional development programs is mostly based on practice, experience and supervision of the primitive competencies of the school’s principal. Some programs of the England educational system in principals' professional development programs - such as establishment of the "National College for School Leadership (NCSL)", "National Professional Qualification for Headship (NPQH)" and development of qualifications- can be used to improve the Iran’s school principals professional development programs.

The aim of this study was to identify knowledge production of leadership and educational management of the faculty members of the educational management departments of Iranian public universities in international specialized journals and Web of science and Scopus databases.

A comprehensive search without time limit was conducted in 8 international specialized journals of educational leadership and management in Web of Science and Scopus databases. 150 articles were extracted and all of them were analyzed. Required information including titles of articles and journals, year of publication, author(s), gender, organizational affiliation, keywords, number of citations and abstracts were extracted using a checklist.

The results showed that in recent years the number of articles indexed in Scopus and Web of Science has increased. The role of women in publishing articles was so prominent that 122 women were involved in writing 56/67% of articles. The field of "higher education" had a wide range of articles (47/33%). Examining the titles of the journals, it was found that the variety of journals was very high and only 8 articles (5/33%) were published in international specialized journals on educational leadership and management. 18 articles (10/6%) had authors (authors) whose organizational affiliation was outside of Iran. The average citation rate of articles indexed in Scopus was 3.01 and that of Web of science was 1.78. This literature focused on themes and issues of leadership and organizational behavior. This study identified 8 main areas (leadership and management, evaluation, knowledge management, organizational culture, educational economics, teaching-learning, organizational behavior and organizational performance). The findings also showed the paradigm shift from "management" to "leadership".

Research findings can provide a deeper insight and understanding of the quantity and quality of educational leadership and management products to be used in future decision making for educational management departments and leads faculty members to focus their efforts on the areas that most promise to strengthen the educational leadership and management knowledge in Iran.

The purpose of this research is to present a model for the competitive intelligence course in the Knowledge and Information Science curriculum by drawing a picture of the status of competitive intelligence in the international arena from the perspective of research and education as well as obtaining expert opinion.

This research used a mixed approach and quantitative content analysis is done in two parts. The first population of this research is all the scientific productions indexed at WOS Database from 1945 to 2018. In the second part, among the countries that produce scientific works in the field of library and information science, purposive sampling was done and the curriculum of library and information science schools of the country with the most scientific products in the field of competitive intelligence was analyzed (52 universities, the second population research). After analyzing the content of the competitive intelligence curriculum at five universities, the curriculum model was developed. The third research community consists of experts and professors of information science and science. The data from this study was collected through two researcher-made checklists and one questionnar. For data analyzing, statistics such as frequency, percentage and ration test were used.

The results of the research showed that the fields of Librarianship and Information Science, Business, Computer, Chemistry, Engineering are concerned with Competitive Intelligence, respectively. But, the field of information science and librarianship has the highest scientific output in the subject of competitive intelligence. Most of the products are in 2016, and the United States has been the leading supplier of these products and Spain ranks second and Brazil third in the competitive intelligence field. Universities in Grenada and West Eurasia have had the most number of participants in this field. Jin, Vaughan, Bouthollier, Wiley, and Simon have the most products. Scientific products are more in the form of paper and then books. Most of the citations given to scientific productions are in the topic of intelligence 220 and it happened in 2018. Competitive intelligence is taught in most schools and educational departments of library and information science in the country with the highest scientific output. In the model, the name, syllabus, etc. were considered and this model was approved by experts.

The results indicate that the lack of Iran and Iranians in the field of competitive intelligence in Knowledge and Information Science is very clear and it is necessary that this issue is considered in the curriculum of Knowledge and Information Science. The agreement of the information and knowledge experts is an indication of their interest in the extent of the frontier of the field and in gaining more market share.

Course evaluation is widely recognized as one of the most precious means of promoting the quality of teaching and learning. This is mainly because evaluation could lead to efficient feedback for both the university professors and universities with regard to the quality of the elements of the curriculum. Hence, the present study seeks to investigate the reasons, necessities, and ways of course evaluation along with its barriers in Iran universities. To this end, we conducted semi-structured interviews with 20 experts and faculty members of the universities of the country who are considered as experts in the field of evaluation and curriculum. Upon their transcription, the interviews were analyzed as open categories. The findings indicate that there are four pivotal reasons at the bedrock of undergoing evaluation in Iran universities. However, there are also three different reasons lying behind the refusal of going through evaluation in universities: a lack of proper culture of criticism, students' over-obsession with the reaction and feedback of the professors, and the lack of confidence from the part of department, faculty and university heads about students' feedback. The findings also point out that undergoing evaluation can be practiced via extant students, graduates, collogues, and external beneficiaries using computer, interview, questionnaire, and creative methods.

The present study is aimed towards identification the indices of desirable teaching and learning activities in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, exploratory mixed-methods research was used. For the qualitative section, we underwent quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in teaching and learning activities design. Also, 360 of the students of universities comprised the quantitative statistical population. In the quantitative section, a descriptive-survey method was employed. This number of participants was selected using multistage cluster sampling method. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed descriptive and inferential statistics to wage on analyzing the data. The results indicated that the interviewees outlined 10 indices as the salient indices of teaching and learning activities. The quantitative data also indicated that the range and degree of implementing and corresponding to the indices of teaching and learning activities seem to be less than desirable. Therefore, it necessarily requires far more significant attention.

The present study is aimed towards identification the indices of desirable teaching and learning environment in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, we have made use of the consecutive mixed-method exploratory research which is of instrument-making type. In the quantitative section, a qualitative case study method and in the quantitative section, a descriptive-survey method was employed. For the qualitative section, we underwent quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in learning environments s. Also, 360 of the students of universities comprised the quantitative statistical population. This number of participants was selected using multistage cluster sampling method. The research data were collected in a quantitative part through a researcher-made questionnaire extracted from the qualitative section. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed the Structural and interpretative methods in the qualitative section and descriptive and inferential statistics in the quantitative section to wage on analyzing the data. The results indicated that the interviewees outlined nine indices as the salient indices of teaching and learning environments and it can be argued that the recognized indices can be recruited to evaluation and revise the Teaching and Learning environments of courses in different majors of the humanities. The quantitative findings also indicated that the range and degree of attention and corresponding to the indices of teaching and learning environments seem to be less than desirable. Therefore, it necessarily requires far more significant attention.

By changing the face of societies, everything shifted from simplicity to complexity, and industrialism created public education to produce and educate the type of adults that are needed by society (Aries, 1960). then governments built (organized) new educational policies to be imposed on schools and described them as the proper discipline and education for children to make them ready to enter the community, and they considered these training necessary for the education of children (Aali, 2012). As a result, the school, as a child, was at the forefront of the ideals of modern industrial development (Toffler, 1393: 411-426), and nothing was hidden from modern sharp eyes, and crossed all geographical boundaries and countries of the world, including Iran and captured society by goals such as progress, prosperity, and happiness (Sadeghi, 2009). The history of today's Iranian educational system also shows the sowing of the seeds of modern education and the establishment of the modern school institution during the Qajar period (Irvani, 2013) and the signs of modernity in the education of the Islamic Republic of Iran are obvious (Ahanchian and Taherpour, 2011). According to Foucault, governance that has taken control of all aspects of life controlled schools too. Educational policies in Iran lead the minds towards specific government goals that can be understood through hidden discourse ideas and can be seen through school life (Habibpour Gatabi, 2013). What seems vague in the meantime is whether the signs of governance are clear and obvious in the real life of the school (school life) or not. To discover the symptoms of governance in the studied schools, a qualitative method of descriptive phenomenology was used. In the descriptive phenomenological method, which includes three stages of direct comprehension, analysis, and description, the essence of governance symptoms in schools can be identified by using the lived experience of sixth-grade elementary school students. The boys' primary schools in the fourth district of Mashhad were selected as the research sample, and with the coordination of education, three schools whose principals were more flexible with the presence of female and young researchers were introduced. Targeted sampling was also used to select the desired individuals. The sample size was considered according to "theoretical saturation". To collect the required data, a semi-structured interview was used. Strauss and Corbin coding methods were used for analyzing the data. The coding was done in two phases, open and pivotal, and proceeded to the extraction of the main themes. The GABA and Lincoln evaluation criteria were used to validate the findings credibility, dependability, transferability, conformability. Therefore, the researcher provided the documents in all stages of the research and the ability to track and evaluate the accuracy of the steps by the supervisors and consultants. Also, recording the statements of the participants, and writing them down during the research, long-term contracts with the research environment help make the results reliable. Also, to increase the transfer capability, interviews were conducted with a large number of students to develop the data, and to describe the rich data, many sub-questions, and supplements to the main research questions were discussed in the interviews. And in coding, the necessary care was taken and the text, footnotes, and interviews were read line by line and coded more than five times. Besides, the researcher sought to achieve consensus among participants and to use this criterion to continue theoretical saturation and the emergence of a new concept. After analyzing data, ninth themes and sixty subjects were found as Wagnerian caring: imitating acquaintance (holy speech), temporal caring: temporal dungeon, environmental caring: rocky bricks, instructional-content caring: abacus minds, photography caring: physical caring, policy caring: clear walls, human telescopes, communicative caring: modern dialectics, Agora killing and political caring: technical Panak (imposed rules), and schools for the producing effective subjects. Furthermore, of producing effective subjects, sentence and submission, death of critical thinking, and non-considering the children’s rights were found as the result. It was concluded that silence culture, mug trust to educate members, and injustice rules of school were the sign of the only sound of modernism in schools. Thus, students were categorized by their personalities that were as: stuffy students, sun-worshipper students, genius students, deception of situation, rebellion forces, silent rebellions, and bootlicks. The purpose of this study was to discover governmental signs in Schools from students’ perspectives. The study was based on descriptive phenomenology and concerning the goal was applied research. The population was students of the sixth class in schools. Three schools and 21 students were selected as participants by the purposive sampling method. Semi- structure interviews and documentary analysis were used as instruments. After analyzing data, ninth themes and sixty subjects were found as Wagnerian caring: imitating acquaintance (holy speech), temporal caring: temporal dungeon, environmental caring: rocky bricks, instructional-content caring: abacus minds, photography caring: physical caring, policy caring: clear walls, human telescopes, communicative caring: modern dialectics, Agora killing and political caring: technical Panak (imposed rules), and schools for the producing effective subjects. Furthermore, of producing effective subjects, sentence and submission, death of critical thinking, and non-considering the children’s rights were found as the result. It was concluded that silence culture, mug trust to educate members, and injustice rules of school were the sign of the only sound of modernism in schools. Thus, students were categorized by their personalities that were as stuffy students, sun-worshipper students, genius students, deception of situation, rebellion forces, silent rebellions, and bootlicks.

The present study is aimed towards identification the indices of desirable teaching and learning methods in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, exploratory mixed-methods research was used. In the quantitative section, a case study method and in the quantitative section, a descriptive-survey method was employed. For the qualitative section, we underwent quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in Teaching and Learning methods. Also, 360 of the students of universities comprised the quantitative statistical population. This number of participants was selected using multistage cluster sampling method. The research data were collected in a quantitative part through a researcher-made questionnaire extracted from the qualitative section. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed the Structural and interpretative methods in the qualitative section and descriptive and inferential statistics in the quantitative section to wage on analyzing the data. The results indicated that the interviewees outlined fourteen indices as the salient indices of Teaching and Learning methods and it can be argued that the recognized indices can be recruited to evaluation and revise the Teaching and Learning methods of courses in different majors of the humanities. The quantitative findings also indicated that the range and degree of attention and corresponding to the indices of teaching and learning methods seem to be less than desirable. Therefore, it necessarily requires far more significant attention. The present study is aimed towards identification the indices of desirable teaching and learning methods in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, exploratory mixed-methods research was used. In the quantitative section, a case study method and in the quantitative section, a descriptive-survey method was employed. For the qualitative section, we underwent quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in Teaching and Learning methods. Also, 360 of the students of universities comprised the quantitative statistical population. This number of participants was selected using multistage cluster sampling method. The research data were collected in a quantitative part through a researcher-made questionnaire extracted from the qualitative section. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed the Structural and interpretative methods in the qualitative section and descriptive and inferential statistics in the quantitative section to wage on analyzing the data. The results indicated that the interviewees outlined fourteen indices as the salient indices of Teaching and Learning methods and it can be argued that the recognized indices can be recruited to evaluation and revise the Teaching and Learning methods of courses in different majors of the humanities. The quantitative findings also indicated that the range and degree of attention and corresponding to the indices of teaching and learning methods seem to be less than desirable. Therefore, it necessarily requires far more significant attention. The present study is aimed towards identification the indices of desirable teaching and learning methods in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, exploratory mixed-methods research was used. In the quantitative section, a case study method and in the quantitative section, a descriptive-survey method was employed. For the qualitative section, we underwent quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in Teaching and Learning methods. Also, 360 of the students of universities comprised the quantitative statistical population. This number of participants was selected using multistage cluster sampling method. The research data were collected in a quantitative part through a researcher-made questionnaire extracted from the qualitative section. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed the Structural and interpretative methods in the qualitative section and descriptive and inferential statistics in the quantitative section to wage on analyzing the data. The results indicated that the interviewees outlined fourteen indices as the salient indices of Teaching and Learning methods and it can be argued that the recognized indices can be recruited to evaluation and revise the Teaching and Learning methods of courses in different majors of the humanities. The quantitative findings also indicated that the range and degree of attention and corresponding to the indices of teaching and learning methods seem to be less than desirable. Therefore, it necessarily requires far more significant attention. The present study is aimed towards identification the indices of desirable teaching and learning methods in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, exploratory mixed-methods research was used. In the quantitative section, a case study method and in the quantitative section, a descriptive-survey method was employed. For the qualitative section, we underwent quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in Teaching and Learning methods. Also, 360 of the students of universities comprised the quantitative statistical population. This number of participants was selected using multistage cluster sampling method. The research data were collected in a quantitative part through a researcher-made questionnaire extracted from the qualitative section. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed the Structural and interpretative methods in the qualitative section and descriptive and inferential statistics in the quantitative section to wage on analyzing the data. The results indicated that the interviewees outlined fourteen indices as the salient indices of Teaching and Learning methods and it can be argued that the recognized indices can be recruited to evaluation and revise the Teaching and Learning methods of courses in different majors of the humanities. The quantitative findings also indicated that the range and degree of attention and corresponding to the indices of teaching and learning methods seem to be less than desirable. Therefore, it necessarily requires far more significant attention.

The vital role of management in the educational system and particularly at schools to qualitatively promote and desirably change this institution has been the reason why the educational managers’ duties and performance in terms of their skills and competencies are among the most basic things attended to by managers and management experts since a long time. The results of the research have showed that the effective realization of direction and change duties requires a manifold set of managers’ competencies. Successful managers are those who draw on competencies in their proper place to accompany and help people in different stages of change. Therefore, if managers’ skills and competencies are emphasized in the selection process, and sufficient expertise and competencies are taken into account, and sufficient effort are made to create, develop and evaluate these competencies, there will be a more effective educational system in the long term. Competency shows a picture of a grown-up human being who is in all dimensions ready for a job and it is actually the umbrella term that includes everything affecting the jib performance directly or indirectly. The study of the present condition at schools in our country shows that one of the most common problems in the operation level, is the inappropriateness of decision-making quality and proper measure by the managers so that many of the managers lack the basic professional competencies. This is due to the lack of updated knowledge and required skills. Such a situation has led managers to do nothing for the fundamental school improvement and their work has been limited to the performance of the regulations and registers. On the other hand, the lack of important components like expertise and technical dimensions, modeling competency, missions and vision depicting are evident among the school managers which have afflicted today the daily activities of the schools and their development. Given the importance of the school managers’ professional competencies in their designing selection, assignment, instruction, and performance evaluation, it seems that the study of managers’ professional managers in the educational system requires more attention and much deeper studies. In this respect, according to the researchers, what provides the discussion on the basic changes in the establishment and development of school managers’ professional competencies is the study and identification of responsible institutions and organizations, their duties and functions in the establishment, development, and evaluation of the school managers’ professional competencies. To explore this problem and to respond to the existing challenges in this area, comparative studies that are characterized by their consideration of different dimensions of educational phenomena and are universally acceptable were used in this study. In fact, the comparative approach in the educational management aims at the school level as the basic unit for comparison so as to ensure the significant progress in knowledge construction and perception. Therefore, it might be said that the comparison of educational management in different cultures has an intrinsic value as an intellectual activity to improve the perceptions of educational activities in different regions. The present study was conducted to investigate comparatively the committed institutions and evaluation systems for school principals’ professional competencies in Iran, Malaysia, and the United States, providing a context where Iranian relevant authorities can find some more reliant solutions to improve the principals’ professional competencies development programs. . The research method was based on Bereday’s method in comparative education studies included the stages of description, interpretation, proximity, and comparison. In the description level, the researcher must describe the phenomena based on the evidence and data collected through different resources, whether through direct observation or the study of others’ documents and reports. According to Bereday, the description stage is the stage of note-taking and provision of sufficient findings to be criticized in the next step. The interpretation stage involves the study of data described in the first stage by the researcher so as to find components and indices for each of the research questions. In the proximity stage, the data gathered in previous stages are classified and put together. In the comparison stage, the research problem is exactly investigated and compared given the details related to the similarities and differences. In this stage, the research questions are possible to be studied. Data was collected from library-relied resources including documents, reports, and published comparative studies on the issue. Study indices in Iran was compared to those of Malaysia and U.S that are both among the progressive countries in the studies and reformations of educational management. The most important references to be used and selected by the researcher were the documents and reports provided by valid organizations and institutes like UNESCO. The results showed that there are some ideas and lessons in the field of research in Malaysia and the state of California which would be used to improve the system of professional competencies of school principals in Iran. Based on the findings, there are duties and functions which are taken place by the overseas’ institutions for describing, developing, and evaluating the programs for principals’ professional competencies. Therefore, a revision of duties and functions by institutions responsible for describing, developing, and evaluating school managers’ professional competencies and also the evaluation system of school managers’ professional competencies in the country are recognized as necessary. Finally some suggestions were made for reforming and learning the relevant policies in Iran. Among those are the establishment of the center for evaluation of school managers’ professional competencies in Iran, the delegation of more authorities to provinces and regions in the area of planning for the establishment, development, and evaluation of managers’ professional competencies, the provision of the national system for ranked certificates in the area of school management professional competencies, using a supervisor manager in a coaching role in the evaluation system of school managers’ professional competencies, the provision of educational programs according to the results of the regular evaluations of school managers’ professional competencies, using international supervisory and advisory organizations and institutes in the process of establishment and development of managers’ professional competencies, using independent and international universities and evaluation and accreditation organizations in the area of managers’ professional competencies. In the end, other studies are recommended in the area of efficient programs for evaluating professional competencies before the assignment of the school managers as well as school managers’ professional competencies certificates, given the interaction and relationship of the researchers with the research topic and the exploration of problems and needs in the respective area.   Keywords: professional competencies, principal, comparative study, Iran, Malaysia, USA.

This study aimed to investigate the relationship between job stress and turnover intention with the moderator role of manager decisiveness and its impact on human resource planning. The population statistics is bank employees working in 22 banks in Fariman city. The sample which includes 152 subjects was determined by Cochran formula. Data were collected using standard questionnaires for each variable and its validity was confirmed by both content validity and face validity. Cronbach's alpha coefficient was used to determine the reliability of the questionnaire. The alpha coefficient was estimated to be 0.73 which indicates the reliability of the questionnaire. For the collected data Analysis, we used Amos22.0 and spss16.00 softwares Basic results showed that: 1) job stress and turnover intention of employees had a direct connection among the bank employees in Fariman. 2) The Manager’s decisiveness moderates job stress with turnover intention. 3) High-pressure work environment and job stress among staff intensify their turnover intention. 4) Planning of human resources in banks is possible by using quantitative methods. In the end it is suggested that we use the rate and method of Markov chain technology to forecast demand and supply of manpower in banks in Fariman.

Educational supervision is the most important ways that resulted to efficiency and quality improvement in higher education system. For implementing ideal supervision, educational managers should be assess and diagnosis facts of it and then planning for it's effective management. The aim of this study was diagnosis of educational supervision facts in a universities that might be effect on supervision performance educational managers, positively or negatively. This study was content analysis as a qualitative study. Educator and educational department's managers participated in this study who were worked in nursing school in Medical Sciences University of Mashad. They were selected purposively. Data were gathered by (10) semi- structured interviews that they recorded and then transcribed carefully and analyze by Conventional Content Analysis. Six explicit themes derived from interview's content analyses; time shortage, variety of roles, staff shortage, complex supervision's identity, difficulty of expert's supervision and lack of authority fit to supervision. For quality improvement in nursing education should be use different method for educational supervision in universities; such as participative supervision for problem solving.