mohammad javad karamafrooz

Today's environment makes managers' education systems face new challenges and every day it becomes more dynamic than before. Global competition and the expectations of evolving societies have doubled the need for forward-looking leadership with ethical approach, understanding this importance, the aim of the research was to providing a model of future-oriented leadership in the education organization with ethics-oriented approach.

Qualitative research method was used using foundational data theory. The participants included professors and managers of higher levels of education in Kermanshah, who were selected as key informants through the purposeful sampling method of 10 people, the estimation of the sample size was based on the theoretical saturation of the data. Data were collected through semi-structured interviews. The data were analyzed by open, central and selective coding.

The findings showed that of causal conditions(ethical structures, cultural capital, ethics in work processes, professional ethics of members, moral reasoning), central phenomenon (strategic management, analysis and organization analysis and diagnosis, ethical problem solving, change and innovation management, ethical intelligence), background conditions (teamwork development, redefinition of ethical values, development of professional learning communities, focus on ethical indicators), intervening conditions (government support, changes environment, technology ethics, ethics in communication networks), strategies (meritorious, justice-oriented, future research) and consequences (educational system excellence, responsiveness to changes) were upgraded to a higher abstract level.

This research by presenting a model Future-oriented leadership in the education organization, emphasizing the ethical approach, will help educational systems in developing ethical leadership to shape the future.

Since the school is the center of education, the attentive leadership model can be used to the fullest in the management of this knowledge-based organization due to its psychological, holistic, and transformational capacity.  Therefore, conducting a study in this field was necessary for the managers and trustees of the Education Organization to identify the dimensions and components.

This study aimed to identify the psychological-environmental dimensions and components of attentive leadership in education policy-making in Iran. 

The research was qualitative and thematic analysis. The statistical population of this research is made up of all the documents in the field of educational sciences and education of the country, and the statistical sample was the executive regulations of schools (1400/ 2021), on which the question of this research was applied, the document was the executive regulations of schools. The data obtained from coding was analyzed using thematic analysis method (Clark and Brown, 2018).

The findings of the interviews indicate that the respondents have pointed to many issues about the psycho-environmental dimensions and components of attentional leadership, which after analysis, have been divided into three overarching themes and 14 main organizing themes, which include intrapersonal focus (philosophical, physical, spiritual, psychological, and emotional), external focus (individual, team, social, and organizational), and temporal focus (present, future, past, medium-term future, and short-term future) were classified.

Since this document considers the principal as the most important pillar of the school, it provides a psychological framework and an environment for him as the principal leader in the school so that he can lead education in the school with a clear vision. Also, although from the perspective of attentive leadership, the document in question has significant capabilities and capacities to get education out of the current situation, it needs measures that can be better realized

The learning organization takes advantage of the mechanism of "research"-based education, which is an important innovation and experts consider it to stimulate research skills and acquire scientific knowledge; this type of teaching and learning is actually an educational exercise where students search for content, examine and answer questions, and take ownership of their learning experience 

The qualitative method of Grounded Theory and using the interview tool was the chosen research method in the present study. The target population of the research was experts, specialists, professors and university informants in the field of management as well as education managers of Kermanshah province were selected using the "snowball sampling" method, theoretical saturation was done.

The findings of this study showed that the "learning organization" as an organization based on dynamics and transformation and resulting from individual, group and organizational activism, is a dynamic and changing entity that "individual and organizational" causal factors (including personality traits, beliefs and needs) trainers, job motivations and organizational planning), contextual factors based on "fundamental modernization and transformation" (including transformation in the education system, organization transformation, individual transformation, cultural transformation and transformation in social interactions), intervening factors "Inter-organizational" (including organizational facilities and capacities, structure, management and culture) have an effect on the emergence of this phenomenon in the education of Kermanshah province.

In the model that is presented in order to realize the learning organization in the education of this province, attention should be paid to "factors at both individual and organizational levels" and in line with the above-mentioned influential factors, macro-management strategies to change the management paradigm, including transformation in the structure, empowering employees, strengthening organizational culture and applied to witness organizational and extra-organizational results and achievements including individual growth and excellence (trainers), organizational excellence, satisfaction and finally, the improvement of the country's scientific level.

The purpose of this research is to present an effective organizational capital model in the education department. In this way, an effective step can be taken to strengthen the intellectual capital in the education organization. This research is applied in terms of purpose and descriptive in terms of research method. The statistical population includes managers divided into three levels: Senior managers, middle managers and executive managers According to the statistics announced by the education organization of Kermanshah province, this number is estimated at 283 people and 165 people will be selected as a simple random sample. The data collection tool was a researcher-made questionnaire whose validity was confirmed through construct and content validity and its reliability was confirmed through Cronbach's alpha and composite reliability methods. Structural equation modeling using PLS software was used for data analysis. The results indicate that the presented model was approved with 6 evaluation factors including: organizational culture, performance management system, organizational leadership and insight, organizational support, human resource empowerment, innovation and creativity.

The aim of this study is to design a model of factors for promoting the scientific, intellectual and cultural level of students in the cultural and educational centers of the Relief Committee. The method of the present study is a qualitative data type of the foundation. The statistical population of the study is senior managers of cultural and educational centers, senior managers of relief committees, faculty members of universities in the western provinces of the country (Ilam, Kermanshah, Hamedan, Kurdistan). Using purposive sampling method, 11 people were selected as a statistical sample. The data collection tool in the interview was semi-structured. Data coding was performed using MAXQDA software. The research findings using the coding process of the interviews showed that the 200 initial codes in the form of the concept of effective factors (causal, context, intervention, strategy and outcome) are effective in improving the scientific, intellectual and cultural level of students. Finally, 147 primary codes were selected as model evaluation indicators by overlapping concepts and deleting synonymous codes and using the opinions of the tutor. These codes were placed in central concepts and categories, the number of which is 60 basic categories to explain the model. Improving the scientific, intellectual and cultural level of students in the cultural and educational centers of the Relief Committee. Designing a model for improving the scientific, intellectual and cultural level of students will help the managers of cultural and educational centers that plan in principle and in line with Islamic education and considering all psychological, social and….Then it provides the growth of all aspects of students' existence and facilitate the realization of the goals of education with an open mind and a modern view of issues.

Self-disclosure is the process by which a person reveals to another person about himself, his thoughts, feelings, aspirations, goals, failures, successes, fears, and dreams, which have a great impact on improving intimate relationships with others. The main question of the research is what is the place of self-disclosure in the sociological approach? The main hypothesis of the article is that self-disclosure in schools is rooted in sociological theories of social influence and social exchange, and various advantages and disadvantages have been attributed to self-disclosure. The child's personality and development and underlying factors such as expectation of role play a role in self-disclosure and self-disclosure leads to the promotion of friendships, increased empathy and promotion of learning and on the other hand risks such as not controlling privacy and not accepting self-disclosure. it has. Therefore, the need to teach students the principles of self-disclosure in schools is clearly felt. The research method in this article is descriptive-analytical and the data is collected in a library method.

The purpose of this study is to "design and validate the spiritual curriculum model". The method of this research is based on the applied purpose and based on the nature, it is a component of combined research with a sequential exploratory approach. Krejcie table was 352 people and the sampling method was simple. Data collection tool in the qualitative part of the interview is semi-structured and in the quantitative part is a researcher-made questionnaire whose validity was confirmed using the opinion of experts. Confirmatory content validity (CVR) and Cronbach's alpha were used to determine the reliability of the questionnaire. The data obtained from the collection of questionnaires were analyzed by confirmatory factor analysis and the fit indices of the proposed model were evaluated by LISERAL software, the result of which shows that the model has a good fit. The findings of the qualitative section showed that the identified dimensions for the spiritual curriculum model include pre-contractual requirements, contractual requirements, post-contractual requirements, post-contractual requirements, transcendental and subliminal. Quantitative findings also indicate that the extracted spiritual curriculum model has been validated, and that the AGFA, GFI, RMSEA, and Khido indices all indicate that the dimensions identified in a homogeneous structure of the model constructs of a concept called the program. They support a spiritual lesson.

Schools play a pivotal role in achieving the economic, social, cultural and environmental goals of society, and achieving the goals of community development depends on having highly socially responsible managers in the field of education. The present study was designed and conducted with the aim of developing and evaluating social responsibility indicators of high school principals in Lorestan province. The data collection tool was a semi-structured interview. Purposeful sampling method was performed based on achieving theoretical saturation of 15 interviews. Theoretical coding method was used to analyze the data. The statistical population included a small number of high school principals in Lorestan province. Using the Morgan table, 290 people were selected by simple random sampling. The instrument used for data collection was a researcher-made questionnaire based on the results of the qualitative part of the research, which had 55 items and was based on a five-point Likert scale. Due to the pandemic of coronavirus, the statistical sample was provided virtually.Descriptive statistics including mean, standard deviation and inferential statistics including Smirnov clomograph and exploratory factor analysis were used to analyze the quantitative part. Findings include 55 sub-indicators, some of which include accountability, academic guidance efficiency, school excellence, effective teaching-learning, creativity, aspiration, self-management development, support of national culture, development and promotion of Islamic culture, promotion of environmental culture, saving education, Entrepreneurship is the responsibility of empowerment, promotion of charity, democracy, anti-discrimination, and citizenship, which were classified into six main indicators.

Schools play a pivotal role in achieving the economic, social, cultural and environmental goals of society, and achieving the goals of community development depends on having highly socially responsible managers in the field of education. The present study was designed and conducted with the aim of developing and evaluating social responsibility indicators of high school principals in Lorestan province. The data collection tool was a semi-structured interview. Purposeful sampling method was performed based on achieving theoretical saturation of 15 interviews. Theoretical coding method was used to analyze the data. The statistical population included a small number of high school principals in Lorestan province. Using the Morgan table, 290 people were selected by simple random sampling. The instrument used for data collection was a researcher-made questionnaire based on the results of the qualitative part of the research, which had 55 items and was based on a five-point Likert scale. Due to the pandemic of coronavirus, the statistical sample was provided virtually.Descriptive statistics including mean, standard deviation and inferential statistics including Smirnov clomograph and exploratory factor analysis were used to analyze the quantitative part. Findings include 55 sub-indicators, some of which include accountability, academic guidance efficiency, school excellence, effective teaching-learning, creativity, aspiration, self-management development, support of national culture, development and promotion of Islamic culture, promotion of environmental culture, saving education, Entrepreneurship is the responsibility of empowerment, promotion of charity, democracy, anti-discrimination, and citizenship, which were classified into six main indicators.

One of the factors that can provide the best opportunity for the crystallization and growth of spirituality in individuals is spiritual curricula. This program is a type of curriculum that conveys the concepts of spirituality through content and educational programs and seeks to achieve higher levels of awareness and make life meaningful, so the present study identifies and determines the components. The spiritual curriculum uses interpretive structural modeling. The research method was applied research in terms of orientation, descriptive approach in terms of deduction, descriptive purpose in terms of research philosophy and mixed (qualitative-quantitative) in terms of research philosophy. The statistical population of the study consisted of experts in the field of educational management. The sampling method was purposive and the number of participants based on theoretical saturation was equal to 14 people. Data were collected in the qualitative part using semi-structured interviews and in the quantitative part using a questionnaire whose validity and reliability were confirmed by experts. The results showed that the components of the spiritual curriculum include self-improvement, self-worth, sociology, sociability, globalization, globalization, spirituality, spiritualization, the need for evolution, the need for meaning, introspection and between is individual. The findings of this study also showed that the components of self-improvement, self-worth and the need for further development are more effective than the components of globalization, sociology, spiritualization, intrapersonal, interpersonal and more sociability.

The aim of this study was to design a model of Strategic Thinking for Educational Managements. This research, from the view of the target, is applied, in terms of strategy and method, is a mixed research and exploratory. The statistical population in the qualitative section consisted of faculty members of the educational sciences and Ph.D students of educational management of Kermanshah Azad University and quantitative section consisted of primary schools’ principals in Kermanshah province. The sample size at the qualitative section, 12 people were considered based on saturation principle which, were chosen through purposefully sampling and in quantitative section was 200 people were considered based on the principles of determining sample size in structural equation modeling. A tool for collecting research data in qualitative section was semi-structured interviews and quantitative section was made researcher questionnaire. Validity and reliability of the tool in the qualitative section with acceptable and appropriateness criteria, and validity in quantitative section by the experts and its reliability with Cronbach’s alpha, Spirman-Brown and combination method was confirmed. The qualitative data were analyzed by thematic analysis based on Brown and Clark model (2006) and quantitative data were analyzed by structural equations and it was tested through the SPSS and LISREL software. The findings from the qualitative section led to the identification of five main elements, including: providence, creative thinking, intuitive thinking, intelligent opportunism and environmental intelligence about the strategic thinking of educational managers. Then, a 32-item scale was presented to the statistical population in quantitative section. The findings of the data analysis in the quantitative section showed that the model of the extracted elements has favorable fit indices.

In school management, strategic thinking has become a necessity. Undoubtedly, the strategic thinking of school principals empowers principals, provides them with the right training, and provides the necessary framework for expanding their insights and increasing their knowledge level. The purpose of this research was to study the strategic thinking of school principals and constructing and validating the scale for measuring it. The research method was mixed and carried out by exploratory (tool development plan) with sequential approach. In the qualitative section, a methodology based on grounded theory is used. In the quantitative part, the research method was descriptive-survey. The statistical population in qualitative section consisted of faculty members and PhD students of the department of educational management who were selected by non-probability and purposeful sampling method and in the quantitative section were school principals in Songhor in the academic year 1396-97. In this section, the whole census sampling method was used. Data were collected using qualitative part of semi-structured and in-depth interviews and quantitative part of researcher-made scale of 41 items. The validity and reliability of the instrument were evaluated in the qualitative section with the criterion of acceptability and capability. In the quantitative section, the content validity was confirmed by faculty members' opinion. The validity of the researcher-made scale construct was assessed by factor analysis and the internal consistency coefficient of the instrument was verified by Cronbach's alpha method before and after implementation. The data analysis method in qualitative section was the grounded theory method based on a forward-looking approach. The approach to the future took place in three steps of open coding, axial coding, and selective coding. The steps and process were categorized and analyzed with the help of Maxqda software. The data analysis method in quantitative part was exploratory factor analysis. In this section, Kaiser, Meyer and Alekin sampling adequacy index, Bartlett test, and principal component analysis by varimax method, Scree Chart and Pearson correlation coefficient were used in SPSS software. In the qualitative section, after analyzing the interviews, 178 open source codes were extracted. The open source codes were grouped together and reduced to 24 codes in the form of secondary codes and then 7 axial codes were compiled. Codes saturated in the twelfth interview and theoretical adequacy was obtained. The seven main themes of school principals' strategic thinking are: creative thinking with four concepts: intellectual independence, mental flexibility, challenging previous assumptions and continuous search for innovative ways; intelligent opportunity with three concepts: human resources improvement, finding new opportunities, giving importance and attention to ideas; futurism with six concepts: having an ideal vision, understanding the challenges and threats, visualizing the future impacts of technology, identifying future-appropriate needs, identifying recurring patterns, and subjective and practical flexibility to face future uncertainty; environmental Intelligence with three concepts: conversation with successful schools stakeholder analysis and attention to competitor performance; technological thinking with three concepts: understanding the need for multimedia; creating and strengthening a management information system and providing context for strengthening the research spirit; systematic thinking with three concepts: seeing the positive dimensions of different positions; understanding of learning and education relationships and understanding of all parts of the school in relation to each other; intuitive thinking with two concepts: understanding the mission of the educational institution and understanding the relationships between phenomena. After identifying the main categories of school principals' strategic thinking in the qualitative section, a number of items were considered for each of these categories and a 41-item scale was formulated and adjusted. The scale was set within the Likert spectrum and consisted of five options ranging from very high to very low, and was distributed and collected among school principals and entered the factor analysis phase. The findings showed that the Kieser-Meier-Alkin indices and the Bartlett test confirmed the prerequisites for exploratory factor analysis. The initial share table showed that all 41 items had variance above 0.5. Seven factors had a value greater than one and totaled 41 items representing 7 factors. The first factor had the highest share (19.57% with a specific value of 19.22). In total, all 7 factors with eigenvalues greater than 1 were able to account for about 68% of the variance in item-related items. The varimax-rotated factor matrix showed that the six items had the highest correlation with the third factor, the thirteen items had the highest correlation with the first factor, the five items had the highest correlation with the second factor, the five items had the highest correlation with the fourth factor, The four items had the highest correlation with the fifth factor, the four items had the highest correlation with the sixth factor, and the four items had the highest correlation with the seventh factor, considering the concept and direction of the items with creative thinking, foresight, technological thinking, system thinking, environmental intelligence, intelligent opportunity, and intuitive thinking were named. Each of the scale items had a correlation of more than 0.50 with a factor in which they were located and a correlation of less than 0.50 with the other factors, and none of the items had a high correlation with more than one factor. It was of divergent validity of the scale. The results of Pearson correlation coefficient showed that all the components of the scale have a positive and significant relationship with each other. Also, each of the components with the whole scale has a positive and significant correlation. This result indicated the convergence of factors with the total score of the questionnaire. Internal consistency coefficients of the items and scale factors using Cronbach's alpha indicated that the calculated reliability coefficients were at satisfactory level (above 0.70) and Cronbach's alpha coefficient for the whole scale was also 0.94 that Indicates appropriate scale reliability. Given the lack of a scale for school principals 'strategic thinking, it can be argued that with the designed components as an acceptable standard and criterion for measuring school principals' strategic thinking can be measured and at certain intervals based on these components, assessed the status of school principals’ strategic thinking and compared and analyzed the gap between the current and desired situation in schools.

The purpose of this research is to design entrepreneurial university model for Islamic Azad universities in west of Iran. This research is carried out in the framework of qualitative approach and by using grounded data analysis method.

Islamic Azad Universities of the west of Iran compose the statistical society of this research. The number of participants is Twelve from the entrepreneur university experts who were selected through purposive sampling. Data were collected by semi-structured interview method. The validity of the questions was obtained using the views of the experts of the entrepreneurial university. The data analysis is performed based on grounded theory systematic approach in three stages of open coding, axial coding, and selective coding.The results indicate Twenty-one categories included human resources, economic bases, organizational policies, organizational structure, organizational culture, entrepreneurial education, university strategy, entrepreneurial organizational attitude, entrepreneurial enterprise climate, risk taking, changing the nature of higher education, accreditation and university status, preparing the university entrepreneurship document, improving the business environment, university relations with the community and entrepreneurs, entrepreneurship ecosystems, political and lobbying, university internationalization, stakeholder satisfaction, knowledge commercialization which was classified in the six main categories including causal conditions, axial phenomenon, underlying factors, interventional conditions, strategies and outcomes in the form of a paradigmatic model. 

Result and Discusion: 

The results of the coding of the interviews and the analysis of the qualitative sector findings showed that the two components of competent human resources and economic bases are causal and creator conditions of entrepreneurial university. Entrepreneurial organizational policies, including reformation the upper policies and Leges of the Ministry of Science; Entrepreneurial organizational structure; Entrepreneurial organizational culture and the implementation of customer-oriented and entrepreneurial educational and research policies were the most important features and components of Entrepreneurial University. Also the contextual conditions that affect the components of Entrepreneurial University include university strategy, entrepreneurial enterprise climate, entrepreneurial attitude, risk taking, changing the nature of higher education and expectation of society, government and industry to resolving their needs, That has revolutionized higher education and led universities to become more entrepreneurial and responsive to their customers' demands. The sixth factor contriver of entrepreneurial university is university reputation, which affects stakeholders and clients and encourages them to invest in university and participate with it. Interfering factors that can accelerate or hinder the transformation of a traditional university into an entrepreneurial university and somewhat are not controlled by the university; legal and juridical positions, entrepreneurial ecosystems, including university-owned ecosystems and outside the university ecosystems, politicize and the kinds of lobbies that are involved in most of our lives and universities are subject to this. One of the strategies for accessing entrepreneurial university is the existence and implementation of entrepreneurship university vision and document, which is the channel of passage and the Lights of the way. Improving the business environment and communication of university with its surrounding community including entrepreneurs, communication with entrepreneurial universities Entrepreneurial Universities of the World and the Region and modeling them, is one of the most effective strategies in creating an entrepreneurial university. Ultimately, internationalization of university, stakeholders satisfaction, and Commercialization of knowledgein in the template of Knowledge Based Companies, science and technology parks, and the creation of natal businesses were the consequences of entrepreneurial university. Accordingly, it is recommended that the Ministry of Science appoint individuals to manage universities to be entrepreneurs or to adhere to government and university entrepreneurship policies. Entrepreneurship has a role to play in the evaluation and promotion of academic and administrative professors. Universities are more connected to the industry through growth centers, science parks and industry liaison offices

The purpose of this research was Recognising and prioritising Components of ntrepreneurship education system in technical and vocational schools. To do this research, has been used the combined research method with exploratory design (one of a variety of mixed research projects). First, using interviews with entrepreneurship professors and Delphi technique, entrepreneurship education system indicators were identified in vocational schools and compiled using component coding. The formal validity, the content validity ratio (CVR), and the coefficient of agreement of the initial questionnaire were obtained and were prepared for remittance in a small section. Total reliability was obtained. The statistical population of the research was1- entrepreneurship specialists (entrepreneurship lecturers at different universities of the country) in the qualitative section and 2- students in technical and vocational schools in Ilam province. In the qualitative section, sampling was done through purposeful sampling and in the quantitative section, stratified cluster sampling was performed. The results of the study, using exploratory and confirmatory factor analysis and modifying the qualitative results, identify 9 components of the entrepreneurship education system in vocational and technical vocational schools, which are the percentage of variance and specific value respectively، entrepreneurship education, psychological characteristics of students, academic and professional counseling, leadership style, management and organization of vocational schools, communication with industry and commercial and managerial skills, attention to content, development of entrepreneurship skills in learners, space and educational equipment, and teaching methods. Friedman's test results showed that the prioritization of the components has a significant difference.

The purpose of this qualitative-quantitative research (mixed) was Establishing and Accreditation of Entrepreneur's Educational System Questionnaire in technical and vocational schools. First, using interviews with entrepreneurship professors and Delphi technique the primary questionnaire were obtained and presented for quantitative evaluation. The reliability of the questionnaire was obtained. Statistical population of this research were 1- Entrepreneurship specialists from different universities of the country In the qualitative section and 2- teachers of technical vocational schools In the Quantitative section .were used purposeful sampling In the qualitative section, cluster sampling method In the Quantitative section. The results of the research using exploratory factor analysis and confirmation and modification of the qualitative section results showed that Entrepreneur's Educational System Questionnaire in technical and vocational schools, is Multidimensional tool with 9 factors and 59 sub-components, The percentage of variance and specific value are as follows: entrepreneurship education, psychological characteristics of students, academic and professional counseling, leadership style, management and organization of vocational schools, communication with industry and commercial and managerial skills, content, development of entrepreneurship skills in learners, space and educational equipment, and teaching methods. Structural equation modeling analysis was used to test the tool. Structural validity was calculated using the first and second order confirmatory factor analysis, and fit model tests and reliability of subscales using Cronbach's alpha coefficient.

Response to new expectations of society, government and industry has changed the role of universities. Nowadays, universities are expected to play a more active role in national and regional economic developments. Indeed, the emergence of entrepreneurial universities is a response to this expectation, which has entailed forming a new face for the new role of universities. The purpose of this study was to validate an entrepreneurial university model with a grounded theory approach. The population in the qualitative part was the entrepreneurial university experts in universities in the west of Iran, of whom 12 were selected by snowball sampling. The study population in the quantitative part included 396, of whom 211 were selected as the sample. The confirmatory factor analysis and structural equation modeling were used to validate and test the conceptual model in SPSS, LISREL and PLS software. Results of the qualitative part revealed 201 concepts, 21 categories and 6 main classes placed in form of a paradigmatic model with causal conditions, core category, context conditions, intervening conditions, strategies and consequences. Additionally, based on the results of quantitative section, the fitness indices (χ2/df = 2.114, GFI = 0.91, AGFI = 0.89, NFI = 0.97, CFI = 0.98, RFI = 0.97, RMR = 0.015, and RMSEA = 0.073) showed that obtained model has favorable fit and 6 main aspects and their conditions can explain the variable entrepreneurial university. Based on the results of the validation, the model and the conditions proposed in the study can evaluate an entrepreneurial university.

The general aim of the present research is to identify and prioritize the components of blended learning in the elementary schools. This combined research is of sequential exploratory type. In the qualitative stage, the content analysis method and in quantitative stage the descriptive survey method is used. Participants of the qualitative part were professors of educational sciences that 15 of them were selected for interview in a targeted manner. In vivo coding was used for data analysis. Finally (over 150 indicators) and (6 main components) were achieved, the components included: (1. tools, 2. contents, 3. teaching method, 4.design, 5.evaluation, and 6. learning theories). The research community of quantitative part included all headmasters and head teachers, experts, and teachers of elementary schools in west Islamabad, in 2017-2018 academic year, with a frequency of 650 individual, that 242 individual were selected by a stratified random sampling method with Morgan table. The questionnaire was designed and distributed based on the findings. Its face validity was confirmed by the professors and of 0.87 alpha was obtained for the reliability measurement. For descriptive analysis, the central and dispersion parameters were used, and for inferential analysis the (Smirnov test, Friedman test) and SPSS and LISREL were used. The findings, in addition to confirming and explaining the components, showed the internal correlation between the six components of the blended learning education is positive and meaningful, meaning that the application and promotion of each component in a combination allows the application, enhancement and strengthening of the other component.

Social intelligence and entrepreneurship are among features leading to the academic and career achievements. Due to the importance of this issue, the present study was performed to determine the level of entrepreneurial skills in students of Kermanshah University of Medical Sciences and its association with social intelligence. In this descriptive cross-sectional study by using systematic random sampling method, we selected 350 students at Kermanshah University of Medical Sciences. Data were collected using entrepreneurial skills standard and social intelligence questionnaires. Reliability and validity of two questionnaires have been already assessed in previous studies. Results analyzed by descriptive statistics and Pearson correlation coefficient test. Students’ entrepreneurial skill was totally 255.69 which is assessed at poor scores range. Research findings also indicated the presence of a statistically significantly positive association between social intelligence and risk-taking (r=0.14 P=0.035), locus of control (r=0.72, P=0.019), need to achievement (r=0.54, P=0.012), mental health (r=0.53, P=0.033), pragmatism (r=0.45, P=0.04), ambiguity toleration (r=0.58, P=0.029), positive thinking (r=0.72, P=0.019), and challenging (r=0.29, P=0.016). Given the students’ poor entrepreneurial skills and the correlation between social intelligence and entrepreneurial components, it is recommended to strengthen social intelligence and consequently promote entrepreneurial skills.

The main purpose of this research is the study of relation between the rate of using internet chat with the female students’ mental health. Using simple random sampling method about 128 subjects were selected as statistical sample. The data gathering instruments were researcher made internet chat assessment questionnaire and Gold Berg mental health scale. The statistical methods were descriptive statistic indexes such as table, graphs and pearson correlation coefficient test. Research findings show there is direct relation between scientific, friendly, sexual, access to up-to-date information chat with female students’ mental health. In addition, findings show that there is relationship between friendly chat and physical health, social function, depression. This relation is also significant between scientific chat and above mentioned components except depression. Finally, findings show that there is a relationship between sexual chat and physical health, access to up-to-date information chat and physical health and anxiety of the students.