mohammad mojtabazadeh

The aim of this research was to model the structural equations of students' sense of responsibility and formative assessment by teachers, with the mediating role of self-regulated learning strategies among students. The research method was applied in terms of purpose, descriptive-correlational in terms of data collection, and quantitative in nature. The statistical population included all students in the Zanjanrud region for the academic year 2023-2024, totaling 258 individuals. For sampling, a proportional stratified method was used, and based on the Krejcie and Morgan (1970) table, 152 individuals (139 female students and 119 male students) were randomly selected for this study. The research tool consisted of three types of questionnaires: the formative assessment questionnaire by Yusefi Afrashteh and colleagues (2014), the sense of responsibility questionnaire by Kordloo (2008), and the self-regulated learning strategies questionnaire by Pintrich and De Groot (1990). For data analysis, the Kaiser-Meyer-Olkin test, Bartlett's test of sphericity, and structural equation modeling were employed. The findings of the study indicated that self-regulated learning strategies play a mediating role between teachers' formative assessment and students' sense of responsibility. Therefore, it can be concluded that self-regulated learning strategies act as a mediator in the relationship between formative assessment and students' sense of responsibility, and that formative assessment, through continuous feedback, helps to enhance their sense of responsibility and improve their learning strategies. Accordingly, it is recommended that educational programs and interventions be designed based on formative assessment to strengthen self-regulated learning strategies and sense of responsibility among students.

This research was done for the purpose of designing and validation of organizational culture transformation model based on the productivity. For designing used the method of Grounded Theory, and for validation used the method of first and second order factor analysis. Statistical population in quantitative was the experts in higher education management, higher education development planning, sociology, educational management and media management. Statistical population in quantitative section was also the teachers, experts, students of Farhangian University, staff managers and employees of the Ministry of Education. The method of sampling in a qualitative section of the research was non-probability purposive sampling, and in quantitative section was done by multistage cluster random sampling. The number of samples in quantitative and qualitative sections equaled with 20 and 380 persons in order. The tools of gathering data in qualitative part are semi-structured interview and in quantitative section, 53 question’s questionnaire in Likret scale. According to findings of qualitative sections, model of organizational culture transformation model based on the productivity designed by with 11 factors: The mission of the organization, technology and innovation, the process of recruitment and employment, education and skills, belief, value and moral foundations, organization structure, incentive system, intra-organizational communication, performance feedback, constructive interaction with the environment and organizational support. The findings of quantitative part showed that, model of organizational culture transformation model based on the productivity is highly creditable by experts. So according to the experts, organizational culture transformation model based on the productivity can be utilized with these 11 factors.

The impact of teaching methods on educational quality has been proven in many research studies. The purpose of this research was to determine and rank the components of a quality educational scaffolding model in the Iranian secondary education system.

The research method was qualitative-quantitative. The qualitative section's population included experts and specialists in the fields of learning-teaching, teaching methods, and educational scaffolding, as well as related written documents including articles, scientific research, and relevant authored books. The priority-setting section included top and middle managers from education department deputy offices. In the qualitative part, deep interviews were conducted with 13 experts using snowball sampling until theoretical saturation was reached, and 18 documents (texts) were examined using a purposive method. In the priority-setting part, 35 individuals were selected through purposive sampling and responded to a matrix questionnaire. The validity and reliability in the qualitative phase were ensured through necessary reviews including acceptability (expert review) and confirmability (re-review by experts), and in the priority-setting phase, the content of the matrix questionnaire was verified for understandability and clarity by five academic and organizational experts, and reliability was calculated with inconsistency rates between 0.01 to 0.06. Qualitative data were analyzed through theoretical coding, and priority-setting data were analyzed using the Analytic Hierarchy Process (AHP) technique in Expert Choice software.  

The results of the qualitative part indicated that the quality educational scaffolding model in the Iranian secondary education system consists of 10 categories (development of human and non-human resources, improvement and development of the educational system, teaching-learning methods, culture building and communications, supportive laws and behaviors, performance monitoring, strategies based on cognition and metacognition, motivation-based strategies, mental development, and scientific advancement), 21 subcategories (human resource development, student empowerment, development of hardware and software facilities, participatory and interactive teaching, task simplification, virtual learning, teaching based on scientific theories, culture building among parents and teachers, effective communication, supportive behaviors, internal and external organizational strategies and guidelines, mental and academic engagement, continuous assessment, metacognitive strategies, cognitive strategies, cognitive and metacognitive strategies, motivational strategies, psychological well-being, actualization of potential talents, improvement of learning process and academic progress), and 134 indicators which were categorized under causal, contextual, interventional, strategies, and outcomes in the research's paradigmatic model.

The results of the priority-setting part also indicated the greater importance of "outcomes" and the component of "academic progress".

The present study was conducted with the aim of investigating the past and existing situation of accreditation in Iran's higher education system based on a native model of accreditation and its comparative analysis with the reference model as the optimal situation.

This research, in terms of purpose was applied, in terms of data collection method was descriptive, and in terms of the nature of the data was quantitative. The statistical population of the study consisted of three groups: higher education professors, experts in higher education and Ph.D candidates of higher education. Hence, using random sampling and sample size determination based on Krejcie & Morgan's (1970) table, 92 persons were selected as the statistical sample. Research measurement tools were the questionnaire of past and existing situation of accreditation in Iran's higher education system and the questionnaire of optimal situation of accreditation in Iran's higher education system. To analyze the data, the following inferential statistics techniques were used: Kolmogorov–Smirnov Test, One Sample t Test, Paired Sample t Test, Pearson's Product-Moment Correlation Coefficient, Covariance, Structural Equation Modeling, One-Way Analysis of Variance (ANOVA) and Post-Hoc Test called Tukey’s Test.

The findings of the study showed that the past and existing situation of higher education accreditation was unfavorable and there is a difference, gap and lack of correlation with optimal situation. In addition, There was a significant difference among the viewpoints of scientific experts about the past, existing and optimal situation.

It can be concluded that there is a deep gap between the past and existing situation of higher education accreditation and optimal situation

The present study was conducted with the aim of structural analysis of personality traits, organizational commitment and job motivation with the mediating role of self-control in teachers and principals of elementary schools for girls.
This research, in terms of purpose, was applied; In terms of data collection method, was descriptive, of the survey type; and in terms of the nature of the data, was quantitative. Statistical population, have been including all teachers and principals of elementary schools for girls in the academic year 2022-2023 to the number of 369 people. The sampling method was multi-method sampling. The sample size, according to Krejcie and Morgan table (1970), there were 225 people. The data collection tool, was HEXACO Traits Personality (2013), Allen and Mayer organizational commitment questionnaire (1990), Herzberg job motivation questionnaire (2004) and Tangney, Baumeister & Boone self-control questionnaire (2004). To analyze the data, in addition to descriptive statistical techniques, the following inferential statistics techniques were used Step by Step Regression and Structural Equation Modeling.
The research findings showed, relationship between personality traits, organizational commitment, job motivation and self-control of teachers and principals was positive and significant (P<0/01). Furthermore, the mediating role of self-control in the effect on personality traits, organizational commitment and job motivation of teachers and principals was confirmed.
It is concluded that, to improve the professional performance of teachers and school administrators; the institution of education must take steps in order to strengthen personality traits and setting the stage for an organizational commitment and job motivation; and also optimizing self-control.

Curriculum plays a central role in effective teaching and educational change in higher education. The present study was conducted to design and validate a tool for assessing the curriculum quality of universities in Iran.

This study was performed using a mixed method of explorative plan-tool development model. First, in qualitative part of this study, questionnaire consisted of 14 scales and 107 sub-scale s were designed by using the method of Grounded Theory and interview with 25 experts. Then, in the quantitative section, designed questionnaires were conducted on 180 experts in different cities of Iran. The validity of the questionnaire was confirmed by experts and its reliability was calculated by Cronbach's alpha which was equal to (0/944). Non-probability purposive sampling method was used in the qualitative part of the study whereas random classified sampling method was applied in the quantitative part. In addition, analysis of Confirmatory Factor Analysis was used for testing mentioned tool.

By doing first-order confirmatory factor analysis, mentioned tool were confirmed with 14 scales and 107 sub-scale s. Results of second-order confirmatory factor analysis, also showed that 14 extracted scales are sufficient factor leading to prediction scale related to curriculum quality of high education systems in Iran. In addition, all goodness of fit indices were confirmed.

The results of statistical tests displayed that the designed tool enjoys very favorable fitness for the curriculum quality assessment of Universities of Iran.

The purpose of this research is to design a qualitative model of educational support for secondary school students. The research method is qualitative, and applicable in terms of its purpose. The statistical population includes experts and specialists in the field of learning-teaching, teaching and support methods, and written documents related to the subject; and 13 experts and 18 documents (text) was determined to be suitable for the research objectives using the snowball sampling method for experts and targeted sampling for documents. For data analysis, the ground theory method with open, central and selective coding was used. The results indicated that the qualitative model of educational support for secondary school students includes 10 dimensions (development of human and non-human resources, improvement and development of the educational system, teaching-learning methods, culture and communication, supportive rules and behaviors, performance monitoring, strategies based on cognition and metacognition, strategies based on motivation, mental progress, and scientific progress), 21 components (development of human resources, empowerment of students, development of hardware and software facilities, collaborative and interactive teaching, simplification homework, virtual learning, teaching based on scientific theories, culture building between parents and teachers, effective communication, supportive behaviors, internal and external strategies and instructions, metacognitive strategies, cognitive strategies, cognitive and metacognitive strategies, motivational strategies, psychological well-being, the actualization of potential talents, improvement of the learning process and academic progress) and 134 indicators that were included in the paradigm model of research in the form of causal, contextual, interventional, strategies and consequences.

The purpose of this research is to identify the necessary indicators to design a suitable model of transformational management for secondary schools.The research was conducted through a mixed (qualitative-quantitative) approach. In the qualitative phase, the Foundation's data method was used, and semi-structured interviews were used to obtain the research model, and the research community consisted of selected experts, including university professors and general managers of education, who had expertise and experience in the subject. For this purpose, 30 samples were selected through non-probability targeted sampling and theoretical saturation approach. In the quantitative part, the statistical population, including all principals and teachers of secondary schools in Ardabil city, in the academic year of 1399-1400, was 1714 people, using the table of Karjesi and Morgan (1970), through the simple random sampling method, 314 people It was selected as a sample of the research, then a paired comparison questionnaire was prepared and completed by managers and related teachers. Validation of the qualitative part was done by retest method, and in the quantitative part, the method of content validity index and Cronbach's alpha coefficient was used, which indicated the validity and reliability of both qualitative and quantitative parts. The results showed that facilitating factors in planning and education; Management and maintenance of human resources; creating innovation; supportive leadership; self-management; motivational leadership; Organizational performance management system design, effectiveness and strategy are the key factors of transformational management. Also, the fit of the transformational management model was confirmed using the factor analysis method.

The purpose of the research is to identify and leveling the effective components of creating transformational management in secondary schools. This research is of a mixed type (quantitative-qualitative) and has been carried out with the method of hierarchical analysis - the method of paired comparisons. In the qualitative phase, the investigated community consists of selected experts in the field of education who have gained valuable experiences in the field of transformational leadership of schools. The sampling method of the qualitative stage was theoretical saturation and 30 samples were selected. Through interviews with experts in the field of education, Data by content analysis method with coding (51 open codes as sub-indices and 9 selected codes as main indicators) were extracted. The reliability of the interviews was confirmed by a retest method with a score above 0.7%. A paired comparison questionnaire was prepared and completed by managers and related teachers. In the quantitative phase, the validity of the questionnaire was confirmed by experts and its reliability was obtained by Cronbach's alpha coefficient of 0.74, which indicates its reliability. Expert Choice software was used to analyze the questionnaire data. The study showed that among the first level indicators, the indicators of facilitation in planning and education, strategy-oriented and self-management are the most preferred with weighted values ​​of 0.582, 0.485 and 0.399 respectively are more important.  Also, among the influencing sub-indices, sub-indices of flexibility of training programs (0.217), skills and abilities of managers (0.175), creating a link between resource strategies human and the school strategies (0.152), curriculum planning (0.141), process orientation (0.128), use of educational technologies (0.118), development of technology-based educational facilities (0.102) ), continuous follow-up of school problems and challenges (0.082) and formulation of short-term and long-term plans for the organization (0.067) respectively have the highest weight values ​​and are more important. To create transformational management in their organization, secondary schools should focus on the flexibility of educational programs, skills and capabilities of managers, the link between human resource strategies and school strategies, curriculum planning, process orientation and the use of technologies. Also, they should plan in the development of technology-based educational facilities, continuous follow-up of school problems and challenges, and formulation of short-term and long-term organizational plans.

The present study was conducted to design and validate a model for accreditation and quality assurance of Iranian higher education.This study was performed using a mixed method of explorative plan-tool development model. First, in qualitative part of this study, questionnaire consisted of 25 factors and 157 Criteria were designed by using the method of Grounded Theory and interview with 36 experts. For the validity of qualitative findings, were used from the criteria of credibility, confirmability, dependability and transferability. Then, in the quantitative section, designed questionnaires were conducted on 84 members of Iranian experts with high education. Based on the received feedback, the questionnaires were revised, then the final and modified version was put in the hands of 293 experts in different cities of Iran. The validity of the questionnaire was confirmed by experts and its reliability was calculated by Cronbach's alpha which was equal to (0.982). Non-probability purposive sampling method was used in the qualitative part of the study whereas random classified sampling method was applied in the quantitative part. In addition, analysis of structural equation modeling was used for testing mentioned scale. By doing first-order confirmatory factor analysis, mentioned model were modified to 22 factors and 150 Criteria. Results of second-order confirmatory factor analysis, also showed that 22 extracted components are sufficient factor leading to prediction model related to accreditation and quality assurance of high education systems in Iran. In addition, goodness of fit indices such as, (CMIN/DF) which is equal to 1.924, (RMSEA) = 0.39, (GFI) equal= 0.976, (AGFI) = 0.939, (CFI) = 0.928, (NNFI) = 0.935, (TLI) = 1.000, (IFI) = 0.928 and (RFI) = 0925 Conclusion The results of statistical tests displayed that the designed model enjoys very favorable fitness for the accreditation and quality assurance of high education system in universities of Iran.

The main purpose of this research is to design an innovative model of transformational leadership in secondary schools and to validate it.

The research method was qualitative from the data type of the foundation. The study population consisted of a selection of experts including university professors and principals of education who have gained valuable experience in transformational school leadership over the years. 30 samples were selected. Semi-structured interviews were used to achieve the research model. MaxQDA software was used to analyze the data and 10 Corbin and Strauss acceptance indicators were used to validate the model.

The results obtained from the interview texts were first open-coding, then the initial concepts were created by putting together the initial codes, and finally, by relating the concepts, the categories were drawn and the final model was obtained. This model was designed with the focus on designing the performance management system of secondary schools by specifying the causal conditions, strategy, background conditions, intervening conditions, and consequences. The validity of the model was also confirmed.

The results show that transformational leadership in secondary schools consists of 9 selected chapters consisting of facilitation in planning and training, human resource management and maintenance, innovation creation, supportive leadership, self-management, motivational leadership, organizational performance management system design, effectiveness, And their central strategy and central codes that are effective in forming the research model.

It seems necessary to carry out intervention programs to control bullying. The current re - search aimed to investigate the effectiveness of communication skills training on social adaptation and responsibility of bully girl students in Karaj.

This research is a semi-experimental type with a pre-test-posttest design with a control group. The statistical population included all 10th-grade bully girl students from the area 2 of Karaj city in the academic year 2018-2019 among which 30 stu - dents who had a high score in the bullying questionnaire and a low score in the California accountability questionnaire and Sinha and Singh’s social adjustment were randomly replaced in two experimental and control groups with 15 people. The communication skills training program was implemented in 10 sessions in the experimental group. Data analysis was done using descriptive methods and analysis of covariance in SPSS 23 software .

The age of the experimental and control groups was between 16 and 18 years. The average post-test scores of the experimental group were 16.20±2.18 and responsi - bility 25.13±3.81, which had an increase compared to the pre-test scores (11.87±2.07 and 13.60±2.99, respectively). There was a statistically significant difference in the two groups (p<0.05). Communication skills training in the experimental group could explain 75% of the variance of the dependent variable (p˂0.001; F=66.980; Eta=0.713).

Communication skills training can be used as a suitable intervention method to help the adaptation process and responsibility in students

Organizational culture is a powerful tool to improve the performance and long-term effectiveness of the organization. The purpose of this article was to design and validate a scale for measuring the organizational culture of the country's universities.

The combined research method was mixed. Sources of data collection in the qualitative part of the research included semi-structured interviews with 30 people, taking notes, public and private documents that were converted into textual data and after coding the text, content analysis technique was performed. Based on the results of the qualitative section, the measurement tool was designed based on the identified components in the form of a 105-item questionnaire and its face and content validity was confirmed using the opinion of experts and finally the reliability coefficient was 0.74. Structural equation modeling analysis was used to estimate the validity of the proposed model. In the qualitative part of purposive sampling and in the quantitative part according to the sample size (135 people), data were collected by cluster sampling method from different cities of the country

The findings of the qualitative section showed that the organizational culture model has 24 factors, 105 criteria and 805 indicators. The findings also showed that the scale designed to measure organizational culture in Iranian universities has a very good fit.

Therefore, according to the obtained results, it can be said that it is necessary for the universities of the country to take steps towards the validation of organizational culture and all factors should be considered equally.

The present study was conducted in order to continuously improve the quality and with the aim of designing and validating the educational quality model of Iranian universities.

The research was conducted through a combined approach (qualitative-quantitative) with exploratory design-tool development model. In the qualitative part of the research, semi-structured exploratory interviews were conducted with 18 higher education experts through non-probabilistic purposive sampling. The results of the interviews were analyzed through the field theory method in three stages of interval coding, axial coding and selective coding. In a small part, after that, all the categories that make up the educational quality model of Iranian universities were identified. A questionnaire with 77 questions was designed. After designing the questionnaire, in a preliminary study, in order to estimate the validity, the questionnaire was sent to 42 experts, experts and professors proficient in the subject of research and the questionnaire. At this stage, the reliability coefficient was 0.88. Following corrective feedback, a revised version of the questionnaire was administered to 166 higher education experts selected through stratified random sampling. In the implementation of the main questionnaire, the reliability coefficient was 0.941. Data obtained from the questionnaires were analyzed using SPSS software version 24 and Amos version 24.

In the qualitative part of the research, in the first stage of open coding, 79 major categories were obtained. The data of the second stage of open coding were classified into 77 major categories. In the axial coding stage, 6 nuclear categories were identified. In the selective coding stage, following the presentation of an integrated, convergent model with a high level of abstraction, the six nuclear categories were again categorized according to their conditional, strategic and consequential characteristics. Then, in the form of a logical model based on the understanding and interpretation of higher education experts, the category of comprehensible education was selected as the final core category. In the quantitative part, by modeling structural equations, it was determined that all factors (courses and fields of study, training courses, general and extracurricular education, curricula, educational performance and educational services) were approved and had a factor burden. They are enough to predict the educational quality pattern of the country's universities. Also, according to the fit indices, educational quality model Iranian universities have a very good fit. The results showed that the educational quality of universities is a complex and multidimensional concept. Considering that the pressure for accountability of universities by suppliers of funds (government, taxpayers, families, etc.) and consumers of higher education (students, industry, market, etc.) has transformed the quality of education Concerned about the very important concern of higher education institutions, it is suggested that universities, in order to institutionalize their effective organizational activities, to develop quality according to the perspective of higher education and the cultural characteristics of the country. Also, due to the complexity of the university organization, pay attention to all aspects of university quality as a whole. An island view, partiality, partisanship and simplification, and highlighting some dimensions and ignoring other dimensions, will degrade the academic quality. In addition, by conducting comparative studies, to gain knowledge about the educational status of other universities in the country and the world, and to gain the required knowledge in order to have a competitive advantage.

Internationalization of higher education is an active and creative response towards the globalization phenomenon. The process of internationalization according to national upper documents in the country is assigned as a priority and necessity. The objective of the study is to design and evaluate the model of internationalizing higher education in the state universities of medical sciences.

Study was performed using a mixed method. In the qualitative section, through grounded theory the review of texts and the semi-structured interviews with 20 experts of the international model were designed and in the quantitative section of the validity and fit of the model, completed a questionnaire by 124 people The experts have been identified through structural equation modelling analysis.

The internationalization model of higher education in medical universities, there are 16 main factors and 71 sub factors, the main factors include 8 conditional factors (governance- management of university – faculty member-information technology-language and culture-structure of university- management of human resources- management of physical and financial resources), 4 process factors (government function- management of international affairs- international education, and international research) and 4 outcome factors (country development, university development, students and graduated students, organizational sublimit of the university). In quantitative section, the results of first and secondary factor analysis showed that mentioned 16 factors have sufficient load factor to predict the model. The indexes of fitness measurement of final model showed that Chi-square ratio to the degree of freedom (CMIN/DF) equals 2.068. Furthermore, the value of the index of square root of reminder squares mean (RMSE(, equals 0.057.

In the present research, the relationship between working memory capacity, level of anxiety and academic achievement were examined.  The overall objective of the present study is practical and in terms of method is correlational descriptive.  By the use of a multistage cluster sampling from high schools of Zanjan Educational Organization, a number of 304 third grade students from secondary schools were selected. The research tool consisted of the following: (a) Daneman and Carpenter Working Memory Test (1980), and (b) the Zung's Self-Rating Anxiety Scale  (1970). In addition, the students’ average score was used as an indicator of academic achievement. The collected data, through a significant test of Pearson correlation coefficient and multiple regressions were analyzed. The results showed that there is a significant relationship between capacity of working memory, anxiety and academic achievement. The other finding showed there was a significant relationship between academic achievement, level of processing and level of reservation, and between the level of anxiety, level of processing and Level of reservation.

The aim of this study was to design a talent management model for primary school principals in Zanjan.

The method of the present study was a combination (qualitative and quantitative) and in terms of purpose it was an applied research. The statistical population of the qualitative section was experts who were theoretically familiar with the concept of talent management and based on purposive sampling, 17 of them were interviewed until theoretical saturation. The statistical population in the quantitative part was all primary school principals in Zanjan province (1079 people) in the academic year 2018-19 that according to Krejcie and Morgan table, 283 people were selected by stratified random sampling method. Qualitative research tools were interviews and in the quantitative part, a researcher-made questionnaire was developed based on qualitative results. The validity of qualitative results was obtained by reviewing the codings and using the agreement coefficient between the coders and for the questionnaire with face validity and reliability by Cronbachchr('39')s alpha test (0.88). For the analysis of qualitative data, the method of basic theory and open, axial and selective coding were used, and for a small part of the structural equations in Amos software version 24.

Qualitative data analysis identified 63 concepts and 10 central themes (environmental, cultural, motivational, educational, human resource management, personal characteristics, regulatory, communication, organizational, managerial and structural factors) that the theme Selective research also obtained effective factors on talent management. The results of structural equations also showed that organizational factors with factor load (0.85), educational (0.83) and cultural (0.80) were more important and in general, the proposed model had a good fit.

Improving talent management requires attention to various factors that the education system by investing in organizational, educational and cultural factors can help improve the talent management of managers.

The purpose of this study was to investigate the relationship between intellectual capital and organizational ethics with organizational performance from the perspectives of the elementary school teachers. The research, in terms of method of data collection, is descriptive, and from the viewpoint of the relationship between variables, is correlational. The statistical population of this study is the teachers of Organization of Education, District 1, Zanjan. Sampling method has been random cluster sampling. Accordingly, with using the Cochran formula, a sample of 366 people was selected. 171 people of the sample people have been female teachers and 195 ones were male teachers. The data collection tool has been Bontis's intellectual capital questionnaire, organizational ethics questionnaire by Hunt et al, and Paterson's organizational performance questionnaire. The collected data were analyzed using Pearson correlation coefficient and regression method. Data were analyzed by SPSS software version 24. The results of the analysis showed that there is a significant relationship between intellectual capital, organizational ethics and organizational performance. Also, intellectual capital and organizational ethics can predict organizational performance from the viewpoint of primary school teachers.

The present s tudy was conducted with the aim of designing and validating a culturalmodel based on an Islamic-Iranian approach for the Iranian higher education sys tem. Amixed method of explorative plan-tool development model was used. In the firs t place, inthe qualitative s tudy, a ques tionnaire consis ted of 4 factors, 14 criteria and 64 indicatorswere designed by using the method of Grounded Theory and interview with 9 experts. Inthe next s tep, in the quantitative section, the designed ques tionnaire was conducted on 36members of Iranian experts with higher education. Based on the received feedbacks, theques tionnaire was revised, Then, the final and modified version was dis tributed among150 experts in different City of Iran. The validity of the ques tionnaire was confirmed byexperts and its reliability was calculated by Cronbach’s alpha which was equal to (0/954).Non-probability purposive sampling method was used in the qualitative part of the s tudy,whereas classified random sampling method was applied in the quantitative part. In addition,analysis of s tructural equation modeling was used for tes ting the mentioned model. Inthe firs t phase of open coding, 76 concepts were obtained. The data of the second phase ofopen coding were classified in 64 concepts and 14 major categories. In axial coding s tage,4 theoretical codes were determined. Then, in terms of condition, interactive/process andoutcome characteris tics was classified. In selective coding, category of Superior culture,Islamic-Iranian culture, as the central category where selected. By doing confirmatoryfactor analysis, all factors were approved. The results of second-order confirmatory factoranalysis also showed that all 14 factors are sufficient factors loading to prediction ofcultural model based on Islamic-Iranian approach for Higher Education Sys tem in Iran.The goodness of fit indices (GFI) were: (CMIN.DF) which equals to 1.896, (RMSEA)= 0.038, (GFI) = 0.991, (AGFI) = 0.921, (CFI) = 0.942, (NNFI) = 0.961, (TLI) = 1.000,(IFI) = 0.919 and (RFI) = 0.934. The results of s tatis tical tes ts display that the designedmodel enjoys very favorable fitness for a cultural model based on Islamic-Iranian approachfor the Iranian universities. Also, the model designed in this s tudy is a complexand multidimensional concept. This model will have a positive function, only if it isconsidered as a single totality equal due attention is paid to all its aspects.

This research aims to examine the relationship between mental health and organizational effective communications with productivity from the perspective of elementary school managers. The research is descriptive in terms of data collection method and is correlation in terms of the relationship between the variables of research. The statistical population of this study is the Managers of the district 1 & 2 of Zanjan. Sampling method had been random cluster sampling. Accordingly, a sample volume was selected 201 people. 102 people of the sample have been female Managers and 22 male Managers. Data collection tool had been Goldberg and Hillier's Mental Health Questionnaire (1979), Sussman & Kronus's Effective Communication Questionnaire (1979), and Hersey and Goldsmith's Human Resources Productivity Questionnaire (1980). Collected data was analyzed by statistical test of Pearson moment correlation coefficient and regression method and using SPSS software version 24. The results of the analysis showed that there is a significant relationship between mental health, effective communications and productivity. Mental health, effective communications also have the ability to predict the productivity from the perspective of elementary school managers.

Background & Internationalization is an active and intelligent reaction to the phenomenon of globalization. Higher education internationalization in universities of medical sciences is a necessity and priority considering the emphasis of the upstream documents, including the sixth development plan, 20-year vision plan and medical education transformation program. Given the complication and various levels of internationalization of higher education from one hand and dependency of universities of medical sciences on the government system from the other hand, this study aimed to determine the role of the government in the higher education internationalization in universities of medical sciences. In this qualitative research, the grounded theory method was employed to evaluate content and reviews with experts. The research population included educational management experts and senior executive managers related to the ministry of health and universities of medical sciences. Interviews were conducted with 20 experts through theoretical and targeted sampling method and continued until data saturation. In addition, data analysis was performed using fixed comparative analysis and performing open, axial, and selective stages. According to the grounded theory, the causal factors of the government were recognized with six factors (ministry of health, legal and policy-making units, national documents, national security, language and culture, information technology). On the other hand, strategies of the government and consequences were recognized with seven (policy research, policy-making, legislation, strategic plan, foreign policy, budget, and commercialization of education) and four (scientific, economic, political, and cultural development) factors, respectively. In addition, the relationship between the mentioned factors was presented in the diagram of grounded theory. As a phenomenon with national and transnational consequences, internationalization of higher education of universities of medical sciences requires the role-playing of the government in the implementation of strategies and realization of expected consequences.

The aim of this study is to design an accreditation and quality assurance model, appropriate to underlying condition and   contextual features Iran's higher education system. The study was conducted using qualitative research with the Grounded Theory approach. The study population had higher education experts, which 36 persons by purposive sampling for semi-structured interview were selected. In addition to interview, 3 other sources were used to collect data, which are, observing, taking notes and documents. After that, we act the first to open coding, then, to have axial and selective action. In the first phase open coding, in 2027 the concept was obtained. The second phase of open coding data, in 1262 concept and 157 major categories were classified. In axial coding stage, 25 theoretical codes were determined. Then, in terms of condition, interactive / process and outcome characteristics was classified. In selective coding, category of quality discourse, fear and hope, as the central category where selected. In the opinion of higher education experts, Existing challenges in academic quality in Iran are due to the challenge of discourse, and no challenge in nature in and shape and even epistemological. Due to the understanding and interpretation of the experts, quality has two dimensions of fear and hope. accordingly, in a general perspective, dual and conflict vision of quality discourse, in the name of the discourse of regulatory quality as fear, and discourse of cooperative quality as  hope was typified and classified.in the universities of Iran. Also, the model designed in this study is a complex and multidimensional concept. In case this model will have a positive function, which like a unit totality should be considered in every aspect of it alike.

This paper from the perspective of higher education actors is paid to recognized of conditional factors .criteria and indicators (causal.contextual and intermediary). the data of this study obtained from three sources.which include semi-structured .interviews.observation and notes public and private documents were converted in to text data after that .in order to categorize the great mass of the collected data paid to categorization of data. first .open coding .then axial and selective coding .on this basis in 550indicator .54criteria and 9 factors were determined in accordance features of Iran s higher education system. findings showed ,casual condition include :university boss,faculty,students.contextual condition: university context, goal and space and intermediary condition :budget ,learning resources and information technology

The purpose of present study was to design and validate a curriculum model for higher education system in Iran.</span> This study was conducted by using a mixed exploratory design: Instrument Development Model. First, in qualitative part of this study, a questionnaire consisted of 14 components and 107 sub-components was developed by using Grounded Theory approach and interviews with 25 experts. Then, in the quantitative part, the primary designed questionnaire was distributed among 40 Iranian higher education experts. Based on the received feedback, the questionnaire was revised. Then the final version was distributed country wide among 180 individuals. The validity of the questionnaire was confirmed by experts and its reliability was calculated by Cronbach's alpha (α= .943). A Non-probability purposive sampling method was used in the qualitative part of the study whereas random classified sampling method was utilized in the quantitative part. In addition, analysis of Structural Equation Modeling was used for testing mentioned model. To verify the factor structure, the first confirmatory factor analysis was used and the model was confirmed with 14 components and 107 sub-components. Results of second-order confirmatory factor analysis showed that the 14 extracted components are sufficient factor leading to predict the curriculum model for higher education system in Iran. In addition, goodness of the fit indices were as follows: (CMIN/DF = 1.991), (RMSEA = 0.049), (GFI=0.990), (AGFI = 0.990), (CFI = 0.988), (NNFI = 0.964), (TLI) = 0.991, (IFI = 0.931) and (RFI = 0.948. The results of statistical tests displayed that the designed model for the higher education curriculum system in Iran is well fitted.