nader shahamat

The organizational structure is one of the most important factors of the organization's efficiency. The purpose of the research was to develop and validate a model for the organizational structure in Shiraz Municipality. The research method is exploratory. First, we collected and analyzed qualitative data, and then, based on the qualitative results, we collected and analyzed quantitative data. Next, the results of the quantitative part were used to explain the findings of the qualitative part. Qualitative data collection and analysis was done based on the qualitative case study method. In this regard, using a targeted sampling approach (based on specific criteria), in-depth interviews were conducted with twenty-three managers and employees of Shiraz Municipality. Then, the obtained data were analyzed through thematic analysis method and were organized in the form of basic, organizing and comprehensive themes, categories and network of themes. Based on the results, the model of organizational structure in Shiraz municipality has 5 dimensions and 46 indicators, which include the dimensions of formality, sustainable development, social responsibility of the organization, processes of the organization, and human capital, each of which has components. Validation of the data of the qualitative part of the research was done through reliability techniques. The findings of the first part were distributed among the managers and employees of Shiraz municipality in the quantitative part. The validity of the structure in the quantitative part was confirmed by confirmatory factor analysis and by Smart Pls software. The said dimensions and the relevant components are sufficient and reliable.

The purpose of this research was to design a model for empowering educational managers in education.

The current research is of the type of applied-developmental purpose, in terms of collecting descriptive information and in terms of the nature of the data, it is mixed. which includes two main parts. In the first part, using research literature and thematic analysis, the criteria of the managers' empowerment model were identified. The statistical population included all the educational managers of education, because the statistical population was unlimited, 384 people were selected as a sample.questionnaire was distributed among the sample in a cluster form, and based on the 384 questionnaires obtained, the model of empowering managers in education was confirmed by the method of confirmatory factor analysis.

The findings of the research showed that the model of empowering managers in education includes research dimensions including: individual dimension, organizational dimension, communication dimension, functional dimension, evaluation dimension. The research components include: psychological characteristics, professional skills, Learning, management characteristics, transparent communication, participation, organizational culture, feedback-based control, evaluation and diagnosis of problems, sustainable follow-up of evaluation. Also, the results showed that in the model of empowering education managers, the individual dimension with a factor load of 0.917 is in the first rank, the organizational dimension is in the second rank with a factor load of 0.801, and the communication dimension is in the next rank with a factor load of 0.832.

Considering the numerous challenges in online education, this research aims to compile and design a new and innovative model of virtual education. In the qualitative phase, among the qualitative research strategies, the grounded theory was used to develop a comprehensive model that includes causal factors, intervening factors, contextual factors, and conceptual model strategies for training female school employees in virtual space. Interviews were used as the primary data collection tool. Based on the obtained results, a total of 143 concepts and 21 categories or open codes were identified and extracted. The 21 identified categories were placed in the 6 main grounded data categories. Based on the results of the qualitative method, a questionnaire based on the extracted model was compiled and provided to female teachers. According to the results of the structural equation modeling of the questionnaire data, causal relationships with a factor loading of 0.435 and a T-statistic of 9.624 have a direct and significant effect on the main category. Therefore, causal conditions have a positive and significant effect on the main category. The main category, with a factor loading of 0.471 and a T-statistic of 7.734, has a direct and significant effect on strategies. The main category positively and significantly affects strategies. Strategies, with a factor loading of 0.512, affect the outcomes. Strategies have a positive and significant impact on outcomes. Intervening conditions have a direct and significant effect on the outcomes with a factor loading of 0.491. Therefore, intervening conditions positively and significantly affect the strategy. Finally, the contextual conditions, with a factor loading of 0.529, have a direct effect on the outcomes. Contextual conditions have a positive and significant effect on the strategy. In the end, the statistical validity of the model was confirmed.

The purpose of the present study is an analysis of dimensions and components of sustainable human resources management in Fars province Azad universities. The research method is qualitative, and applicative in terms of its purpose. The statistical population includes 18 members of the faculty, staff and experts of the Islamic Azad University of Fars province, who were selected by purposive sampling and criteria-based technique. The data collection tool includes two parts; a semi-structured interview in the field part, and the review and exploration of upstream documents and higher education documents in the library part. To analyze the data; open, central and selective coding was used based on the theory of the foundation data, and the Atlas ti software was used to code the interviews. The results indicated that the dimensions and components of sustainable human resource management in the Azad universities of Fars province, a total of 151 concepts and 31 categories or core codes were identified and extracted. 31 categories identified in 6 groups which include causal conditions, governing context, intervening conditions, strategies, consequences, and central category or phenomenon.

The current study was carried out with the objective of formulating and validating the media literacy instructional model within the educational framework.

Employing a qualitative exploratory approach, this study utilized purposeful sampling and criteria-based techniques for sample selection. Data collection involved semi-structured interviews during field research and examination of primary documents and educational materials in the library. Theoretical saturation was reached after interviewing 20 individuals, with data analysis conducted through thematic analysis. Following validation and alignment with existing theoretical frameworks and literature, expert opinions were sought regarding the scope and elements of media literacy education.

The findings facilitated the identification of 49 elements distributed across 6 dimensions: media literacy instructors, educational practices, curriculum development, school environment, governmental involvement, and Ministry of Education contributions.

Overall, the results offer valuable insights for educational policymakers aiming to enhance media literacy within the realm of Education.

The current research aimed to design and fit the knowledge-enhancing model of effective teaching. knowledge-enhancing in teaching, as a condition of "life, durability and survival", displays the dynamic spirit of education and is created in three pyramid heads (students, parents, and teachers). The research method is mixed and practical in nature. The statistical population includes all teachers working in the education ministry in Fars province. The sample size of 18 people sample selection was determined in the qualitative section by the purposeful sampling method. Quantitative sampling was obtained according to Cochran's formula of 376 people. The data collection tool, in the qualitative part, included two parts, a semi-structured interview and review of upstream documents, and in the quantitative part, a researcher-made questionnaire tool. Data analysis in the qualitative section was based on thematic analysis in ATLAS TI software. Structural equation modeling was used in SMARTPLS software to fit the model. The obtained findings led to the identification of 3 dimensions, 10 components, and 176 indicators, and finally, the research model was presented. The results showed that each of the dimensions, respectively: teaching and evaluation, scientific-educational (/66), and individual (/57) affected effective teaching in elementary school. Students learn by connecting new knowledge with existing knowledge and concepts, constructing new meanings. Knowledge-based education emphasizes primary education on deep and powerful teaching and learning from shared knowledge.

Introduction and goal: Universities are under increasing pressure to meet the expectations and needs of society in an efficient manner, given the costs that universities impose on society and the government, as well as the relationship between the quality of universities and overall quality. The society has a special complexity. This study was conducted with the aim of developing an evaluation management model in the Islamic Azad University of Marvdasht.

The present study was applied in terms of purpose and in terms of how to collect qualitative information using phenomenological method. The field of research included professors, experts, specialists and experts who have experience in internal evaluation management at Islamic Azad University And have related writings and research records in this field. Purposeful sampling method was used to determine the sample size. Semi-structured interviews (up to the theoretical saturation stage) were used to collect data and N-Vivo software (software for qualitative data analysis) was used to analyze the data using thematic analysis method.

Based on the research findings, 7 main themes of objectives-missions, organizational structure and management, faculty factor, student factor, educational-curriculum, educational-research facilities and resources were identified for the research model.

Paying attention to the importance of internal evaluation in promoting quality improvement and development of the university system, the establishment and continuity of the internal evaluation system in the university is important and inevitably requires the full cooperation of faculty members.

A new and important system called e-learning has been formed and is expanding with the introduction of information technology in the field of educational centers and its integration with curricula and educational programs which has attracted the attention of many educational centers. E-learning can play a key role in the growth and development of the country soon. The purpose of this study is to investigate the factors influencing the virtual learning model of schoolmasters. According to the objectives of this study, a discussion, interview, and conversation have been taken with several university professors and elites. These marks in the selection phase are divided into 17 concepts: teacher (teacher), learner (manager), top manager, change of educational system, provision of human resources, economic approach, insight and knowledge, orientation, method and action, pedagogy, educational frameworks , Innovation and creativity, infrastructure, technology, hardware and software, virtual ethics and media literacy and in the selection stage inData analysis was performed based on the grounded theory approach, and after coding in three open, axial, and selective stages. The influential factors such as area, role, and management, context and environment, cyberspace, content and information, and technology are presented in the findings as a descriptive model. Attention to the final findings of this study provides successful executive strategies in e-learning, which facilitates the way for the current situation of schoolmasters, and has a positive impact on their professional and academic performance.

The aim of this research was to identify the dimensions and components of the educational competency model in the students of technical and vocational university. This research was conducted qualitatively using thematic analysis approach. The method of data collection included semi-structured interviews with the participants and the study of relevant high-level documents. People were selected by targeted sampling with the criteria of at least 15 years of teaching and research expertise and familiarity with technical and professional education and having a related field of study with the participation of 22 experts and experts until the theoretical saturation stage. The process of data analysis was carried out by using the Atride-Sterling method and in three stages of breaking the text and coding the quotes, exploring the network of themes from the text, integrating the discoveries and presenting the research model. The topic network, based on a certain process, organizes the basic topics (codes and key points of the text), the organizing topics (topics obtained from combining and summarizing the basic topics) and comprehensive topics (higher topics that include the principles governing the text as a whole). it gives Validation was done during data analysis and their convergence was confirmed. The findings of the research showed that the model of educational competence of technical and vocational university students includes 17 components and 3 dimensions (strategic factors of competence, technical competence, non-technical competence). In addition, the participants mostly mentioned the dimensions of technical competence and non-technical competence, but in the above documents, the dimensions of strategic factors of competence were discussed more.

Introduction and The purpose of this research was to identify the components of professional development of secondary school teachers using a qualitative method. The participants in this section include experts, experts and people knowledgeable in the field of development and professional development of teachers in Fars province, and the selection of people was made by purposeful sampling method and criterion-based technique, with the criterion of having a master's degree and doctorate and at least fifteen years of teaching and research experience in education. It was education that after the semi-structured interview with 23 people, the information became saturated. Data analysis method Thematic analysis is done step by step in six steps, the first step is the initial acquaintance with the interview text, the second step is to create initial codes, the third step is to search for themes, the fourth step is to review the themes, the fifth step is to title the themes, and the sixth step is to prepare the interview report and prepare The table of basic themes is organizing and inclusive; and the findings obtained from the interviews conducted in eight components are as follows: change skills, communication skills, individual growth, research growth, evaluation skills, organizational growth, educational growth, Information technology. The results showed that the professional development of teachers helps to improve the activities and tasks of people, in connection with their jobs and specialized professions, which is mainly for the purpose of increasing their knowledge, skills and changing their professional attitudes. By means of that, people can perform their duties effectively and improve the teaching and learning process.

The purpose of this study is to identify the dimensions and components of an effective teaching model in primary school. This research has been done qualitatively and by content analysis method. Participants in this study are teachers working in education in Fars province with a history of at least 15 years and have a master's degree or higher. The individuals were selected by purposive sampling method based on their teaching experience in the primary school. Sampling was performed with the participation of 18 experts. Data collection tools include two sections: reviewing upstream documents in the library section and semi-structured interviews in the field section. Data analysis was performed based on content analysis. In order to ensure validity, the interview questions were approved by 3 experienced teachers.Cronbach's alpha coefficient was used to measure the reliability, the overall coefficient was 84%.Findings showed that the effective teaching model includes 3 main components (individual, teaching and evaluation, scientific-educational) and 10 indicators (personality, communication, professional ethics, classroom management, teaching skills, evaluation and evaluation, technical and professional, educational And research, preparation and development, scientific support).Discussion and Conclusion The issue of effective teaching in primary school should be given special attention. Also, teachers, as an important part of the scientific community of any country, have an important role in the production of science and knowledge. Attract efficient staff and give the required training and skills to teachers, as well as real understanding of the needs of their teachers and with the necessary knowledge and awareness, provide them with the necessary resources and provide access to it and provide the ground for teachers' growth and excellence, because if Teachers have good teaching, then we can hope to improve the quality of educational activities and missions.

Introduction and goal:

 In today's competitive world, topics related to competence are very important. This issue is not excluded in relation to teachers, who are considered to be the main pillars of the country's education system. Due to the importance of the topic, in this research, the evaluation model of secondary school teachers in Fars province in Iran has been investigated and presented.

The current research was conducted in a combined way, so that in the qualitative part of the exploratory approach and in the quantitative part, the descriptive-survey method was considered. In the qualitative part, the opinions of 30 experts were used. Also, in the quantitative part, the statistical population includes secondary school teachers of Fars province, and the sample selected from this population was randomly equal to 200 people.

Qualitative results indicate that 10 components of educational competencies include management ability, skills, knowledge, specialized abilities, social relations, ethics, awareness of new technologies, monitoring and evaluation, planning, documentation and finally A research is one of the effective cases in evaluating teachers' educational competencies. Based on these 10 components, 127 items were proposed and distributed among 200 middle school teachers in Fars province (randomly) using a questionnaire. The results show that ethical factors, awareness of new technologies, monitoring and evaluation, social relations, planning and documentation, and research component have a higher factor load than specialized capabilities, knowledge, skills and management ability, which They can be used in relation to the presentation of the model of educational competencies in relation to secondary school teachers in Fars province.

In general, the competency model can be a suitable framework for improving the level of educational services and building the capacity of teachers.

Education is the most important tool to achieve balanced and sustainable development and scientific and technological progress. Sustainable development cannot be achieved without the development of education and both without the institutionalization of research. Paying attention to research and the value of the culture of research and its development and questioning is a basic motto in education.
 
The present research was conducted using a mixed exploratory method of sequential type. The statistical population of the research was all primary school teachers in the four educational districts of Shiraz in the academic year of 2019, numbering 6022 people. In the qualitative part, the sample was selected by purposive sampling, and in the quantitative part, 361 people were selected by simple random sampling. Research tools were used in the qualitative part, open interviews with the participants, and in the quantitative part, a researcher-made questionnaire was used based on the findings of the qualitative part. The content validity of the scale used in the quantitative section was calculated using the expert and corrective opinions of professors and experts, as well as using confirmatory factor analysis, and its reliability was also calculated using Cronbach's alpha method. Qualitative part data analysis was done by thematic analysis method and quantitative part data analysis from sample t-tech test and exploratory and confirmatory factor analysis was done by SPSS version 26 and Lisrel software. In order to test the factor structure of the general model and its fit, confirmatory factor analysis was used.
 
The findings of the qualitative section showed that 5 criteria (Individual, organizational, extra-organizational, programmatic and informational)  with 15 indicators were used to determine the organizational research culture development model of primary school teachers. After triangulating the findings with previous research and experts' opinions, the initial conceptual model was obtained. The findings showed that organizational, programmatic and informational factors affecting the development of research culture among primary school teachers in Shiraz, in terms of importance the vision of teachers were above average and below optimal. Also, the highest average belonged to informational factors (3.68). The fit indices of the confirmatory factor analysis test showed a good fit of the model.
 
Based on the obtained information, the research culture development model was designed and fitted. This model can reduce learning-centered and memory-centered learning and help improve learners' deep learning.

This study aims to provide a paradigm model for sustainable management of human resources in the free universities of Fars province based on a review of studies. The statistical population of this study is 11 experts of executive directors of free universities in Fars province who were selected using purposive sampling method. Interview data collection tools are semi-structured. This research is applied in terms of purpose and descriptive-analytical. The results of this research show: adding environmental requirements in the job description, designing environmental criteria in job advertisements, symmetry of environmental goals with the organization evaluation system, reviewing and determining educational needs in environmental issues of causal factors, questioning Instead of observation, use of persuasive methods, contingency of research knowledge, technology and knowledge, having social responsibility and accountability, of hospitalization factors, transfer of environmental concerns in employment activities, definition of incentives for environmental measures such as recycling, Among the intervening factors, selecting people aware of environmental issues, establishing an environmental management system and environmental audit, designing green criteria in evaluating employee performance, strategies and creating a systematic training program to provide environmental skills to employees, creating environmental measures To reduce the risks of the workplace, as the consequences of the model.

This study aims to present and evaluate a paradigm model for the sustainable management of human resources in the free universities of Fars province based on the review of studies. This research was conducted using a qualitative method. The statistical population includes 18 experts of the executive managers of Fars province free universities who were selected using the purposeful sampling method. The data collection tool is a semi-structured interview. This research is applied in terms of purpose and descriptive-analytical. The results show that adding environmental requirements in the job description, planning environmental criteria in employment advertisements, matching environmental goals with the organization's evaluation system, examining and determining educational needs in environmental issues are causal factors, asking questions instead of observing, using persuasive methods, the necessity of knowledge, technology and knowledge resulting from research, having social responsibility and accountability, among the underlying factors, transferring environmental concerns in employment activities, defining incentives for environmental actions such as recycling, among the intervening factors, choosing people who are aware of environmental issues, establishing Environmental management system and environmental audit, planning green criteria in employee performance evaluation, are among the strategies and creating a systematic training program to ensure the environmental skills of employees, creating environmental measures to reduce the risks of the work environment, as consequences of the model.

The present research was conducted with the aim of providing a model of educational competence in technical and vocational university students. The research method was mixed exploratory. The statistical population included university presidents, vice presidents, department managers, faculty members, and professors of various units of technical and professional universities in Fars province, numbering 1285 people. Sampling of the qualitative part was targeted and standardized with a sample size of 22 people. In the quantitative part, random sampling method with a volume of 295 people was used to collect qualitative data, semi-structured interview in the field part and exploration of upstream documents in the library part and document mining, in the quantitative part, a researcher-made questionnaire tool was used to collect data.Data analysis was done in the qualitative section based on thematic analysis. In the quantitative part, confirmatory factor analysis was used to analyze the data and structural equation modeling and Spss-25 and Amos-24 software were used to determine the fit of the model. Based on the obtained results, the dimensions of the model in the order of influence are: strategic factors of competence, technical competence, non-technical competence, and according to the calculated indicators, the optimal fit of the model can be concluded. All the dimensions and components of the model can ensure quality in professionalism and provide a transformational turn in the educational process of the technical and vocational university in order to create a competitive and superior future with regard to recent developments.

Our main goal of conducting the current research was to investigate the current and desirable organizational culture of effective secondary schools in Bandar Abbas city. This research is of applied type and it is among quantitative research of descriptive-survey type. The statistical population included all male and female students of effective secondary schools in Bandar Abbas city (3000 people). The statistical sample was selected using the stratified random sampling method and through Cochran's formula, 585 girls and boys in the first and second high school years were selected. In order to collect data, the "school culture" questionnaire was used by Alessandro and Sade (1997). The face and content validity of the questionnaire was approved by experts. The reliability of the questionnaire was obtained through Cronbach's alpha coefficient of 0.86. Descriptive statistics indicators and inferential statistics tests with SPSS25 software were used to describe and analyze the questionnaire data. The results indicated that the gap between the current situation and the ideal situation of school culture from the point of view of female students is large in the components of normative expectations and educational opportunities, respectively. Also, the distance between the current situation and the desired situation is moderate in the components of student relations, student and teacher relations, respectively. The distance between the current situation and the ideal situation of school culture from the point of view of male students is large in the components of normative expectations, educational opportunities and student relationships, respectively. Also, the distance between the current situation and the desired situation in the component of student-teacher relations is moderate.

The aim of this study was to identify and prioritize the components of learning technology in education in Fars province. This research adopted an exploratory mixed-method design for instrument development. Purposive sampling, with the criterion of theoretical saturation, was used to select key experts. Data were collected through upstream documents and semi-structured interviews with 22 experts. Data analysis was performed using thematic analysis, and indicators and criteria were identified. In the second stage, the identified indicators were weighed using Expert Choice software. Based on the rank and weight of the main criteria and the degree of inconsistency of the pairwise comparison matrix, the indicators identified were as follows: individual empowerment, interaction with the environment, system capability, learning sharing, and knowledge sharing. Also, considering the overall degree of inconsistency, it can be said that the results are generally reliable. Readiness for change, individual empowerment towards a collective perspective, attitude towards technology, and principles of the use of technology had the most weight among the indicators. The results of this study provide education managers in the field of learning technology with valuable information to take basic steps to improve and enhance the quality and effectiveness of learning technology by adopting principled policies in this regard.

Research in education is the only tool that is used to improve and make useful changes in the quality of education programs and functions. Paying attention to research and the value and status of the culture of research and its development and questioning is a basic slogan in education and the training of teachers and students who are researchers and seekers is the most important mission of education. "Research culture" includes interdisciplinary values and ideas, as well as an environment where researchers can flourish as people with research capacities. The culture of research and innovation develops in a society where the educational and cultural system provides a suitable background for it. The result of continuous scientific and research activities makes the society gain knowledge, dynamism and efficiency. Due to the course of change and evolution of social developments, the education organization is one of the important and effective organizations and has a special sensitivity. In the meantime, the school as a small and vital complex is considered one of the most important social, educational and educational institutions and the main pillar of education and the most important indicator of the performance of the education organization. Teachers play an important and bold role in the success of research culture among students. They have an important and sensitive role that their performance can affect the personal and social life of students, therefore they should be fully aware of their duties as educational facilitators. Nalla & Nalla( 2016) and Puplampu, ( 2021) have pointed out the leadership style, institutional support, ability to defend or express, present, discuss, and defend their work to peers, guide, writing skills, labs, time management, collaborative working skills, confidence levels and increased tolerance for frustration. The organization of education and training has not been able to present a clear strategy for the foundation and development of the research culture despite having a huge human force. This has always caused challenges such as the lack of up-to-date activities of schools and the failure to meet the deep needs of the society, the passivity of teachers and students in the 21st century, the weakening of the feeling of the need for progress in the young generation, the weakening of the culture of reading books, the weakening of the spirit of questioning, non-blossoming of potential talents and non-fertility of critical thinking , reduction of doubt to addicted beliefs, elitism, poverty and scientific stagnation, lack of scientific and logical movement in dealing with problems and attitude and emotional dealing with criticism. The study of the conducted research shows that the lack of a comprehensive policy based on systematic studies, the failure to use efficient human resources in research, the predominance of the memory-oriented approach over the research-oriented approach, the weakness of the content of textbooks, the weakness of the necessary motivations in researchers and project managers, the inconsistency of organizations in the matter of research, the lack of budget and the existence of administrative bureaucracy in order to spend the approved budget, the lack of necessary communication between educational research organizations and higher organizations, the lack of information centers and the lack of application of research results in decision-making , the involvement of politics and religion in research are among the challenges and problems of research in education. In the current research, based on the primary themes obtained, five individual, organizational, extra-organizational, programmatic and informational factors have influenced the development of research culture. The study method was qualitative with a phenomenological approach and potential participants included teachers and experts in the field of research of the Education Organization of Fars Province who were selected using the purposive sampling. The sample size according to the adequacy criterion of the number of participants based on theoretical saturation reached 14 people. Qualitative data collection tool Semi-structured interview research was selected and data analysis was performed based on content analysis. To validate the data, methods of feedback to participants, researcher review and stance, and alignment with scientific sources were used. The reliability of the findings was assessed using the opinions of the members of the steering committee, including experts from primary schools, as well as the dissertation committee. Findings showed that from the perspective of primary school teachers and experts, 5 main factors (individual, organizational, extra-organizational, Programmatic, informational) and 15 components will lead to the development of research culture in primary school. Also, the four components of self-growth, school curriculum, empowerment and freedom of action were of higher importance. The meaning of individual factors in education and research is self-esteem and interest and readiness to change, attitude, knowledge and research literacy and having some psychological components such as necessary and sufficient abilities and skills, the ability to understand the issues around problem solving and having spirit doing team work. Organizational factors refer to the impact of policy in education such as the lack of importance to research and the researcher, the lack of application of research findings in society's policies and the lack of use of researchers' opinions in policy-making teams. Extra-organizational factors refer to economic and credit issues, political components (applying the opinions of pressure groups on the process of classroom education, lack of freedom of expression and freedom after scientific expression, relationship orientation in the appointment of managers, filtering of some sites related to the keywords of the research title, the lack of feeling of job security) and legal issues. Programmatic factors refer to problems such as memorization approach, non-applicable content of textbooks, and inactive text books content. Information factors refer to the weakness of the information system and the lack of promotion of research culture due to the lack of proper communication space. According to what has been said, in the development of research culture, the role of teachers is very important and without accepting the role of research in school by teachers, solving and improving structural and interventional problems and fundamentally changing the educational approach, education and training will not be successful in practice. The development of this culture will not be achieved.

The aim of this study was a model for the pathology of educational planning with a regional development approach (case study of four areas  of education in shiraz).

This research is applied in terms of purpose and in terms of data collection method, it has been done with a qualitative-quantitative (mixed) approach. Participants in the qualitative section included 15 experts in the field of regional development planning and educational planning, and in the quantitative section included all managers and staff of the four education districts of shiraz, amounting to 1600 people. The sampling method in the qualitative part was the purposeful method and in the quantitative part was the simple random method. The sample size in the qualitative part according to the principle of data saturation was 15 people and in the quantitative part based on Krejcie and Morgan table was 310 people. Data collection tools were semi-structured interview in the qualitative part and researcher-made questionnaire based on the Likert five-point scale in the quantitative part. The face validity of the questionnaire was confirmed through experimental implementation and the content validity was confirmed through expert judgment. The reliability of the questionnaire was obtained through Cronbach's alpha coefficient of 0.84.

 To analyze the data in the qualitative part, open coding, axial coding and selective coding were used, and in the quantitative part, exploratory factor analysis, confirmatory factor analysis and one-sample t were used. The results led to the identification of 6 dimensions, 13 components and 57 indicators. A six-dimensional model for pathology of factors affecting educational planning and regional development planning was presented and its degree of appropriateness was confirmed by experts with 95% confidence.

The purpose of this study was to Designing and Assessment Suuccession Management Model of managers in The Intellectual Development Of Children And Young Adults. This research was of Mixed Method and exploratory type. In the qualitative part, by using the case and exploratory study method, the dimensions and components of the succession were identified and in the quantitative part, they were evaluated by the descriptive-survey method.In the qualitative stage; The statistical population was the university experts and managers of this organization, and 16 of them were interviewed by purposive sampling of theoretical saturation; Data analysis was performed using content analysis method based on Brownow-Clark method and Maxqda software. In order to validate the themes of the alignment method; Its reliability was achieved with Cronbach's alpha coefficient of 0.990. Quantitative statistical population consisted of 839 people including all senior managers, provincial managers and officials of cultural centers across the country. According to Morgan's table, 259 people were selected by random sampling method. Data were collected at this stage using a researcher-made questionnaire. Data analysis and evaluation of the designed model; Equation modeling was performed with partial least squares approach with SPSS and Smart PLS software. Three themes  pervasive , 9 organizing themes and 53 basic themes were identified for the research model, In terms of analyzing opportunities and needs(Includes future research, strategic alignment, managerial requirements and leadership style), value context (includes organization culture, organization health and the moral virtue of the manager) and the implementation of strategies(includes talent identification, education and development, monitoring and evaluation) were categorized. Also the analysis showed the results , This model has a desirable quality and can introduce a suitable framework for the implementation of staff succession at different levels of management of The Intellectual Development Of Children And Young Adults.

The purpose of this study was to identify the components of succession management in cultural organizations. A case study was conducted at the Center for Intellectual Development of Children and Adolescents. Qualitative research method and participants in this section include experts and academic specialists in the field of management, staff and executive managers of this organization. The sampling method was purposeful and based on theoretical saturation; Accordingly, informed people were interviewed and continued until the data was saturated and no new data was available. The sample size became saturated after interviewing 11 people; But to be sure, the interview lasted up to 16 people. The method of interview analysis was performed using the method of thematic analysis (basic, organizational and comprehensive themes) based on Brown and Clark methods and all key components were extracted and classified in the network of themes using maxqda software. According to the results, the topics related to succession management include needs analysis and strategies (futures research, strategic alignment, managerial requirements and leadership style), value context (organizational culture, organizational health, managerial moral virtue), implementation of strategies (talent identification, Development - training and improvement and monitoring and evaluation).

The main purpose of this study was to investigate the factors, components and indicators of organizational culture of effective secondary schools in Bandar Abbas. The research is among the qualitative researches that were conducted using the qualitative case study method. The statistical population of the study consisted of three groups: the first group: and effective school principals (gifted, government sample, control) high school (first and second) in Bandar Abbas. The second group: teachers of these schools and the third group: students; A "targeted approach" was used to analyze the data with the "method of selecting key experts", and the "theoretical saturation criterion" was used; The research tool in the qualitative section was an open-ended interview form; The data obtained using Nvivo software were analyzed in the form of data foundation theory through content analysis and open, axial and selective coding; Validation of qualitative data was performed using verification and reliability techniques. The results indicate that the comprehensive content of the organizational culture factors of effective schools were classified as basic (78 themes) and organizing (7 themes and 7 dimensions). The components of organizational culture of effective schools are: 56 basic themes, 3 organizing themes: cultural elements, school, methods of culture transfer; So that the organizing themes were classified into 10 dimensions.

Giving importance to research and increasing research activities in each country provides appropriate contexts for the development and progress of that country. This study was conducted to identify components related to the performance of faculty members of Yasuj University of Medical Sciences.

This research is a qualitative study of descriptive-exploratory type. In this study, purposeful sampling was used. Data collection was performed through semi-structured in-depth interviews, face to face and telephone calls. The key participants in the study were faculty members of Yasuj University of Medical Sciences, of whom 21 were selected by purposeful sampling and interviewed. Each interview lasted an average of 40 to 60 minutes. Atrid-Sterling method was also used for analysis.

In this study, 21 faculty members of Yasuj University of Medical Sciences participated in the study, which 9 were female and 11 were male. In terms of academic rank, 4 people had full professor, 7 people had associate professor and 10 people had assistant professor. Finally, after analyzing the interview data and first coding, 80 basic themes were obtained, which were then reduced to fourteen organizing themes. Finally, global themes policy, individual and situational were identified as factors related to faculty research performance.

to achieve a comprehensive performance in the field of research depends on proper and correct planning in this area. Situations such as team thinking, knowledge-based, and community-oriented can improve faculty members’ research performance.

members of Islamic Azad University. It was a qualitative research conducted by the content analysis method. In the library section of upstream documents and key documents of higher education and in the field section, the This research identifies the dimensions and components of a professional development model for the faculty participants of this research were faculty members, managers and officials of different units of Islamic Azad University. We selected the individuals by the purposive sampling method and criterion-based technique; they must have at least fifteen years of teaching, research and management experience in different educational courses. Sampling occurs with the participation of 22 experts. The data collection tool included two sections: reviewing upstream documents and higher education documents in the library section and semi-structured interviews in the field section. The semi-structured interviews with participants continued until the theoretical saturation stage. We interpreted data based on content analysis. As for validation of the data, we used the methods of reviewing and taking position by the researcher, feedback to participants and alignment with theoretical foundations and previous researches. The opinions of the steering committee members guaranteed the reliability of the findings. Findings showed that the professional development model of faculty members includes 29 components and 6 (educational, research, executive, cultural, ethical and service) dimensions.