vida andishmand

The ability to problem-solve is one of the high objectives in educational systems. On the other hand, fostering a spirit of help-seeking in various dimensions has been emphasized in the higher-level documents of the education system. Upon reviewing the literature in this area, few studies can be found that provide a basis for presenting a model for problem-solving skills and academic help-seeking based on the five-factor personality dimensions, considering the role of self-concept.

The aim of the present study was to propose a structural model of problem-solving skills and academic help-seeking based on the five-factor personality dimensions with the mediating role of self-concept in female students.

The research design was descriptive correlational, utilizing structural equation modeling (SEM). The statistical population of the study included all female high school students in Tehran, totaling 98237 individuals during the academic year 2022-2023. According to the Morgan table, 538 individuals were selected as the sample using stratified random sampling (proportional to students' academic level). Data were collected using the NEO Personality Inventory (1986), Problem-Solving Inventory (Heppner, 2012), Academic Help-Seeking Scale (Ryan & Pintrich, 2007), and the Self-Concept Scale (Rogers, 1975). Data analysis was performed using SPSS 25 and AMOS 24 software.

The results of structural equation modeling indicated a good fit for the model. The findings showed that there is a significant relationship between the five-factor personality dimensions (neuroticism, extraversion, openness to experience, agreeableness, conscientiousness) and students' problem-solving skills and academic help-seeking, with the five-factor personality dimensions collectively explaining 28.5% of the variance in students' problem-solving skills and 38% in academic help-seeking (P< 0.05). The mediating role of self-concept in the model was also confirmed (P< 0.05).

Based on the results, it can be inferred that attention to students' personality profiles by educational system stakeholders can provide a basis for predicting their problem-solving skills and academic help-seeking behaviors. Therefore, it is recommended that school counselors prepare personality profiles for students to be documented in their academic records.

Educating the students and children of this land is a critical responsibility entrusted to the educational community by the Supreme Leader. In this context, the educational program in schools can serve as a lever for fostering and nurturing the moral, Islamic, and spiritual aspects of students. Utilizing a native and national model exemplified by a hero such as the martyred commander Qasem Soleimani can play a significant and prominent role in this effort. The objective of this research is to present an educational model based on the educational dimensions and components in the perspective of Haj Qasem Soleimani, with the aim of strengthening the educational program in secondary schools.This qualitative research is conducted within the interpretivist paradigm. The statistical population and sample of this study encompass all speeches and manuscripts of Martyr Haj Qasem Soleimani, totaling 22 speeches and handwritten notes. Data collection was carried out through library research and document analysis. Additionally, data analysis was performed using thematic analysis.Following the analysis and extraction of relevant themes, 203 basic themes were identified and subsequently categorized into 18 organized themes. Ultimately, 5 overarching themes were identified, encompassing Jihadi and martyrdom educational dimensions, religious and spiritual dimensions, social educational dimensions, personal educational dimensions, and political educational dimensions. These themes were presented under a comprehensive model based on the educational perspective of Martyr Haj Qasem Soleimani.

This study aims to identify the key components of a curriculum based on cultural literacy in the education system.

The study employed a qualitative research design, using content analysis to examine a wide range of documents and scholarly articles on cultural literacy. The data were collected from reputable sources between 2009 and 2024, including books, articles, and reports. Through open, axial, and selective coding, the data were analyzed to identify recurring themes and concepts. In total, 665 initial concepts were extracted, which were categorized into 46 subcategories, representing the core components of a culturally literate curriculum.

The analysis revealed 46 distinct components of a culturally literate curriculum, including critical, personal, and cultural evaluation; historical, religious, and political knowledge; student-centered learning strategies; and environmental and social goals. These components emphasize the importance of fostering cultural literacy as a multifaceted concept, incorporating evaluative skills, social responsibility, and awareness of cultural diversity. The study highlights the need for both student-centered and teacher-centered strategies to balance critical engagement with structured learning.

The study provides a comprehensive framework for integrating cultural literacy into the education system. By identifying the core components, it offers valuable insights for educators and policymakers to develop curricula that promote cultural understanding, critical thinking, and social cohesion. The findings underscore the importance of a holistic approach that incorporates cultural, educational, and social goals to prepare students for diverse and multicultural environments.

This research was conducted with the aim of investigating the curriculum model based on cultural literacy in education. This qualitative research was conducted using the qualitative content analysis method. The statistical population was the documents available in reliable databases and websites between the years 8811 to 8041 and 8818 to 1410, and criteria-based targeted sampling was used to select the sample after selecting the mentioned texts. By reviewing and analyzing research articles related to cultural literacy in the field of education, sampling was done and continued until saturation. To collect data, the tool of extracting books, articles, documents and texts related to cultural literacy was used. Then, using open coding, central coding and selective coding, the data were summarized and put into concepts. The results showed that the lesson planning model based on cultural literacy in education includes 04 components which are divided into different categories. the first category; Assessment components that include critical assessment, personal assessment, cultural assessment and environmental assessment. the second category; Goals that include: social, economic, educational, health, educational and environmental goals. the third category; Knowledge including social, historical, environmental, political, cultural, religious. The fourth category of learning strategies includes: literary, economic, motivational, game-oriented, experimental, analytical, educational, interactive, thinking-oriented, technology-oriented, creativity-oriented, cultural. the fifth category; Including elements: social, communication, informational, educational, cognitive, skill

Academic procrastination has negative consequences for academic achievement and motivations, cognitions, behaviors, and emotions related to education. One of the most effective structures in academic procrastination is executive functions. Executive functions include the abilities that children will need in the future for school learning. Another factor affecting academic procrastination is addiction to the Internet, especially dependence on cyberspace. Dependence on cyberspace is a new issue that the whole society, many people, and families are involved in today. One of the factors that causes dependence on cyberspace to lead to academic procrastination is a lack of time management due to being involved with cyberspace. Determining the role of dependence on cyberspace, executive functions, and time management in academic procrastination requires field research in Iran. Thus, this research benefits from structural equations modeling for academic procrastination based on dependence on cyberspace and executive functions with the mediation of time management in junior female high school students.

This research method was of the correlation analysis type based on the structural equation modeling. The statistical population of the research was made up of all the female junior high school students in Kerman City, Iran, numbering 8150 people in the academic year 2022–2023. Among them, 384 people were selected as samples by a stratified random sampling method. The sample size was based on the rule proposed by researchers in structural equation modeling, which states that the number of samples should be 15 to 20 times the number of observed variables. In this research, considering 20 obvious variables, 400 people were considered, and after distributing 450 questionnaires among students, 384 people answered thoroughly. Data were gathered via the Internet Addiction Test (Widyanto & Mcmurran, 2004), the Behavior Rating Inventory of Executive Function (BRIEF) (Gioia et al., 2000), the Time Management Questionnaire (TMQ) (Truman & Hartley, 1995) and Procrastination Assessment Scale–Students (PASS) (Solomon & Rothbloom, 1984). Data were analyzed at a significance level 0.05 using structural equation modeling in SPSS version 25 and AMOS version 24.

The results showed that the model for predicting academic procrastination based on dependence on cyberspace and executive functions with the mediation of time management is an acceptable fit for junior female high school students in Kerman. Thus, the direct effects of dependence on cyberspace on time management (β=–0.76, p<0.001), executive functions on time management (β=0.24, p=0.012), dependence on cyberspace on academic procrastination (β=0.69, p<0.001), executive functions on academic procrastination (β=–0.46, p<0.001), and time management on academic procrastination (β=–0.56, p<0.001) were significant. On the other hand, time management plays a mediating role in the relationship between dependence on cyberspace (β=0.381, p<0.001) and executive functions (β = 0.24, p<0.001) and students' academic procrastination. The goodness–of–fit indices indicated a good fit of the model (χ2/df=3.53, GFI=0.907, IFI=0.925, CFI=0.924, RMSEA=0.079).

According to the findings, dependence on cyberspace and weakness in executive functions reduces the ability to time management and naturally lead to an increase in academic procrastination among students.

In the following article, we have examined the advantages and disadvantages of virtual education and the student educational network (SHAD). By using SWOT analysis, plans and strategies have been developed in order to use SHAD system in post-corona era. In terms of purpose, the present research is a part of applied research, and in terms of research method, it is causal-comparative or post-event, analytical-qualitative. In this qualitative research, using a researcher-made questionnaire, we collected data from people involved in virtual education (teachers, students, administrative staff, and parents). The validity of the questionnaire was estimated at 0.87 using Cronbach's alpha method. According to the research, the main advantages and disadvantages of virtual education in the context of the happy system are: The ability to record educational content and review and repeat (opportunity), access to educational content available in the system (strength), the need for high-speed internet (weakness), and creation of physical and psychological problems for students (threat).

This study aimed to design and present a model that explores the relationship between the five dimensions of personality and problem-solving skills, as well as academic help-seeking behaviors in female students.

Methods and Materials:

 The research utilized a quantitative approach, involving a sample of female students from various schools. Data were collected through standardized questionnaires measuring personality dimensions, problem-solving skills, and help-seeking behaviors. Statistical analyses, including correlation and regression analyses, were performed to examine the relationships between these variables.

The results indicated a significant relationship between the five dimensions of personality and both problem-solving skills and academic help-seeking behaviors. Specifically, traits such as resilience and conscientiousness were positively associated with higher problem-solving skills and a greater propensity to seek academic help.

The study concludes that personality traits play a crucial role in influencing problem-solving skills and help-seeking behaviors in female students. Enhancing positive personality traits can potentially improve these skills, leading to better academic outcomes. Future research should focus on intervention strategies that bolster these traits.

The purpose of the current research was to review and validate the religion and life books of the second secondary school based on the indicators of the educational school of Shahid Haj Qasim Soleimani. (Purpose) In this research, based on the quantitative content analysis method, all three areas of book text, images and exercises of secondary school religion and life books (5 books) were examined, and the validity and reliability of the indicators of Shahid Soleimani's educational school were confirmed by the experts. (Method)The operational definitions of active, passive and neutral components were given to a number of educational evaluators in Kerman province (20 people) and they were asked to examine the research components in the format of the Shahid Soleimani School in the textbooks of Religion and Life. At the end, the frequency table of each component was obtained and the percentage of agreement between the evaluators was determined. Examining the results of the analysis shows that the component of patience is the key to affairs has the highest level of importance coefficient (0.878) among the examined components, followed by the components of harmony and cohesion (0.812), avoiding disappointment and fear (0.795). Placed. In addition, the components of self-sacrifice and martyrdom (0.345), divine test (0.284), adherence to politeness and modesty and respect in dealings (0.189) and fairness and justice (0.106) have the lowest level of importance coefficient. (Findings)

Given that academic procrastination originates from various factors, two of the most important factors in this field are cyberspace addiction and executive functions. Therefore, this research aims to model structural equations for predicting academic procrastination based on cyberspace addiction and executive functions. The research method is a descriptive-correlation type of structural equation modeling. The statistical population of this research includes 8150 female first-secondary school students in the city of Kerman in the academic year 2022-2023; according to Morgan's table, 384 people have been selected as a sample using stratified random sampling. Widyanto and McMorran's (2004) cyberspace dependence, Brief's (2000) executive functions, and Solomon and Rothbloom's (1984) academic procrastination questionnaires were used to collect data. Data analysis was done with SPSS25 and AMOS24 software, and descriptive and inferential statistics such as mean, standard deviation, and structural equation modeling were used. The research results showed that the model for predicting academic procrastination based on dependence on cyberspace and executive functions has an acceptable fit. There is a significant relationship between cyberspace addiction, executive functions, and academic procrastination (p<0.05), so cyberspace addiction and executive functions simultaneously explain 0.70 of the variance of academic procrastination. Therefore, it can be concluded that the high dependence on cyberspace and spending much time aimlessly in this space cause students to procrastinate in doing their homework and to suffer from a kind of procrastination in academic subjects. Also, defects in executive functions aggravate the academic procrastination of students.

Measuring and enhancing teachers' empowerment for developing and maintaining a high-performance and flexible workforce is essential; Therefore, the purpose of this study was to validate the teacher empowerment scale. This descriptive study was conducted using psychometric method. The statistical population included all teachers working in Kerman province in 2022. The number of samples was determined according to psychometric criteria to 100 people for the convergent validity section, 750 people for the structural validity section and 100 people for reliability. The samples were selected by cluster sampling method. The research data were collected electronically by sending the questionnaire link to the participants' mobile phones through two scales of teacher empowerment of Ozkan Hidiroglu and Tanriyogen and psychological empowerment of Spreitzer and Mishra. To examine the validity of the scale, content validity, concurrent validity, and factor analysis methods were used. The reliability of the scale was examined using internal consistency and split-half reliability methods. The results showed that the scale has content and concurrent validity (P<0.001). The results of exploratory factor analysis showed that the teacher empowerment scale consists of four factors and has appropriate validity. Confirmatory factor analysis also confirmed the four-factor model. Cronbach's alpha coefficients for the whole scale and subscales ranged from 0.81 to 0/94, indicating the appropriate reliability of this scale. The 37-item teacher empowerment questionnaire can be used to assess teacher empowerment

Behavioral problems in children are a common and debilitating issue that is often linked with social problems. These problems can arise from various factors such as biological, environmental, and family factors. The family factors can be long-term parenting or the transfer of child behavioral problems to the next developmental period. This study aims to compare the effectiveness of two methods for addressing children's behavioral problems. These methods are positive parenting program education and bibliotherapy with a schema approach.

This study was a pretest-posttest quasi-experimental study with a control group. The statistical population of this study comprised male students aged seven to ten years in schools located in the second district of Kerman in 1398. Forty-five individuals were selected through The Child Behavior Checklist (CBCL) using an available sampling method, and then randomly divided into three groups of fifteen individuals each. Two experimental groups received different treatments, including positive parenting group training and bibliotherapy with a schema approach, while one group acted as a control group. The mothers of these children were invited to participate in the study. Positive parenting sessions were conducted in eight sessions of ninety minutes, and bibliotherapy was performed in four sessions of sixty minutes for the mothers of these children. The Aachenbach Children Behavior List (CBCL) was completed by the mothers of all three groups after the treatments. The SPSS20 software and multivariate analysis of covariance were used to analyze the data.

After performing the analysis of covariance, it was found that both interventions were effective in treating behavioral problems. However, the positive parenting group training was significantly more effective than the bibliotherapy method.

These two methods are effective strategies for developing psychotherapy plans for children with behavioral problems, based on the results of the study.

The aim of this study was to design and validate a stress and anger management training package based on book therapy and play therapy in primary school children in Kerman province:

This research is multifaceted. Led to the choice of a qualitative-quantitative mixed research method). Among the mixed research methods, a sequential mixed exploratory research design will be used. In order to collect data, in addition to using library studies and theoretical foundations derived from content analysis, in-depth semi-structured interviews will be used for further understanding.

The results of this study show that play therapy, story therapy packages can be used by psychologists to treat stress and anger in children. The results also showed that the mean of aggression and stress after using play therapy and book therapy, decreased significantly.

The findings of this study indicate that the use of these methods reduces children's stress and increases their acceptance in society.

Sensory integration training leads to increased concentration and attention. The aim of thisstudy was to evaluate the effectiveness of sensory-motor integration on improving executive attentionfunctions in students with learning disabilities.

The present study was a quasi-experimental study with a pretest and posttestdesign with a control group. The statistical population of this study consisted of all students with learningdisabilities who referred to learning disabilities educational centers in Rafsanjan in the year 1998-99;The research sample consisted of 30 people who were selected by available sampling method and wererandomly divided into two experimental groups (15 people) and control (15 people). The questionnairesthat were considered to collect information from the sample group were: Wechsler IQ Scale (1973) andParent Form Executive Performance Questionnaire (2000). Analysis of covariance using SPSS softwareversion 22 was used for statistical analysis of data.

The results showed that in the post-test stage, the mean scores of executive functions in theexperimental group increased significantly compared to the control group (p <0.01).

It can be concluded that sensory-motor integration training is effective in increasing theexecutive functions of students with learning disabilities.

The aim of this study was to compare the effect of two methods of  teaching a positive parenting program and bibliotherapy with a schema approach on children’s anxiety.

The research design was pretest – posttest with a control group. The statistical population of the study in clouded 7 to 10 year old male students in schools in district 2 of Kerman in 1398 that through the child behavior list (CBCL), 45 of them were selected by available sampling method and randomly divided into three groups of 15 people; two experimental groups of 15 people (positive parenting group) training, bibliotherapy with schema approach) and one group as a control group. Positive parenting was performed in 8 sessions of 90 minutes and bibliotherapy in 4 sessions of 60 minutes for the mothers of these children and again the behavior list of Achen- Bach children (CBCL) was completed by the mothers of all three group, the control group did not receive any intervention. Spss – 20 software and multivariate analysis of covariance were used to analyze the data.

The results showed the effectiveness of both methods on reducing anxiety. Positive parenting group training was more effective than bibliotherapy.

Therefore, these two methods seem to be effective strategies that can be considered in development of psychotherapy plans for children with anxiety.

 This study aims to evaluate the factor structure and validity of the electronic form of the Persian version of Behavioral Rating Inventory of Executive Functions (BRIEF) in male school students with learning disabilities.

 This is a psychometric study using the structural equation modeling. Participants included 100 male school students with learning disabilities in Kerman for assessing the validity and 430 male school students with learning disabilities for assessing the convergent validity. They were selected by a random sampling method. The data were collected electronically using the Persian BRIEF and Nejati’s Executive Functions Questionnaire (EFQ). The reliability was determined by assessing internal consistency and split-half reliability.

The results of exploratory factor analysis showed that the questionnaire had eight factors with good validity and reliability. The second-order confirmatory factor analysis confirmed the eight-factor model. The online Persian BRIEF score had a signifcant correlation with the EFQ score (P<0.001).

 The online Persian BRIEF can be used to assess the executive functions in male school students with learning disabilities in Iran.

The purpose of this study was to investigate the relationship between educational mediators and cognitive-metacognitive strategies and motivational beliefs in children with learning disorder.

This was a descriptive correlational study. The statistical population consisted of students with learning disabilities in Tehran elementary school in the academic year 2019. For this purpose, a sample of 202 students with primary school learning disorder (fourth to sixth grade) were selected by convenience sampling method from learning disorders centers. Data collected with learning styles Inventory (Kolb, 1985), Cognitive-metacognitive Strategies Scale (Dawson & McInray, 2004) and Motivated Strategies for Learning Questionarie (Pintrich & de Groot, 1990). Data were analyzed by SPSS- 20 software and using mean, standard deviation, Pearson correlation coefficient and multiple regression.

The results showed that the relationship between educational intermediaries with cognitive- meta-cognitive strategies and motivational beliefs was significant (P <0.01). Cognitive strategies predict 0.41 and metacognitive strategies 0.32 predict the variance of educational intermediaries. Also, motivational beliefs predict the greatest value of 0.51 of variance of educational intermediaries.

Educational intermediaries had relationship with cognitive-metacognitive strategies and motivational beliefs in students with learning disabilities.

The aim of this study was to model the structural equations of the relationship between irrational beliefs and emotion management with moral judgment and class control according to the mediating role of teachers' anxious thoughts. The research method was descriptive correlation. The statistical population included all teachers with 1400 people in the academic year of 1998-99. 560 people were selected through stratified random sampling. The data were collected using the Jones (1993) Irrational Beliefs Questionnaire (Kim Graz (2004)), the Wells Anxiety Thoughts (1995), the Sinha Ethical Judgment (1998), and the Martin et al. (2002) Class Control Questionnaire. Data analysis was performed with SPSS23 and Amos20 software and descriptive and inferential statistics and structural equation modeling were used. The results showed that the model of explaining the relationship between irrational beliefs and emotion management with moral judgment and class control has an acceptable fit considering the mediating role of teachers' anxious thoughts. So that there is an inverse and significant relationship between irrational beliefs and its components with moral judgment and class control, there is a positive and significant relationship between emotion management and its components with moral judgment and class control. And anxious thoughts mediate in relation to other variables

Introduction:

 What is important in educational courses is transferring the information to the workplace. This study was done with the aim of determining effective factors on effective learning in teacher's in-service trainings in the students individual health domain.

 Method:

 This study was done with the use of qualitative approach and the content analysis method in 97. In order to collecting data the semi-structured interview was used. The participants of this study consisted of teacher's in Kerman. According to the data saturation level, 23 of them were selected by using purposeful sampling method. The main question of the interview was effective factors in effective learning teacher's  in-service trainings in the students individual health domain. Qualitative content analysis method was used to analyze the data. The validity of the research findings was guaranteed by the reviewed by members methods and multi-stratified data sources.

 Results:

 The effective factors on effective learning of students individual health domain are placed in three categories, individual factors  ( including efficiency, attitude, person's capacity to learn issues related to the health), institutional factors ( including support and opportunity of theoretical concepts in health domain), and educational factors ( location and time of training related to the individual health, educational equipment, need assessment of health-related content, educational career content, and instructors ability). 

Conclusion:

 Regardless of the attitude, motivation, and efficiency of the participants, pay attention to their readiness to learn, providing necessary support, providing facilities and equipment, and paying attention to the needs of teachers are the most important factors that provides application of lessons learned in the workplace.

The purpose of the present study was to investigate the relationship between organizational loyalty and deviant behaviors in the workplace mediated by organizational virtue among University of Marine Sciences staff . The research method is descriptive - correlational . The statistical population of this study was all staff of Noshahr University of Marine Sciences . 340 people were selected by random sampling based on Morgan table . Data were collected through the Anson et al . (2013) organizational loyalty questionnaire , Bennett & Robinson's deviant organizational behavior questionnaire (2000) , Cameron et al. (2004) organizational virtue questionnaire . Amos18 software structural equation modeling was used to analyze the collected data . The results showed that organizational loyalty accounts for 60 % of the variance in deviant behaviors in the workplace directly and 0.08 % indirectly through the organizational virtue mediator variable . The University of Marine Sciences is meaningful .

A learning disorder is a disability in one or more of the psychological processes necessary to understand or use language, writing or speech, which may be in the form of disability in listening, thinking, speaking, reading, spelling and performing mathematical calculations. Student learning disruptions lead to academic failure, drop in motivation and graduation, and will have psychological and economic harm to the child and family and the education system. One of the factors associated with motivational beliefs is cognitive and metacognitive strategies. Students’ motivational beliefs in the amount of learning and using cognitive strategies and self–regulation learning are very influential and are the determinants of academic achievement. Many studentschr('39') problems in learning related to weak cognitive and metacognitive skills. Cognitive strategies help them to connect new information, combine them with previously learned information, and prepare them for storage in long–term memory. Metacognition is the acquisition of knowledge and recognition of weaknesses, strengths, and cognitive activities that guide them in the process of cognitive activity. The main objective of this study was to explain the cognitive and metacognitive strategies of students with learning disabilities based on motivational beliefs and mediation of learning styles.

The research method was descriptive, correlational and the statistical population of the study included students with elementary school (4th–6th grade) learning disorder in Kerman (south of Iran) during the academic year of 1969–97. For this purpose, 202 students with elementary school learning disorder was selected using available sampling method from Kerman learning disability centers, then the cognitive and metacognitive strategies (Dawson and McAdamry, 2004), learning styles (Colb, 2000), and motivational beliefs (Pinttir and Drogrot, 1990) (three dimensions, internal evaluation, and test anxiety) were performed on them. Data were analyzed using structural equation model (SEM).

The final model showed a specific pattern of relationships between research variables, which explained 0.44 of self–efficacy, 37.0 internal evaluation and 22.0 exam anxiety (p≤0.001). The fitting indexes of the model showed the fit of the model with the data (p=0.61, χ2=1.81, RMSEA=0.01, GFI=1.00, AGFI=0.99, CFI=1.00, NFI=0.99). The direct effect of cognitive strategies on motivational support was not confirmed, but its indirect effect was confirmed by the mediation of learning styles on three dimensions of motivational beliefs. Direct and indirect effects of meta–cognitive strategies were significant on all three dimensions of motivational beliefs (p≤0.001).

Metacognitive strategies were more effective than cognitive strategies explaining the motivational beliefs of students, which indicates the importance of the role of meta–cognitive strategies in motivational beliefs of students with learning disabilities. The results of this study indicated that the quantity and quality of motivational beliefs (self–efficacy, internal evaluation, and test anxiety) influenced by cognitive and meta–cognitive strategies of students with learning disabilities.

The success or failure of students in education is one of the most important concerns of the Education Organization in the country. The success and progress of students in all areas of education and society are indicative of a successful and advanced education system and will be a key element for success, development of society and the country. One of the most important factors affecting students' academic motivation and their success and growth is their optimism about the educational system. The present study, using a qualitative approach and phenomenological approach, examines the factors affecting students' optimism about the educational system. The research tool was semi-structured interview. Interviews were conducted with 33 male high school students of Ali Shariati Kerman. Data analysis was performed in two stages of open coding (primary, axial). The open source code contains 26 concepts and the core code includes four major categories: (a) school ethical characteristics; (b) teacher training abilities and school activities; (c) environmental characteristics and facilities of the school.

One of the most important and effective developments in recent years in the preschool education system is the development and development of a qualitative-descriptive evaluation model of students' academic achievement. This development is of great importance to the managers of the Iranian education system and even to many other countries in terms of the importance and impact on the quality of the process and the result of primary school learning. Success in developing and deploying this transformative program will have valuable impacts on the school's educational and educational components. One of the most important environments of the educational system for the qualitative-descriptive evaluation program is teachers. They are the main anchors and influence. Every project that has been implemented has its strengths and weaknesses so teachers can express it better than anyone else to check the inefficiency of this method. The purpose of the present study was to analyze the teachers' lived experience of the effectiveness of descriptive assessment in elementary school. The present study is a qualitative and phenomenological one. In this study, 12 male and female teachers of elementary school in Shiraz were interviewed. Purposeful sampling method was used. Semi-structured interviews were conducted and data were analyzed based on the seven-step strategy of Colaizzi. In-depth analysis and perception of teachers' statements to identify six themes, such as a decline in the quality and effort of poor students, a severe drop in the ability of talented students, the inaccuracy of evaluation statements, and the need to re-explain to parents or students, the difficulty of determining knowledge Students, students' illiteracy led to the type of evaluation, end-of-semester evaluation problems and summarization. Finally suggestions were made to improve the design.

One of the most important and effective developments in recent years in the preschool education system is the development and development of a qualitative-descriptive evaluation model of students' academic achievement. This development is of great importance to the managers of the Iranian education system and even to many other countries in terms of the importance and impact on the quality of the process and the result of primary school learning. Success in developing and deploying this transformative program will have valuable impacts on the school's educational and educational components. One of the most important environments of the educational system for the qualitative-descriptive evaluation program is teachers. They are the main anchors and influence. Every project that has been implemented has its strengths and weaknesses so teachers can express it better than anyone else to check the inefficiency of this method. The purpose of the present study was to analyze the teachers' lived experience of the effectiveness of descriptive assessment in elementary school with a paradigmatic approach. The present study is a qualitative and phenomenological one. In this study, 12 male and female teachers of elementary school in Shiraz were interviewed. Purposeful sampling method was used. Semi-structured interviews were conducted and data were analyzed based on the seven-step strategy of Colaizzi. In-depth analysis and perception of teachers' statements to identify six themes, such as a decline in the quality and effort of poor students, a severe drop in the ability of talented students, the inaccuracy of evaluation statements, and the need to re-explain to parents or students, the difficulty of determining knowledge Students, students' illiteracy led to the type of evaluation, end-of-semester evaluation problems and summarization. Finally suggestions were made to improve the design.

In the past, the most important assets of an organization were its physical assets. Managers have believed that their assets and physical assets are the most important key to productivity and effectiveness and an important source of competitive advantage. But with the advent of time, new concepts such as the human capital of the organization's main competitive resources for humans and their existence and function in the organization changed. At the present time no successful organization can be found that lacks a clear plan for human resources and its development and productivity. Humans are like the spirit that gives life to the organization and is the most unique element of competition. Educational organizations, the most important of which are training education, are more dependent on human resources and performance and productivity than any other organization. Smart communities see the development of education as a prerequisite for the evolution of their society. One of the most important pillars of human resource development is staff training and improvement, which must be implemented in a way that improves organization and maximizes productivity. In this descriptive study, we examine the effect of staff training on the efficiency of the education organization.

The present study aimed at perceived teachers' perceptions of healthy school dimensions and components. Qualitative research strategy was used by content analysis method. . Data were collected using semi-structured interviews and then analyzed using coding at three open, coded and selective levels. The findings of this research are extracted and classified into three main themes. Themes: Organizational health dimensions include the themes of emotional, social, intellectual, and physical dimensions. Theme 2: Healthy Physical Environment Includes Subjects: Basic Needs - Providing Beautiful Environment Characteristics Third Theme: Healthy Social Environment Includes Subjects: Desirable interaction and empathy.