مطالعه کیفی

The present study was conducted with the aim of determining and formulating effective components in the performance evaluation of creative elementary schools. A qualitative research method and a phenomenological approach were selected. The research field consisted of experts and specialists in the domains of education, creativity, media, psychology, and measurement and evaluation in Tehran Province during the 2023–2024 academic year. Ten participants were selected through purposive sampling and a public call. Sampling continued until theoretical saturation was achieved. Data were collected using semi-structured interviews. Data analysis was carried out based on Braun and Clarke’s (2019) thematic analysis method. The analysis of the results led to the identification of 6 main themes, 21 subthemes, and 56 initial concepts. The six main themes included "creative student," "creative family," "creative principal," "creative teacher," "creative curriculum," and "creative school environment." The findings of this study indicate that in evaluating the performance of creative elementary schools, the characteristics of students, families, teachers, and the school environment are of significant importance. These components can contribute to improving teaching and learning methods in schools.

The aim of the present study was to discover the components of irreligiousness among boy adolescents. This qualitative research was based on the social constructionist theory of Charmaz (2005). For sampling, a targeted method of homogeneous type was used. The criterion of the number of participants was based on theoretical saturation. For this purpose, after visiting seven religious boys' schools in Isfahan, the number of 10 students according to the entry criteria of interest in cooperation, permission to record and implement interviews and the age range of 15 to 18 years and the exit criteria of not having physical and psychological problems acute and not having religious aversion tendencies, was chosen. In order to collect data, a semi-structured focal type interview was used. The analysis of the contextual theory by the method of Charmaz (2014) revealed three components: a) The nature of atheism contained three core codes, which were: 1) the desire to make decisions based on individual diagnosis, 2) choosing religion as one from the types of life values, 3) acting based on individual diagnoses; b) the class of reasons for atheism with axial codes; 1) individual-oriented causes (with open codes of awakening instincts, curiosity and avoiding advice, inability to manage instincts) and 2) other-oriented causes (with open codes of friends and family, the role of society and the media, and social interactions) and c) the category of how to avoid religion With the main codes: 1) matching with the congregation (with open codes of matching with friend and matching with family), 2) finding contrary evidence for religiosity (inference in favor of atheism from social events, overgeneralization in favor of atheism) and 3) Finding supporting evidence for atheism (finding fault with religious people and positive perceptions of religion). According to the results, it can be said that to correct irreligiousness, strategies must be designed to cover all four dimensions of irreligiousness, otherwise, the correction strategies may not have the necessary results.

The outbreak of COVID-19 led to fundamental changes in all dimensions of personal and social life worldwide. Countries closed schools, and education continued in virtual settings to control the spread of the disease. The absence of students from schools had adverse effects on their skill development as schools are places where children can enhance their social skills (Tarkar, 2020). Social isolation (Ingram et al., 2021), loss of friendships, feelings of stress and anger (Akdoğan & Ergin, 2022) were among the other consequences of the COVID-19 pandemic. These changes raised concerns among parents, teachers, school principals, and educational policymakers about a decline in students' social competence (Çelik, 2021) for parents, teachers, school principals, and educational policymakers. Furthermore, there has been a growing interest in the concept of social competence as an important determinant of students' mental health in recent years. Therefore, investigating the physical, psychological, and behavioral changes in children and adolescents after the end of quarantine conditions is essential for a better evaluation of their mental health and for planning potential interventions.

This study employed a qualitative type and was conducted with a postphenomenological approach. The research population consisted of all teachers in Mashhad during the academic year 2021-2022. The sampling method was purposive and homogeneous. Ultimately, 20 teachers from the research population were selected as the sample, determined based on the theoretical saturation of the data. Data were collected through semi-structured interviews and analyzed using qualitative content analysis with Krippendorff's method (1980/2013). Validity and reliability were ensured through 1) member checking, and 2) triangulation (researcher consensus). To ensure transferability, a comprehensive description of the participants and the methodology was provided so that users could determine whether there were sufficient similarities between the new conditions and those under which this study was conducted, allowing them to decide whether to generalize the results. Efforts were made to increase confirmability by ensuring that the researchers' prior assumptions did not affect the results and the data were systematically coded.

Based on the analysis of the interviews, teachers indicated that changes in students' social competence encompassed areas such as social-communicational skills (110), cognitive strategies (105), behavioral skills (56), motivation (36), and emotion regulation (20). Interpersonal communication emerged as a significant change in students after the COVID-19 pandemic. Teachers mentioned issues categorized as "reduced interpersonal skills", "non-compliance with class and school rules", "reduced respectful relationships", "diminished teamwork skills", and "increased isolation". Interviewees also reported that student interactions with classmates and parents increased after the COVID-19 pandemic, which was classified under "increased academic interactions." According to the participants, students' cognitive skills also changed after the COVID-19 pandemic. During the post-pandemic period, students' knowledge and technology skills increased, along with improvements in self-regulation, selfawareness, adaptability, and appreciation for teachers. However, teachers, noted that learners exhibited inappropriate academic behavior, and lower critical thinking and creativity since the COVID-19 pandemic. Behavioral skills represented another outcome in this study. According to the interviewees, students tend to be more assertive, exhibited daring behavior, become more dependent on mobile phones and virtual spaces, and relied on parents for class exams during the post-pandemic period. They appeared are more self-centered, less resilient, and more likely to choose lying over honesty. Motivation was another component reflecting changes in students' competence. Interviewees reported that learners displayed less motivation for learning, experienced low self-esteem during the post-pandemic period. Additionally, there was a noticeable decrease in motivation for social interaction and communication. Altered emotion regulation was another finding of this study. According to participants, students could express various emotions but struggled to control their emotions well in the post-corona period.

In examining the research question, teachers outlined changes in students' social competence in the post-pandemic period, which were classified into five themes. These themes are consistent with the findings of global studies. The "interpersonal communication skills" theme is an important change in students after the COVID-19 pandemic. According to the results, there has been a decrease in interpersonal relationships among students. This finding alighn with research conducted by Lee and Son (2021). Teachers attributed this decrease to insufficient school attendance and reduced eye contact and fewer conversations with teachers and peers, whichdiminished opportunities for communication. The "cognitive strategies" theme correspond with the findings of Felner et al. (1990). Furthermore, Panda et al. (2021) report that mobile phones became the primary means of acquiring and transmitting information during the COVID-19 pandemic, leading to an increase in students' technological knowledge and skills beyond the curriculum. Although academic performance has declined, learning has shifted towards various content fields. The "emotion regulation" theme, as another component of social competence (Felner et al., 1990), aligns with the category of emotion dysregulation (Rogowska et al., 2020). Undoubtedly, contracting the virus and losing loved ones have evoked various emotions in children. The fear of contracting the virus has created anxiety in children (Imran et al., 2020). Teaching students to manage these emotions to mitigate potential effects on learning is a post-pandemic challenge. The "behavioral skills" theme represents another dimension of social competence, as reported by Felner et al. (1990). Di Pietro et al. (2020) argue that the shift toward remote learning has resulted in behavioral changes among students and exacerbated the unequal distribution of behavioral problems. In the "motivation" theme, academic demotivation is the most significant change among students, as noted by Di Pietro et al. (2020). Many learning activities that used to be conducted in groups have been eliminated or carried out only with family members, leading to a lack of motivation among first to third-grade elementary students who have not experienced preschool or the early years of schooling in a traditional setting. The "emotion- regulation" theme, as another component of social competence (Felner et al., 1990), aligns with the category of emotion dysregulation (Rogowska et al., 2020). Undoubtedly, contracting the virus and losing loved ones have evoked various emotions in children. The fear of contracting the virus has created anxiety in children (Imran et al., 2020). Teaching students to manage these emotions to mitigate potential effects on learning is a post-corona challenge

As the most important influential institution in Islam, the family has a special position, so that it is considered one of the main structures of the Islamic society in order to realize the goals of human creation and to reach the position of Allah's caliph. The purpose of the current research was to identify the dimensions and components of the Islamic family's excellence based on the teachings of prayer in the current situation. The study was conducted using a qualitative approach and content analysis method. The participants in the research (20 individuals) were university professors and clerics from Isfahan province in 2022, who were subjected to semi-structured and in-depth interviews based on purposive sampling approach and theoretical saturation criterion. The findings were analyzed using the Colaizzi model (1978) and were classified into three tables titled "Foundations and Infrastructure", "Dimensions", and "Effects and Results", and 87 sub-themes were identified in the form of 11 main themes titled "Purposefulness, Conditions and Prerequisites, Programs and Perspectives, Quality (Foundations and Infrastructure with 32 basic concepts), Psychological-Physical, Individual-Social, Legal (Dimensions including 26 basic concepts), Strength and Sustainability, Privacy and respect, Health and Education, and Excellence (Effects and Results with 29 basic concepts)". These themes lay the groundwork for the excellence of the Islamic family on the one hand and the re-education and strengthening of the teachings of prayer in the family on the other hand and as a result will help the excellence of the Islamic family at a wide level..

This study aims to qualitatively examine education status in deprived areas, emphasizing elementary schools.

The research method is practical in terms of the purpose, and the necessary data was collected and analyzed with descriptive-qualitative methods, including library study, document analysis, and qualitative interviews.

In general, the results of input factors included centralized policies and programs, lack of experience, and lack of physical facilities and financial resources. Process factors included uniform training and lack of participation and constructive interaction between stakeholders. Outputs included poor academic performance, impractical literacy, and poor public awareness and information. Environmental factors have also included a lack of priority for education, poverty, remoteness, and dispersion.Conclusions and suggestions: In general, it can be said that education problems are related to human resources, education programs and facilities, uniform education, geographical conditions, poverty and lifestyle. Finally, suggestions are provided on the need for regional planning and equitable distribution of facilities, the use of applied vocational training, the creation of incentive mechanisms, the establishment of equipped educational complexes, need-based education, and the design and implementation of cultural programs and smart schools.

Innovation and originality: 

Studying and mapping the education situation in disadvantaged areas is expected to identify the current situation and provide solutions to improve the education situation in these areas.

Policy-making seeks a better life for mankind and deals with the creative drawing of the future, in fact, future-making is the ideal of policymakers. One of the effective fields in macro-politics is the policies created in the field of the education system. Education is the most important tool through which the country achieves national growth, and it is one of the most necessary conditions for the principle of economic and social growth. The basic area where the education system and its policies are visible to the public is the curriculum and its policies. Curriculum is the essence of any type of education, which, in combination with effective teaching methods, guarantees the efficiency and effectiveness of the education system. Therefore, determining the optimal structure of the curriculum system and choosing and organizing the content have been among the preoccupations of education system policy makers. In order to succeed in their goals, the officials and administrators of education need a common discourse in the field of curriculum policy so that they can find the ability to face different situations and conditions in the society. Those who wish to develop curriculum must understand the broader issue of changes and institutions of power in policy formation. Research Question: what are the characteristics of the curriculum policy model According to the experts, for Iran education system?

This research is qualitative in terms of the type of data collection, and it has been carried out with conventional content analysis method. Data were collected through semi-structured interviews with 11 curriculum policy experts in the academic year of 2018-2019. The potential contributors consisted of academic professionals with curriculum policy experience. The participants were selected by snowball sampling. The research tool was a semi-structured interview based on the 5w1h technique. The content validity of the interview was confirmed by the opinion of five education experts. The data with coding, named, categorized and analyzed. The Maxqda-2018 software was used for the preliminary analysis of qualitative data. The findings were confirmed using the Lincoln and Guba evaluation method.

Through examining the findings, the model of curriculum policy for Iran education system was designed in three formal, technical and prudent dimensions and at three supra, macro and micro levels. The results showed that curriculum policy in Iran's education system has four policy-making components regarding curriculum goals, teaching and learning opportunities, policy content and policy evaluation. Based on experts' opinions, five levels with the presence of curriculum elements were proposed for the research model Taking into account the opinions of the interviewees, the following steps can be taken for curriculum policy-making in considered: (determining macro policies, strategies & visions), (issuing laws, strategies, policies & standards), (issuing instructions, regulations & circulars), (implementing policies at the school level), (comprehensive needs assessment, pathology), (curriculum executive policies and classification, prioritization, determining the impact of policies, creating a culture for implementing policies & repetition of the cycle).

The findings are consistent with the those of researches that emphasize the importance of determining specific standards and competencies in order to achieve curriculum goals. Also, studies that have given importance to the role of private companies in curriculum policy making and facilitating teacher-student discourse are consistent with the components of this model. According to the findings of the research, it is suggested to create a cyclical and active curriculum policy, a secretariat to monitor the implementation of policies in a network and a curriculum policy think tank with the aim of monitoring and improving policies. Creating an environmental framework and determining specific time periods for reviewing curriculum policies is also considered.

This study seeks to analyze the most important obstacles to the successful implementation of the formal technical and vocational education curriculum based on the lived experiences of technical teachers with a background in vocational school training. According to its purpose and nature, this study was a qualitative research with phenomenological design. Data was collected according to the principle of theoretical saturation through semi-structured interview with 18 technical teachers in vocational schools who were selected by purposive sampling. Colaizzi's seven-step method was used to analyze the data. Data analysis indicated that the most important obstacles to the successful implementation of formal technical and vocational education curriculum are in three general themes: technical barriers (inadequate academic guidance, lack of specialized personnel, lack of technical teachers' empowerment, unbalanced distribution of courses, old vocational school space and equipment, and lack of support from technical teachers), political barriers (legal barriers, lack of financial resources, unprofessional decision-making, lack of connection to the labor market, and lack of support from the other organizations), and cultural barriers (lack of cultural contextualization and the presence of a negative attitude).

Teachers' academic optimism culture facilitates a collaborative atmosphere, school health, students' academic success, and school effectiveness. The purpose of this study was to identify the factors that promote the development of teachers' academic optimism culture in Tehran schools in the academic year 2022-2023. This study was conducted with a qualitative approach of the phenomenological type. The sample size consisted of three international theorists and twenty-one internal experts in the field of education who were purposefully selected and semi-structured interviews were conducted with them. The necessary data were collected based on theoretical saturation. For the purpose of data analysis, NVivo10 software was used with the use of coding (open, axial, and selective). The findings of this study indicate that seventeen factors play the most important role in the growth and development of teachers' academic optimism culture in schools. These factors are ranked in order of priority as follows: "Quality of teachers' lives", "Teacher empowerment", "Motivational characteristics", "Empowering structure", "Personality characteristics", "Supervision and guidance", "Constructive interactions", "Awareness-raising", "Professional ethics characteristics", "Quality of educational and developmental activities", "Constructive feedback", "Quality of the educational environment", "Psychological and occupational security", "Quality of the curriculum", "Educational policies", "Meritocracy", and "Organizational justice". In the end, the identified seventeen factors can be a guiding charter for the country's educational planners and policy makers. On the other hand, teachers' academic optimism culture in schools develops when the mentioned factors are considered in a coordinated manner.

Implementing any educational curriculum depends on factors that ensure the success of it. In this regard, the purpose of this study is to identify the factors affecting the implementation of the technical and vocational education curriculum in Australian schools; it has two stages.

The research method is qualitative and has been done in two stages: In the first one, inductive qualitative content analysis method was used to identify the success factors of technical and vocational curriculum in Australia, and in the second stage, Delphi method was used to validate the identified components. The study population in the first stage were research articles, dissertations and documents of the Australian Technical and Vocational Education System, in which 28 selected documents were considered as purposefully samples and in the second stage, 11 elites were purposefully selected for the Delphi group from among the faculty members of the Department of Educational Sciences in Iranian and Australian universities with a background in research on technical and vocational education. In this study, first the selected documents were analyzed and in three coding stages, the main components were extracted by the researcher using Maxqda software and then these components were validated by the members of the Delphi group using an online questionnaire.

The findings showed that in the most important factors affecting the implementation of technical and vocational education curriculum were identified in three main themes: technical factors (access and participation, quality, curriculum elements, employee commitment, information and equipment), political factors (goal setting, relationship with industry, budget, support, inter-organizational interaction and relationship with higher education) and cultural factors (community awareness, positive attitude, parent recognition, incentive schemes and alternative paths to higher education). Recognizing the success factors of Australia in the implementation of technical and vocational education curriculum in secondary schools, for the Iranian education system to improve the quality of formal technical and vocational curricula contains valuable points.

Today, the training of special unit women is necessary due to the presence of women in criminal activities in order to disrupt public order and security.

In terms of purpose, the present research is practical and in terms of implementation method, it is a qualitative research that was conducted with content analysis method. The participants of this research were executive experts of the police force and scientific experts of Amin University of Police Sciences, who were selected using the purposeful sampling method. The method of data collection was done using focus groups and semi-structured interviews. After interviewing 18 people, theoretical saturation was achieved. In order to code the text of the meetings and interviews conducted using content analysis and atlas methods. TE was used.

Typology of effective interactions were extracted in the form of 3 general categories, 9 sub-categories and 96 concepts. The findings were coded in the form of 3 general categories in the dimensions of individual interactions, extra-organizational interactions, and intra-organizational interactions. verbal communication, non-verbal communication, authority and logical thinking; The general category of intra-organizational interactions includes the sub-categories of mission implementation and interaction with colleagues.

The results of this research showed that in order to achieve as much success as possible for the women of the special unit in the field of policing and public assistance missions,

The aim of this study was to identify the prerequisites, facilitators and barriers to academic engagement of students in Iranian agricultural higher education.

This research has a qualitative approach that was carried out by phenomenological method. Participants in this study included 16 university administrators and faculty members and 22 third and fourth undergraduate students from the Campus of Agriculture and Natural Resources at the University of Tehran, Gorgan University of Agricultural Sciences and Natural Resources, Khuzestan University of Agricultural Sciences and Natural Resources and the College of Agriculture and Natural Resources of Gonbad Kavous University which have been selected based on purposive sampling with maximum diversity. The data collection tool was a semi-structured in-depth interview and the data analysis was performed based on Colaizzi’s seven-step method.

By analyzing the interview notes, 182 conceptual propositions were identified. Findings include six main themes related to the prerequisites for student engagement, including student-centered policy-making equipments, efficient supervision and management, personal characteristics, active citizenship, and culture- promotion; Six main themes related to facilitators including financial system, dynamic executive system, cognitive factors, evaluation system, information system and communication; And five main themes related to barriers, including individual, structural / educational, cultural, social, and economic barriers, were categorized.

According to the results the model based on prerequisites, facilitators and barriers for student engagement in the university can pave the way for university planners to take the right, fast, systematic and also without haste steps to in order to provide prerequisites, increase of facilitators and remove existing obstacles.

 The present study aimed to design a conceptual framework of organizational architecture in the higher education system electronically and virtually.

 This research is among the qualitative researches that are exploratory in terms of applied purpose as well as in terms of nature and method. The statistical population of the study is 30 experts who were selected as sample members using purposive sampling method based on the principle of theoretical adequacy. The data collection tool is a semi-structured interview whose validity was confirmed by theoretical validity and content validity and its reliability was confirmed by the method between coder and in-coder. In this study, the obtained data were determined using Atlas.ti‌ software and content analysis method in the form of coding indicators and organizational architecture components of the higher education system.

 Findings indicate that the conceptual framework of research in five levels and in the form of necessities, infrastructure, strategies, roadmap and implementation and achievements and consequences of organizational architecture in the higher education system has been formulated and described electronically and virtually.

This study aims to identify the elements and components of the curriculum of the books Din va Zendegi (Religion and Life) in senior high schools based on a transpersonal view. The method of this study was developmental-applicative in terms of purpose, and in terms of the type of method, content analysis was based on three-stage coding (open, axial , and selective). The field of study included all the experts and teachers in curriculum planning, educational sciences, and educational management, and through the purposive sampling method, the teachers with the desired qualifications were interviewed in a semi-structured way until arriving at the theoretical saturation of the findings, the number of study samples reached 12 teachers. To analyze the data obtained from the interviews, three-step coding methods were used. According to the findings, 18 categories and 5 elements were identified from the coding of the interviews: the objective element with 5 categories, the evaluation element with 4 categories, the elements of learners’ characteristics, and content and method with 3 categories, which were identified as the elements and contents  for the books Din va Zendegi (Religion and Life) in senior high schools based on a transpersonal view. The identified elements and components can be used in designing a model based on a transpersonal view in the curriculum of the books Din va Zendegi.

The present study has pursued two objectives, including investigating the educational system's pathology of gifted schools and provide a curriculum improvement indicators model based on the qualitative method and synthesis research. The statistical population included 261 theoretical sources collection. 94 study had the most coordination. 443 phrases were extracted. Data analyzed by three-step inductive method and 101 themes were obtained. Findings showed that the educational system's damage include 39 basic concepts;7 sub-themes; 3 main themes. Curriculum development include 62 basic themes; 3 sub-themes and 1 main theme. The results showed one-dimensional training; deficit design and passive teaching-learning programs are gifted school's educational problems. Also, the  enrichmental extracurricular includes: multiple and purposeful curriculum; Optimize and increase the quality of teaching-learning; Strengthening the motivation to learn; nurture dynamic students was considered as an indicator of curriculum improvement. Therefore, it is suggested these findings be used to design and develop gifted curriculum.

Self-injury is an act in which a person intentionally, impulsively and non-fatally injures his body. This phenomenon occurs in various forms, the most common method of which is cutting the ankle with a razor or a sharp tool. This research seeks women's narratives of self-harm. This article has been done with a qualitative approach and phenomenological method.

The research method was qualitative and the research approach was descriptive phenomenology. The statistical population of this study were women with self-injurious symptoms living in Tabriz. 16 people were selected by purposive sampling with an age range of 14-40 years. The data collection tools were semi-structured interviews and the data were analyzed using Colaizzi method (open coding, axial, selective).

From the interviews, four main categories include: a) Definitions and contexts (self-injury from the perspective of women, methods and contexts), b) Types of self-injury (including belonging to the peer group, pressure, emotion control and self-punishment), c) Causes and motivations (poor communication skills, role modeling, belonging to a peer group, inability to manage emotions, inability to solve social problems, inability to convey social messages, family troubles) and d) consequences (group belonging, attention, Message transmission) was detected.

Women's self-aggression is a form of protest against the status quo and hurts themselves in an attempt to relieve unbearable emotional pressure. Examining the contexts of women's self-injurious behavior acknowledges the dependence of women's self-injurious motives on culture and social conditions.

The aim of any education system is to develop learners' creativity and elementary school is the place where the early social experiences are formed. Elementary school can be a potentially great opportunity for developing social creativity and the role of elementary school teacher in stimulating and encouraging social creativity cannot be ignored. Considering this, investigating teachers' lived experiences can improve our understanding of how to improve students' social creativity and overcome barriers against it. Therefore, the aim of this study is to gain a phenomenological understanding of elementary school teacher's lived experiences about cultivation of social creativity in students. In line with this, a qualitative research approach and a phenomenological research design were used to conduct this study. Accordingly, 14 teachers with at least 10 years of teaching experience were selected from among elementary school teachers in Shiraz. Participants were then semi-structurally interviewed via telephone. The interviews were next analyzed by doing a thematic analysis and using Colizzi's seven-step method. After thematic extraction and classification, four main categories, namely student characteristics, divergent questions, teacher-student relationship style, and knowledge sharing, and eight sub-categories, namely perseverance, curiosity, openness to experience, tolerance for ambiguity, divergent questions in textbook, teacher’s divergent questions, mentoring style, and the participation principle, were identified. Based on the findings of this study, it can be concluded that teachers' experiences can be useful for developing students' social creativity and overcoming the passive approaches to knowledge acquisition. Considering the dialectic of social creativity and with regard to the competitive education system of Iran, it can be theoretically recommended that upstream documents, such as the country's National Curriculum Document, be revised and focus be placed on the development of social creativity in students. Practically considering, too, some courses should be devoted to improving students' social creativity in teacher training centers.

Implementation of inclusive education is a big challenge that the educational system encounters. One of the main problems in implementing inclusive education is that teachers of general education are not sufficiently prepared to work in the fields of inclusive education. Accordingly, the present study was performed to identify needed teachers’ skills to successfully implement inclusive education.

The study was conducted by using a phenomenological approach. To collect the data, a semi-structured interview was employed. Participants were selected from among all teachers in Torbat-e Heydariyeh considering sampling logic in phenomenological approach, through a purposive sampling technique (i.e. sampling among heterogeneous samples). Accordingly, 30 teachers (15 teaching in special schools; 15 teaching in normal ones) were selected interviewed. Having used an encoding qualitative content analysis method, the researcher classified the codes and, finally, defined the themes.

Based on the encoding used in interviews and the qualitative analysis, teachers raised core and necessary skills for a successful implementation of inclusive education in seven themes including “human relations ability”, “appropriate personality traits”, “scientific ability”, “teaching skill”, “class management skill”, “job commitment”, “facilitating holistic development of students”. Based on the findings, “human relations ability” was the most important skill that teachers need. Concerning “appropriate personality traits” such characteristics as patience, high motivation by the interviewees. Familiarity with a variety of disabilities and inclusive education were associated with “scientific ability”. Use of varied and new teaching methods was instances of “teaching skill”. The ability to manage the class was examples of “class management skill” proposed by teachers. Attending to pedagogical issues defined as “facilitating holistic development of students” were other teachers’ skills discussed by the interviewees. Amongst all skills enumerated by the study, such characteristics as “to be open to criticism”, “mastery of textbooks of students with special needs”, “lesson plan development” and “time management” were the new findings of the study which have not been discussed in previous research. Successful inclusive education depends on teachers who are equipped with the knowledge, skill, and qualities necessary for an efficient implementation of such education.  Focus on core skills needed for a successful implementation of an inclusive education discussed here in seven major themes together with programming and taking effective measures for the cultivation of such qualifications during teacher-education as well as in-service courses will further prepare teachers to work in inclusive education; therefore, they can, in addition to satisfying unique needs of all learners, develop an inclusive and a fair educational system, and take steps towards learners’ comprehensive growth and pedagogy.

Family homicides are destructive of this center because they occur as a result of tension and conflict between two or more family members. From the point of view of criminologists, family murders, in addition to the loss of the victim, leave serious consequences and consequences in society, the victim's family and the accused.

The present study seeks to narrate family homicides. This article deals with the qualitative approach and method of thematic narrative analysis to discover and extract categories and study the contexts, contexts and causes of family homicides, the study population of family homicides Who had been arrested and confessed to the murder, the sample size was so theoretically saturated with 16 people. The purpose of sampling method and data collection tool was video analysis of interviews with killers. The validity and reliability of the interviews were proven by coding by other people and matching it with the researcher coding.

The study showed that major categories such as drug use, especially hallucinogenic drugs, lack of adherence to moral values, childhood problems and injuries, non-compliance with marital life commitments, abusive and violent domestic behaviors, lead to consequences This means the murder of a family member.

The perpetrators of this type of murder lacked some individual-social skills and had a sense of revenge due to the suppression of childhood emotions and feelings. When the family environment is not suitable, there is a possibility of family members' reactions and violence against each other, including the murder of a family member.