interpersonal

The present study sought to investigate the relationship between interpersonal and organizational factors with organizational excellence and test the mediating role of professional ethics, psychological empowerment and organizational agility. This study is applied in terms of purpose and in terms of descriptive-correlation method and in terms of the type of structural equation model. The statistical population included all employees of the education staff of West Azerbaijan province in the academic year 2018-19. in the number of 1250 people, among whom 332 people were selected as a sample using Morgan formula and stratified randomly. A questionnaire was used to collect data. Which includes Bordbar(2012) teamwork questionnaires(α=0/86), Matson (1983) interpersonal communication skills(α=0/93), Erabi and Rahimzadeh organizational culture (2007)(α=0/95), Choopani participatory management (2010) (α=0/94), Jang (1995) job independence(α=0/85), Organizational Learning Nifeh (2001) (α=0/94), Kadozir's Professional Ethics (2002) )α=0/81), Spriters and Mishra (1997) Psychological Empowerment(α=0/90), Sharifi and Zhang(1999) organizational agility(α=0/94), and Asgari (2014) Organizational Excellence Questionnaire(α=0/97), The validity of the instrument was confirmed by confirmatory factor analysis and reliability by Cronbach's alpha. Data were analyzed using structural equation modeling approach and AMOS and SPSS software. The results showed that professional ethics (0.17), psychological empowerment (0.20) and organizational agility (0.15) have a positive and direct effect on organizational excellence. Also, the indirect effect of interpersonal factors (0.15) and organizational factors (0.17) on organizational excellence was positive and significant. The direct effect of interpersonal factors (0.43) and organizational factors (0.33) on positive and significant professional ethics. The direct effect of interpersonal factors (0.29) and organizational factors (0.20) on psychological empowerment is positive and significant. The direct effect of organizational factors (0.47) on positive organizational agility is significant but interpersonal factors (0.11) do not have a significant direct effect on this variable. According to the fit indices of the tested model, the final research model has a good fit.

The purpose of this study is to design and authenticate the curriculum model of training interpersonal and social skills in the second elementary school. Different methods were used to meet different stages of the research: Qualitative (content analysis with summary and deductive approach) and quantitative (descriptive survey). During the curriculum design phase, 20 primary school teachers and 18 university professors were interviewed. In addition, in order to determine the validity of the designed curriculum model, the model was examined by 26 experts in the field of curriculum planning in the form of a questionnaire. After identifying the components of interpersonal and social communication skills, the communication problems of primary school students, and the results of content analysis of the text of the national curriculum document, a curriculum template was designed and validated. As a result, a valid curriculum model for teaching interpersonal and social communication skills for primary school students was designed. The model has 14 main core skills, 38 minor sub-core skills and 137 communication sub-skills as curriculum objectives, and 46 characteristics for content. The curriculum consists of 9 teaching methods and 18 characteristics for evaluation methods.

The aim of this study was to assess communication، thinking and research skillsof primary school students in Tehran. This study was a descriptive survey and its sample included285 (145 boys and 140 girls) students which were selected through cluster sampling method in four regions of Tehran (North، Center، East and West). For the purpose of data analysis، descriptive (frequency، mean) and inferential statistics (independent t-test) were used. The results showed that the skillsof interpersonal communication، critical thinking، creative thinking، and researching in girls and boys are moderate. The students were below average in information and communication technology usage، but interpersonal communication skills were above average. The independent samples t-test results showed that the interpersonal skills of boyshad significantly higher mean than girls (p <0. 047) and girls'' mean was higher than boys in their thinking skills (p <0. 012).

Implementation of new approaches in the police organization such as people's participation in maintaining of order and security in the context of trust in the police will be possible. Among these, policewomen due to certain individual and personality characteristics can play an important role in interacting with children and women. Therefore, the aim of this study is to identify the relationship between policewomen with family building trust towards the police performance. This study in terms of data is quantitative and in terms of objectives is practical and in terms of nature is a correlation. This study was performed in the first half of 1392 in Ahvaz. Statistical population of this research consists of women and families of children that fall victim and have gone to the police stations in the first half of 1392 in Ahvaz. 175 people were selected by using simple random sampling. The measuring tool was 32 item trust questionnaire. Data were analyzed by using Pearson correlation and one sample T tests. There is a significant relationship between policewomen role and family building trust towards police performance. Policewomen can increase family trust specially women and children towards police performance.