philosophical mindset

This study was conducted with the  purpose  of investigating the relationship between philosophical mindset and research performance and creativity of professors at Shahr Babak Azad University in the academic year 2024-2025. Considering the purpose and nature of the study, the research method of this study is applied in terms of purpose and survey in terms of data collection.  The statistical population of this study is 60 professors of Shahr Babak Azad University, and the sample size studied in this study is the entire number due to the small size of the university unit.The data collection tools were the philosophical mindset questionnaire, the Torrance Creativity Assessment Questionnaire, and the research performance questionnaire. The results of data analysis showed that there is a positive and significant relationship between philosophical mindset and creative teaching of professors at Shahr Babak Azad University (r=0.512) and there is a positive and significant relationship between philosophical mindset and performance of professors at Shahr Babak Azad University (r=0.384). The findings of the study showed that professors who have a philosophical mindset pay great attention to teaching techniques and are influenced by their philosophical mind in the teaching process and use active and creative teaching methods. Through these active teaching methods, students can learn effectively. Also, philosophical mindset has a positive effect on their teaching performance as one of the most important tasks of university professors. They are able to perform tasks that increase the quality of teaching, such as planning and preparing the teaching process, evaluating and human relations, managing the classroom, and conducting professional partnerships. It can be expected that the quality of teaching at that university is also at a desirable level.

The aim of the present research was to predict the philosophical mindset of principals based on the spiritual intelligence and organizational silence of secondary school teachers in Qom city. The research method is descriptive-correlational. The statistical population included all principals and teachers teaching in secondary schools in Qom city in the academic year 1403-1402, totaling 304 principals and 2,985 teachers. The sample size, based on correlation, was estimated at 52 principals and 104 teachers, selected through stratified random sampling. Data collection tools were three questionnaires: the Philosophical Mindset Model by Philip Smith (1401), Spiritual Intelligence (King, 2008), and Organizational Silence (Vakola & Bouradas, 2005), with reliabilities of 0.73, 0.88, and 0.87, respectively. Inferential data were analyzed using simultaneous multiple regression statistical methods. The results indicate that the presented model can effectively predict the philosophical mindset of principals based on teachers' spiritual intelligence. According to the output of this regression model, the results show that variables such as personal meaning production, existential thinking, transcendental awareness, and expansion of consciousness have a relatively appropriate impact on principals' philosophical mindset. Additionally, teachers' organizational silence has a significant effect on principals' philosophical mindset. In conclusion, the philosophical mindset organizes awareness and abilities and comprehends the systematic structure of the organization and the entire organization towards overall goals.

The present study has been performed with the aim of presenting a causal model of organizational intelligence relationship on classroom management with the mediating role of teachers' philosophical mindset and self-efficacy. The methodology of this study is descriptive and correlational. The statistical population included all elementary school teachers of Firozabad city in the academic year 1401-1400 (283 people), that 150 people were selected using relative stratified sampling and regarding Morgan's table.To collect data, the organizational intelligence questionnaire of Karal Albrecht (2003), the classroom management styles of Amin Yazdi and Aali (2018), the philosophical mindset of Iraj Soltani (1997) and the teacher self-efficacy scale of Aschanen, Moran and Woolfolk (2001) were used. To conduct statistical analysis, Path analysis and Amos software were used. The results showed that organizational intelligence has a direct and significant effect on self-efficacy, philosophical mindset and classroom management. On the other hand, self-efficacy and philosophical mindset have a direct and significant effect on classroom management, and also organizational intelligence through self-efficacy and philosophical mindset has an indirect and significant effect on classroom management. Therefore, it can be concluded that philosophical mindset and self-efficacy of teachers are among the variables that impact classroom management.

The present study sought to predict creative thinking based on learning styles and philosophical mindset in second grade high school students in Yazd city in 1401. The existing research is a descriptive research of correlation. The statistical population of this research is all female students of the second year of middle school in Yazd city in 1401, which are 1852 people. The sampling method is cluster random and based on Morgan's table.In this way, 10 girls' high schools were selected from among the girls' high schools in Yazd city, and 3 classes were selected from each high school in the second period, and 10 or 15 people from each class were selected by random sampling, and a total of 335 people were selected. The tool of this research is a thinking questionnaire. Creative Welch et al. (2002), Smith's Philosophical Mindset Questionnaire (1965), Kolb's Learning Styles Questionnaire (1985). The results of this research using the regression coefficient showed that creative thinking is based on divergent, convergent, adaptive and absorbing learning styles and the philosophical mindset of prediction. will be

the teacher's characteristics are usually one of the factors that influence teaching and its consequences are effective on the progress of students. Researchers have revealed that the best teachers are not necessarily the most experienced. The best teachers usually have a lot of enthusiasm and warmth in their teaching; they are sensitive to the progress of each student. They have positive relationships, high motivation and commitment.
The purpose of this research is to present a causal model of the relationship between philosophical mindset and teacher self-efficacy on teaching quality with the mediating role of psychological capital and organizational commitment of elementary school teachers in Darab city.

The method of this research is correlational and the statistical population includes all primary teachers of Darab city (210 people, 28 men and 182 women). To determine the sample size, 132 people were selected on the basis of Morgan's table and the relative stratified sampling method was used.

The findings indicated that the highest direct effect is related to teaching philosophy on psychological capital (0.28) and the lowest direct effect is related to teacher self-efficacy on teaching quality (0.11). In addition, the largest indirect effect is related to the impact of teaching philosophy on teaching quality (0.12) and the lowest indirect effect is related to the effect of teacher self-efficacy on teaching quality (0.04).

Psychological capital, like philosophical mindset and teacher self-efficacy, has both direct and indirect effects on teaching quality, with the difference that psychological capital, like teacher self-efficacy, has an effect on teaching quality only through the organizational commitment variable, and an increase in psychological capital leads to an increase organizational commitment and, as a result, an increase in the quality of teaching.
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The purpose of this study was to investigate the relationship between philosophical mindset and professional maturity of social sciences teachers with their teaching style in junior high schools in Tabriz. This study was applied in terms of purpose and descriptive-correlational. The statistical population of the all social sciences teachers in the junior high schools in Tabriz (113 teacher) who were teaching in the schools of Tabriz. Statistical Sample According to Krejcie and Morgan (1970) table, 350 people were selected by stratified random sampling. The data collection tool in this research included Hashemi's philosophical mindset questionnaire (1995), Super's career development questionnaire (1980) and Grasha's teaching style questionnaire (2002). The results indicated that there is a positive and significant relationship between the teachers' philosophical mindset and expert style, personal model style, facilitator style, and delegator or interactive style (P<0.01). There is a positive and significant relationship between the components of comprehensiveness, penetration and flexibility with expert, personal, facilitator and delegator styles of teachers (P<0.05). Also, there is a positive and significant relationship between professional maturity with expert, personal, facilitator, and delegator teaching styles of teachers (P<0.05).

The present study was carried out to examine the effects of philosophical mindset training on religious attitudes and life skills of elementary school teachers. This quasi-experimental research had a pretest-posttest control group design. The statistical population of the study comprised all elementary school teachers in Sari from among them thirty individuals were selected through cluster sampling method. The drawn sample was randomly assigned to experimental and control groups. The instruments consisted of Life Skills Questionnaire (Sa’atchi, Kamkari & Asgarian, 2010) and Religious Attitudes Questionnaire (Glock & Stark, 1965). The content validity of the measures was approved by experts and their internal consistency was confirmed by Cronbach’s alpha test. The experimental group received philosophical mindset training in six sessions. The training was provided based on Smith’s theory (1990, translated by Behrangi, 2013) and in three dimensions of comprehensiveness, introspection, and flexibility. The obtained data were analyzed via ANCOVA. The results showed that philosophical mindset training had significant, positive effects on religious attitudes and life skills of elementary school teachers.

The development of various aspects of human society depends on creating new ideas. Logical thinking can be subject to having his philosophical mind. Mind philosophical insights and knowledge can help the managers and employees to cope with the problems. The main goal of the research was to investigate the relationship between philosophical mindset and organizational creativity of State Management Training Center employee. The research method used was correlation. The study sample consisted of all employees in 2013, the Public Administration Training Centre, which is equal to 145. Of the population, a sample size of 110 patients were randomly selected. The study used two standard questionnaires to assess employee creativity Randsip (1979) and also philosophically minded questionnaires Mirsepasi & Soltani (1375) examined the above variables. As for inferential statistical analysis of the test data; «r» Pearson, «R» and stepwise regression were used. The philosophical dimensions of subjectivity (comprehensiveness, depth and flexibility) as a significant positive relationship with the government management innovation personnel training center were found. The result of stepwise regression showed that integration and flexibility are the best predictor for State Management Training Center staff is predictors of creativity. The findings stated that the philosophy of mind and its dimensions (recall, meditation and flexibility) in the Public Administration Training Centre staff, were more creative. After analyzing the data, it can be concluded that the integrity of philosophical thinking were more about creativity and flexibility and depth dimensions were in second and third positions.