secondary schools

The aim of the present study was to examine the pathology of social-civic education in lower secondary school students in Iraq, based on content analysis of social studies textbooks with an emphasis on the standards of the National Council. This research, in terms of its objective, falls under developmental and applied studies and is categorized as qualitative in terms of approach. Regarding data collection method, it is a documentary research carried out using qualitative content analysis. In the content analysis section of this study, social studies textbooks of the lower secondary school level and the upper-level national documents of Iraq were analyzed. In the Delphi consultation section, 40 Iraqi education experts were selected as the research sample. The study employed a qualitative content analysis method and a researcher-made questionnaire for the expert opinion section. In this study, data reliability and confirmability were confirmed, and the qualitative analysis was performed by two coders. The inter-rater agreement for the conducted analyses reached 79.6%. The obtained data and information in the systematic review section were analyzed using thematic analysis, and in the Delphi section, descriptive statistics such as mean, median, and frequency, as well as the inferential Kendall’s W test, were used. The results of the thematic analysis, after categorizing the initial codes, identified four organizing themes (objectives [cognitive, affective, and skill-based], content, teaching and learning strategies, and evaluation), which together shaped the overarching theme of the social-civic education program for lower secondary school students. Among these, the level of expert agreement on the extracted indicators was reported as adequate. Accurate identification of the challenges and addressing them in Iraqi secondary schools requires the development of appropriate standards and strong enforcement mechanisms.

The purpose of this research is to investigate the current status of organizational knowledge management of secondary school principals.

This research was conducted with a qualitative approach and a data-based method. The scope of the research includes all agents involved in the management of schools, who were selected through purposeful criterion-based sampling. In order to analyze the data, open, axial and selective coding method was used. Lincoln and Cuban criteria were used to ensure validity and reliability.

The findings of the research show nineteen core concepts and eight selected categories, which in the form of a paradigm model include lack of awareness of the necessity and executive frameworks of knowledge management in schools as a core category and causal conditions (lack of attention) Networking in the direction of knowledge management, weak leadership in intra-school activities, lack of equipping schools with knowledge management tools, contextual factors (environmental, managerial and resource factors), facilitating intervention conditions (individual characteristics) organizational support and knowledge management process requirements), limiting intervening conditions (structural barriers, educational and managerial barriers, cultural barriers), strategies and the consequence (imbalance in the knowledge management cycle of schools and neglecting the creation and sharing of knowledge in schools) was organized.

According to the findings, it can be concluded that for the implementation of knowledge management in the organization, individual, organizational and management factors are effective and these factors should be considered together.Key words: knowledge management, managers, secondary schools, foundation data

Curriculum based on positive education approach in secondary school is facing many challenges that need more attention and research to help improve the quality of education and academic results of students. Therefore, the main goal of the current research is to identify the components of the positive education curriculum for the secondary education system.

It was mixed. In the design part of the positive education curriculum model, it was done with systematic foundation data method and the research participants included specialists and experts in the field of studies, educational management, educational psychology and research and education planning experts in the section of secondary school textbooks. which was done with a purposeful sampling method. The research data were collected through studying the theoretical scope of the research and interviewing experts. In total, semi-structured interviews were conducted with 22 experts. Also, in the validation section of the positive education curriculum, a researcher-made questionnaire (survey) was used, and the validity of the model was confirmed by experts.

The findings of the present study showed that several causal factors are involved in the positive education curriculum model for secondary school, which include teacher training, teachers' attitudes and beliefs, support and support for teachers, school support, school culture and policy. Social-emotional development of students, integration of positive education principles in the curriculum. Also, factors such as teachers' professional development opportunities, sufficient financial resources, educational materials and resources, stakeholders' feedback, regular evaluation of positive education curriculum, are intervening factors. 

The results obtained from the implementation of confirmatory factor analysis in the validation of the model showed that the coefficients of factor loadings extracted to explain the indicators identified as desirable indicators of the research positive education curriculum have the necessary and sufficient coherence.

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.

One of the internal criteria of human beings in distinguishing between right and wrong is the power of reason and thought. This divine deposit requires creativity, prosperity and fertility. In this case, it causes a person to reach perfection; Although this prosperity has been affected by various factors and conditions, it is not well known yet which factors divert the process of creativity and thinking from its correct path and prevent a person from reaching the truth. Although this issue can be discussed in different dimensions in the knowledge of psychology and logic, in the Qur'an and hadiths, as life-enhancing teachings, there are clear lines that show what obstacles limit the way of human flourishing and intellectual growth and cause the destruction of his creativity in this path. This article seeks to identify and explain some individual and social obstacles such as fear of failure and mistakes, shyness, self-deprecation and feeling of inferiority, following previous habits, crisis of social despair and following superstitions from the perspective of Islamic teachings to clarify the point.

The research about the quality of education in schools is one of the most important issues that, on the one hand, provides appropriate feedback for the analysis of educational issues, basic decisions and strategic planning to the officials and those involved in education. And on the other hand, teachers being aware of the quality of their performance during teaching will be able to modify the educational methods and methods and, as a result, increase the quality of their teaching. Therefore, the purpose of this research was to develop a model for improving the quality of secondary schools in Ahvaz city using the foundation data method.The research method was qualitative and practical in terms of purpose. In the first stage, a qualitative study with a grounded theory approach was conducted with semi-structured interviews with 25 experts in the field under investigation, and in the next stage, in order to validate the obtained model, a questionnaire was given to 18 experts in this field. Also, the validation of the model was done using the content validity method of Lavish. The research tool was also a semi-structured interview, which was validated with face validity and reliability with the method of coefficient of agreement between the coders, and its value was 0.90.The results of the analysis and validation of the model in 5 main dimensions are: causal conditions with 1 main category and validity of 0.94, contextual conditions with 2 main categories and validity of 0.88, intervening conditions with 2 main categories and validity of 85 0.0, strategies with 2 main categories and validity of 0.80 and consequences with 2 main categories and validity of 0.70. The findings of the research have shown that the model of improving the quality of education in Ahvaz schools has a good validity.

This study was conducted with the aim of identifying the components of learning management in secondary schools. The research method was conducted with a qualitative approach and grounded theory method. The research sample for the semi-structured interviews was 12 active experts in the field of educational management to identify the indicators of the study management model in secondary schools, who were selected in a targeted manner. The validity of the qualitative part was of construct and convergent validity and was approved. Qualitative data analysis in this study was done with the foundational data analysis method and with three stages of coding. MAXQDA software was used for qualitative content analysis. From the analysis of the qualitative data of the research, in the open coding stage, the initial conceptual codes were obtained. The findings showed that the paradigms resulting from the qualitative data analysis of the foundation are: indicators of contextual categories: indicators of encouragement and persuasion to innovation, efforts to improve skills, improving teachers' responsibility, realistic education, exploratory education, problem-solving education and critical thinking education.

The aim of the current research was to study and evaluate the organizational health of the second secondary schools of Kamiyaran city in the academic year of 2001-2001. In terms of practical purpose, the research was carried out in a descriptive (survey) way. The statistical population of the research was all managers, teachers and executive staff working in the mentioned schools in the number of 203 people. The sample size was estimated to be 173 people. The sampling method was census. The OHI Organizational Health Questionnaire of Hui and Fidman (1988) was used to collect data. Their face and content validity was obtained by using available sources and opinions of experts, and their validity was determined through experimental implementation and calculation of Cronbach's alpha coefficient for organizational health of 90%. The data collected by SPSS software were analyzed using non-parametric tests such as ratio test (binomial), U-Mann-Whitney test, Kruskal-Wallis test and Friedman rank test. The results showed that: the organizational health of schools in terms of managers, teachers and executive staff is high and appropriate. In terms of the organizational health of schools, there is a significant difference. Evaluation of organizational health at the institutional and technical levels and the seven dimensions have significant differences except the dimension of resource support. There is no significant difference in the evaluation of the organizational health of schools in terms of government and non-government and girls' and boys' schools. There is no significant difference between educational qualifications, working years, type of formal and informal employment and their assessment of the organizational health of schools.

Distributed leadership is one of the most popular theories in school environments today. This theory has a great impact on the improvement and performance of schools, the effectiveness of teachers and, consequently, student outputs. Therefore, the main purpose of this study was to construct and validate a scale for the study of distributed leadership in secondary schools. The statistical population included all high school teachers in Kurdistan province. In the first stage, 377 people and 6 months later, 321 people were studied by random sampling from different regions. In the first stage, the data were analyzed using Exploratory factor analysis, using principal component analysis of direct ablation rotation with SPSS 23 software. In the second stage, the data were analyzed using confirmatory factor analysis and AMOS 23 software. The results of the present study showed that the questionnaire for the study of distributed leadership has a four-factor structure including: school improvement and teacher professional development, trust-based interaction, democracy, and comprehensive support, which are measured using 25 statements. This questionnaire was named "Distributed Leadership Scale of Secondary Schools".

The purpose of this study was to design a model of professional qualifications of art teachers in Fars province. The research method was mixed in terms of purpose, development and application and in terms of data collection. The statistical population of the qualitative part of the research consisted of professors, elites, art teachers and experts who were selected as a sample using purposive sampling method based on the principle of saturation of 20 people. The statistical population of the quantitative section included all middle and high school teachers in Fars province. Cochran's formula was used to determine the sample size. 316 people were selected as the sample, which was selected using a simple random sampling method. Semi-structured interview and researcher-made questionnaire (based on qualitative data analysis) were used to collect data. Based on the results of qualitative data analysis, the professional qualifications of art teachers were identified in 15 components, and these components were confirmed through construct validity (second-order factor analysis). The findings of the quantitative section also showed that the professional competencies of art teachers were at a desirable level and were higher than the hypothetical average of the research. LISREL 8.80 and SPSS 23 software were used for data analysis.

This study has been done in the category of applied research with qualitative paradigm by thematic analysis through an inductive approach.From reliable first-hand documents and resources in terms and keywords of this inquiry in thriving countries,45 cases were selected by purposive sampling.The data collection tool was manual and computer notes(MAXQDA,2020).The network of themes extracted in the findings indicates a conceptual model with five broad themes(curriculum competencies,educational strategies,student,teacher and challenges and opportunities)and a practical model with five broad themes(School's curriculum,educational activities,operational activities,student activities,and teaching activities).The study shows that in prosperous countries like Finland and Sweden,students' start-ups have been started for many years and are going on regularly and desirably.Since this type of activity has been neglected in Iranian curricula,it is suggested that the curriculum of start-ups in the second year of high school be designed & implemented based on the criteria an indicatores provided in the models of this research.

The purpose of this research was to present and validate the model of improving the structure of secondary schools using a mixed method. This study was conducted using a mixed method (exploratory design). The research method was in the qualitative part of the foundation's data theory and in the quantitative part of the survey. Qualitative data was obtained through semi-structured interviews with 12 people (purposive sample) from managers, teachers and professors in the field of educational management. With the subject of the research, a semi-structured interview was used. Validity and reliability criteria were used to validate the data. The validity of the interview was confirmed using the four criteria of Gaba and Lincoln (1994) and the reliability of the questionnaire was confirmed using the Cronbach's test. To analyze the qualitative data, open coding, axial coding and selective coding were used to select and determine the category of the central phenomenon. A researcher-made questionnaire (based on qualitative findings) was used to collect quantitative data. In the quantitative part, the statistical population was all principals of schools in Karaj city in the number of 1900 people in the academic year 2017-2018. Using Morgan's sample selection table, a sample of 320 school principals were selected by available sampling method. Professors were used and most experts confirmed its validity, and to verify the reliability of the questionnaire, the method of conducting a pilot test and calculating Cronbach's alpha with SPSS software was used; Based on this, Cronbach's alpha was calculated as 0.803, which shows the reliability of the researcher-made questionnaire. The researcher-made questionnaire included questions that refer to the concepts classified in the qualitative section. In the qualitative analysis of the secondary school structure improvement model, the causal conditions components of the secondary school structure improvement model included individual capabilities and organizational conditions, and the intervening factors included the three categories of political system, power relations, and belief system, and the background condition components included organizational culture and organizational atmosphere. The strategy or strategies of presenting the model for improving the structure of secondary schools included two strategies of planning and transformation and development. Among the consequences of the presented model, we can point out the benefits of a dynamic and capable structure as well as an effective and efficient leadership style. The results of this research showed that the desired structure in schools helps in the effectiveness and quality of educational processes and facilitates administrative and cultural affairs and enables schools to adapt to environmental changes and intervening factors within the organization. It also removes the obstacles and problems caused by defective structures and in this way improves efficiency, effectiveness and productivity in schools.

One of the areas that needs justice is the educational system. Justice; It is the most basic moral and social value in the Islamic system and is a kind of factor for the survival of society. For example, from the point of view of classical liberals and contemporary libertarians, freedom constitutes the fundamental value and the central axis of a desirable society. On the other hand, in the socialist view, the element of equality, and especially the issue of need, is usually a fundamental value.Analysis of research data was performed at both descriptive and inferential levels. At the descriptive level, indicators such as mean, standard deviation, cross tables and frequency distribution diagrams were used. In the inferential statistics section, a one-sample t-test was used to compare the means in the grouped variables. Kolmogorov-Smirnov and Shapiro-Wilk tests were also used to evaluate the normality of the research variables. The results of one-sample t-test based on the opinion of teachers and principals of first and second secondary schools in Kurdistan province showed; Schools in Kurdistan Province benefit "to some extent" from new intelligent technologies in formal education (15.82). Physical, educational and training spaces have been "to a large extent" adapted to the special needs and gender differences of students in Kurdistan Province (22/13)., the amount of compensation for services and welfare of teachers in first and second secondary schools (5/9) and diversification of learning environments in the process of formal education of first and second secondary schools in Kurdistan province (5/749)

The present study aims to identify and rank the factors affecting job motivation of high school teachers in Behbahan. This study method is applied research in terms of purpose and mixed research in terms of data collection. For this purpose, the statistical population of the research in the qualitative section includes all experts and related to the concept under study, which purposefully and using theoretical sampling strategy, 15 experts were selected. In the quantitative part, the statistical population included all secondary school teachers in Behbahan (1450), which 306 were selected as a sample using stratified random sampling and Morgan table. The required data are collected using a researcher-made questionnaire that has 4 components of individual factors, management factors, organizational factors, and occupational factors. Findings showed that among the individual variables, job motivation and communication skills and self-control, obtained the highest score among the individual variables affecting job motivation. Among the organizational variables, perceived organizational justice and organizational discipline achieved the highest score and among job variables, workplace mental health and required facilities and equipment received the highest score affecting teachers' job motivation among respondents.