آموزش و پرورش

The present study was conducted with the aim of investigating the relationship between spiritual leadership dimensions and organizational virtue in education. Because the researcher searches for two or more categories of information (spiritual leadership, organizational virtue) from a group to analyze the relationship between spiritual leadership and organizational virtue. The statistical population of the study consists of elementary school teachers in Pars Abad city. The sample size was 190 people using the Cochran formula and the sampling method was done as online sampling. In order to collect information, a questionnaire on spiritual leadership and organizational virtue with 45 questions was used. Pearson correlation coefficient test was used to analyze the research hypotheses. The results showed that with 95% confidence, it can be said that all dimensions of spiritual leadership have a significant relationship with organizational virtue in education. The highest correlation intensity is related to productivity and continuous improvement with organizational virtue, whose correlation coefficient is 0.410, and the lowest is related to the dimension of faith and hope, whose correlation coefficient is 0.284. The research findings also showed that there is a positive and significant relationship between spiritual leadership and organizational virtue. Based on the results obtained from the final model, it is confirmed that the presence of spiritual leadership in the organization leads to the creation of organizational virtue.

This research was aimed at designing and validating the Podmani curriculum model (modular) for education skills training courses.

The present study was conducted in terms of applied objective and using a mixed sequential exploratory (qualitative-quantitative) data collection method of the data-based type (qualitative stage) and cross-sectional survey (quantitative stage). In the qualitative part of the data-based method, information was collected and examined using inductive analysis. In the quantitative stage, a researcher-made validation questionnaire was completed by 127 national experts in the field of education and training and curriculum, and after confirmatory factor analysis, this questionnaire and the modified modular curriculum model in education and training skills training courses, with 132 variables, were validated and presented after first and second-order confirmatory factor analysis and appropriate fit by R2, Q2 indices.

The research findings in the qualitative section, obtained from document analysis and interviews, were combined together, and the process of unification, elimination, and integration of key concepts was carried out. As a result, 17 main themes were identified, and in the quantitative stage, considering that the appropriate value for Cronbach's alpha is 0.7, for composite reliability is 0.7, and for all 17 categories, the AVE value is greater than or equal to 0.4, and all criteria in the factor loadings measurement section have appropriate values, it can be confirmed that the research has appropriate reliability and convergent validity.       

It can be concluded that the modular curriculum model can be used for education and training skills training courses.

The issue of physical health is one of the issues that the policy makers of every country should pay attention to and plan for. This issue becomes more important when, according to various statistics, after the corona virus epidemic and the closure of schools, students have faced problems such as overweight and inactivity. One of the tools that policy makers can use to change students' behavior is the use of behavioral policy tools.In this research, after studying the literature of the field of behavior and consulting with the elites of this field, we designed two behavioral reform measures and implemented them in a quasi-experimental way in selected schools. In this way, the students' behavior was checked and recorded in the pre-test and post-test. The movement camp and the school buffet were two actions that, after being designed, one of them was implemented in Salehin Boys' School and the other was implemented in Motahari Girls' School. . The results of these two actions showed that the use of behavioral policy tools will be effective in changing students' behavior.

The education system of countries has a central role in the development and enrichment of human capital, and the result of effective strategies for guiding and developing students can lead to extensive changes. Student leadership development is a process that promotes the development of students and helps their talents flourish. This research was conducted with the aim of providing a leadership development model for students using a Meta-synthesis approach.

In this research, using the Meta-synthesis method and careful review of the subject, the findings of related researches were combined to design the model. Based on this, 342 researches in the field of leadership development, related keywords were queried, and 32 researches were selected. By analyzing their content, relevant categories and codes were extracted, and the importance and priority of each was determined using Shannon's entropy technique.

Based on the research approach, 3 categories, 20 concepts and 64 codes were extracted. Adaptability, growth and cultural intelligence in the infrastructure section, persuasiveness, culture of participation and networking in the requirements and cognitive complexity section, challenges of culture building and lack of expertise in the barriers section obtained the highest weights. Environmental factors, cognitive complexity and adaptability among all concepts were assigned the highest weights.

In this research, the leadership development model of students was presented in the form of three sections: infrastructure, requirements and obstacles. Since a comprehensive model for student leadership development has not been presented so far, this research can be beneficial in the direction of developing leadership characteristics in students and culturizing this phenomenon in the country's educational system.

This study aimed to design an educational equity model based on Information and Communication Technology (ICT) with a blended learning approach. The study employed a sequential mixed-methods research design, incorporating both qualitative and quantitative approaches. In the qualitative phase, data were collected through in-depth interviews with educators, administrators, and policymakers, which were then analyzed using grounded theory to identify key components of the educational equity model. The quantitative phase involved surveys administered to a diverse sample of teachers and students to validate the findings from the qualitative phase. Statistical analysis, including structural equation modeling, was used to confirm the relationships between the identified components. The analysis revealed several critical components necessary for achieving educational equity through ICT and blended learning. These included comprehensive planning for educational opportunities, designing inclusive virtual curricula, establishing clear standards for virtual education, ensuring equitable distribution of resources, and fostering a flexible, participatory learning environment. The study also highlighted the importance of teacher proficiency in ICT, continuous professional development, and strong institutional support. Empirical evidence from the quantitative phase supported these findings, demonstrating significant improvements in student engagement, motivation, and academic performance. The integration of ICT and blended learning in education significantly enhances educational equity by providing flexible and inclusive learning opportunities. The proposed model addresses key challenges and leverages opportunities associated with blended learning, ensuring that all students have access to quality education.

The aim of the current research is to identify and rank the antecedents affecting moral-emotional acting in education. This research was applicable in terms of its purpose, and was carried out with a quantitative approach with an exploratory design. The research method was descriptive-survey. The statistical population in the quantitative section included education managers of Golestan province; by stratified random sampling method, as many as 270 people. The research data collection tool included a researcher-made questionnaire, and data analysis was done through exploratory and confirmatory factor analysis in SPSS21 and PLS software. The results showed that the antecedents affecting moral-emotional acting have 2 dimensions: "individual antecedents and organizational antecedents". Individual antecedents have 3 components: "knowledge and information, personality traits, and motivation", and organizational antecedents have 4 components: "organizational culture, ethical atmosphere of the organization, organizational structure, and leadership and management". Considering the factors affecting moral-emotional acting, we can observe the growth of positive organizational behaviors and the institutionalization of ethics in the organization. According to the obtained model, there is a relationship between the exogenous variables of antecedents affecting emotional acting and the endogenous variable of emotional acting, based on the factorial path coefficients of 0.680; also according to the t-value, the effect of antecedents affecting emotional acting has become significant; therefore, there is a positive and significant relationship between the antecedent variables affecting emotional acting and emotional acting. Thus, it can be concluded that; the effect of effective antecedents on emotional acting is positive and meaningful.

The purpose of this study is to propose a model of distributed leadership in Iranian education.

The current research is applied from the objective point of view and qualitative from the method point of view. In the first part of the research, 81 documents, including articles, theses, and dissertations, were analyzed using a qualitative approach using a meta-composite method, and finally, using the monitoring selection protocol, and finally, 10 documents were analyzed using summarization and hidden content analysis methods. Then, through a semi-structured interview with 8 experts who were selected in a purposeful way, indicators, components and dimensions of comprehensive leadership of education were calculated. For the validity and reliability of this section, acceptability, transferability, reliability and validity of the research were confirmed.

The findings indicate that the distributed leadership model in Iranian education, comprising 49 indicators, encompasses three dimensions: educational leadership focusing on societal needs and expectations, personal and social development of students and school staff, dynamic and flexible learning environment, and educational justice incorporating values of fairness and equity in the educational environment, fair distribution of resources and opportunities, acceptance and appreciation of differences, fostering a sense of worthiness and belonging, and educational outcomes and consequences including components of improving academic and psychological performance of students,and providing a safe and stable environment for learning and development.

Policymakers can significantly enhance the quality and outcomes of education in the country and contribute to greater justice and dynamism in the educational community by implementing this model.

This study aimed to investigate the role of managerial factors in neuroscience-based leadership in education in Lorestan province.

The research method is quantitative. The statistical population in the quantitative stage includes the General Directorate and Education Departments of Lorestan Province, totaling 1222 people. 292 people were selected using the Cochran formula and stratified random sampling method. In the quantitative section, 292 people were selected using the Cochran formula and stratified random sampling method. The data collection tool for the quantitative phase was a questionnaire obtained from experts in the fuzzy Delphi stages. Structural equations with a partial least squares approach were used to analyze the data in the quantitative phase.

First, written and electronic sources were meta-synthesized using Xiao and Watson's 8-step process, and the initial model was extracted, and the dimensions, components, and important indicators were verified and agreed upon by experts using the fuzzy Delphi technique. Finally, the reliability and validity of the proposed model were proven using confirmatory factor analysis, and a neuroscience-based leadership model in education-oriented organizations was verified and developed with 5 dimensions, 63 components, and 205 indicators.

The proposed neuroscience-based leadership model is a complete and comprehensive model, as it includes almost all the dimensions necessary for leadership and management in learning-based organizations, especially education.

 The job well-being of teachers is a critical issue for schools and society (Duckworth et al., 2009, p. 540). Research indicates that high occupational well-being in teachers helps schools stabilize their performance (Creemers & Reezigt, 1996). On the other hand, low job well-being is considered an obstacle to school improvement and educational reforms and leads to increased teacher absenteeism (Parker et al., 2012, 503). Therefore, it seems that the increase in the number of vacations, absences, and late attendance at school indicates the low job well-being of teachers. On the other hand, low levels of organizational justice are closely related to negative job outcomes such as stress, low psychological well-being, and employee turnover (Silva & Caetano, 2014, p. 24). Versteegt et al. (2022) found in their research that job autonomy is an effective condition for the effect of organizational justice on job well-being. Also, studies show that independent employees who determine how to do their work have high psychological and social well-being (Gan & Cheng, 2021, p. 2).If we consider the pattern of organizational justice relationships, job autonomy, and job well-being as a phenomenon, the structure of organizational justice in elementary teachers can play a decisive role in this phenomenon. Elementary teachers who receive and perceive organizational justice in procedural, process, and distributive dimensions and also, have independence in work planning, decision-making, and independence in work methods (Morgeson & Humphrey, 2006) will achieve a positive perception of job well-being. Based on this, the research question is: To what extent does organizational justice, through the mediation of job autonomy, affect teachers' job well-being?

Design/Methodology/Approach: 

The research method was descriptive and correlational. The statistical population of the research was 1748 elementary teachers in Hamedan City in the academic year 2017-2018, and a sample of 316 people was selected by stratified random method. The questionnaires for collecting information were: the job well-being of Parker and Hyett (2011), organizational justice of Niehoff and Moorman (1993), and job autonomy of Morgeson and Humphrey (2006). The validity of the questionnaires was determined using construct validity and confirmatory factor analysis techniques. The research data was analyzed with Pearson correlation coefficient and confirmatory path analysis and with LISREL 3.50 software.

 The first hypothesis: The findings showed organizational justice variable with a path coefficient of 0.26 and t value of 4.33 has a direct, positive, and significant effect on the job well-being variable.The second hypothesis: The findings showed the variable of job autonomy with the coefficient of path 0.46 and t value 5.03 has a direct, positive, and significant effect on the variable of job well-being.The third hypothesis: The findings showed organizational justice with a direct path coefficient of 0.45 and a t value of 4.95 has a direct, positive, and significant effect on the variable of job autonomy.The fourth hypothesis: The findings showed organizational justice variable with an indirect path coefficient due to job autonomy of 0.207 and t value of 3.56 has an indirect, positive, and significant effect on the job well-being variable.The results of the Sobel test showed the mediating effect of job autonomy is significant in the relationship between organizational justice and job well-being.

 The findings showed that organizational justice has an indirect, positive, and significant effect on the job well-being variable due to job autonomy. This means that the increase in the positive perception of elementary teachers towards organizational justice leads to an increase in the positive perception towards job autonomy, and also the increase in the job autonomy of teachers causes the increase in the job well-being of teachers. The findings of the research are aligned with the findings of Versteegt et al. (2022), Majumdar & Kumar (2022), Sora et al (2021), Godwin et al. (2020), Le et al. (2016), Nery et al. (2016), Sahai & Singh (2016), Clausen et al. (2021) ،Gardner (2020), Yang & Zhao (2018), Khan et al. (2021), Zeng & Chen (2022), Butt et al (2017).

The purpose of this research is to investigate the current state of maturity of human resource management in schools. This research was conducted with a qualitative approach and a data-based method. The statistical population includes the study population of this research, all the main agents involved in the management of human resources of education in the province of Sistan and Baluchistan, including; They were teachers, school principals and human resource managers. which were selected through purposeful, criterion-oriented sampling. Data were collected through semi-structured interviews with seventeen teachers, eight school principals and eight human resource managers. 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 research results were organized in ten main dimensions and nineteen main axes based on the Roberts model. These dimensions include the process of human resources strategy, organizational capability development, recruitment, employee development, talent management, performance management, reward and appreciation, health and safety, internal and external communications, and data and systems management.

The purpose of the current research is to study power in educational organizations with a phenomenological approach. In this article, the phenomenon of power, resources, and its relative ability to explain the behavioral aspects of human resources in the organization have been investigated. Power is one of the important and necessary components in any organization, and how to acquire and apply it correctly and effectively is necessary for the survival of any system in today's world. Today's theorists consider the organization as a set of mutual relations and actions and reactions of individuals, where power is the most important factor in the nature and quality of these mutual relations. Power can be used in different parts of an organization and cause various results and consequences in that organization. Each of the sources of power and the combination of their different situations form different behavioral and conceptual models, and according to them, they create different interactive structures. The distance that those in power feel toward others makes them more likely to disobey the advice they hear. 

Design/Methodology/Approach: 

The current research method is a qualitative phenomenological type, which is based on the lived experiences of the participants about the concept of power and its dimensions, as well as the tendency towards sources of power in the organization with the metaphor of osmotic pressure of chemistry. The participants of the research were the education experts of Semiram City, and a semi-structured interview was conducted with 13 experts using the purposeful sampling method and the theoretical saturation criterion of the findings. The analysis of the findings was done with the thematic analysis method. The evaluation criteria of qualitative research, including trustworthiness, transferability, reliability, and verifiability, were examined, and based on that, the validity and reliability of the research was confirmed. 

By analyzing the findings, 122 basic themes, 25 organizing themes of the first level, and 5 organizing themes of the second level were identified and extracted, which were centered around the overarching theme of the phenomenon of organizational power. 5 organizing themes of the second level, including the concept of power, power sources, orientation to power sources, consequences of orientation to power sources, and power management solutions were identified. The participants expressed their experiences of orientation toward the sources of organizational power, including selection and appointment within the organization, individual experiences, osmosis phenomenon, organizational experiences, and gaining points. The participants expressed their experiences of the concept of power in the form of the concepts of dominance and influence, individual strength, some kind of need, being charismatic, ability and capacity, superiority, communicating, negative approach, positive approach, and position. They have also presented the themes of intercession and nepotism, individual factors, law and superiors as their experiences of sources of organizational power. On the other hand, they expressed their experiences of orientation toward organizational power sources, including selection and appointment within the organization, individual experiences, osmosis phenomenon, organizational experiences, and gaining privileges. The most important consequences of the tendency to sources of power include the marginalization of individual interests and attention to social interests, the use of violence and tyranny, and the ability to influence. Discussion and

The research results showed that some employees, despite weaknesses in their scientific knowledge, experience, and skills, manage to move from less powerful units within the organization towards positions of greater influence. These individuals seek to gain personal advantages through such upward mobility. To address this phenomenon, organizations should implement meritocratic selection processes, enforce regulations decisively, and foster a culture of cooperation, accountability, justice, and ethical conduct. The phenomenon of osmosis shows many legal and illegal functions in an organization. Weakness of people, flattery, unfairness, and most importantly, weakening of the rule of law in the organization are among the factors of the formation of such a phenomenon. The weakening of the rule of law in the organization paves the way for people who lack professional ability but are flattered. Many corruptions and destructions in the organization are caused by this unpleasant phenomenon. People who, without any commitment and expertise, have learned the illegal and inhumane ways of failing and failing to perform assigned duties, according to the experience and attention of some sick people, and they can make themselves respected by the heads of organizations. They place themselves as an efficient force in an organization and in some cases, they don't shy away from objections to taste, opinions and orders.

The purpose of this research is practical. The method of collecting information in the current research was in the form of library and field method through interview and observation. Also, the method of qualitative content analysis was used to check the content of the research. In the current research, the community of participants were selected from among experts and people active in the field of tourism and coaching in Gilan province. To select the sample, a purposeful and snowball sampling method was used, which was achieved based on the saturation rule by using 15 interviews, which was continued until the 20th interview for greater certainty. Based on the results of the research, preservation, protection and protection of the environment, social structures, and the preservation of the cultures and customs of the communities are among the main consequences and principles of sustainable tourism. It is also one of its negative points.

This study aimed to develop a comprehensive model of quality of work life based on organizational justice, organizational optimism, and organizational resilience among employees of the Education Departments in Tehran.

The research employed a mixed-method (qualitative-quantitative) approach. In the qualitative phase, semi-structured interviews were conducted with 15 experts in management and sociology, and the initial data were collected and analyzed. Following this, a questionnaire was designed based on the qualitative findings and distributed among 450 employees of the Education Departments in Tehran. Data analysis was conducted using Structural Equation Modeling (SEM) and the AMOS and SPSS software.

The findings revealed that all three variables—organizational justice, organizational optimism, and organizational resilience—are significantly related to the quality of work life. Organizational justice was identified as the strongest predictor of quality of work life, while organizational optimism and organizational resilience also had direct and indirect impacts on improving quality of work life. Additionally, organizational justice played a mediating role in the relationship between organizational optimism and resilience with the quality of work life.

The results of this study indicate that attention to organizational justice, organizational optimism, and organizational resilience can lead to an improvement in the quality of work life for employees in educational organizations. It is recommended that managers strengthen these variables to create a supportive and positive work environment, thereby enhancing employee satisfaction and commitment.

Cultural identity is a complex and multifaceted concept that shapes how people view themselves and the world around them. It influences how people think, feel, and interact with others, and has a significant impact on individual and social well-being.   The statistical population consists of all primary school teachers in Parsabad, Moghan. 230 samples were collected and analyzed based on Homan's method and simple random sampling method. To measure the cultural identity, a questionnaire made by the researcher based on the approvals of the Supreme Council of the Cultural Revolution with 27 items was used. The validity of the research was evaluated and analyzed through confirmatory factor analysis and its reliability through Cronbach's alpha test. The obtained alpha is above 0.70 and confirms the reliability of the questionnaire. The research had two main hypotheses that were tested using the one-variable t-test and confirmatory factor analysis. According to the data obtained from the questionnaire with an average limit of 3, the first hypothesis was tested using a one-variable t-test and it was found that the upper limit is positive and the lower limit is positive, the result indicates that with the confidence of 95 school teachers Primary adhere to cultural identity and also the model structures were tested using factor analysis and the results showed that there is a high correlation between the cultural identity variables and the cultural identity model with 27 indicators and three dimensions was normatively approved.

The present research was conducted in order to investigate the use of ICT on the verbal and motor learning management of primary school students. The statistical population of this research includes all primary school teachers of Sufian city, numbering 174 people, of which 115 people were selected as the sample size. Morgan's table was used to determine the sample size in this research, and simple random sampling was used to select the sample. The research method was a descriptive survey. In this research, the measurement tool was a researcher-made questionnaire on a 5-point Likert scale. The reliability of the questionnaires was calculated using Cronbach's alpha method of 0.94. Sample t-test was used to analyze the research hypotheses. The results of the research indicate that from the point of view of teachers, the use of ICT is a major factor in the management of verbal and motor learning of primary school students.

The educational system is the basis for intellectual growth and development and the basis for the maturity and realization of human capacities, and education managers must be professionally developed to carry out this mission successfully, because a large part of the complexity and sensitivity of the educational system. It refers to the behavior of managers and the success of the organization in achieving organizational goals and missions depends on the existence of competent and competent managers; Therefore, the present study was designed to develop a model for the professional development of education managers. To conduct the research, a qualitative approach with grand theory method was used. The study population was all experts, professors and senior managers in the field of human resources in education who were interviewed using purposive sampling with 21 experts. The research tool was a semi-structured interview. Open, axial and selective coding methods were used to analyze the qualitative findings. The results showed that "Development of cognitive-leadership-management skills and development of professional ethics" as key categories, "Professional development planning, organizational talent, educational and learning opportunities and self-development "As causal conditions", "networking, guidance, facilities and resources and career path management" as strategies, categories of "organizational values and culture, group of managers and working conditions" as a platform, "organizational factors, Learning-Improvement-Development Atmosphere and Barriers and Involvement of Managers were introduced as intervening conditions and succession can have consequences for individual and organizational development in education and positive extra-organizational effects for society.

Job satisfaction in the education organization depends on various factors, including organizational interactions and the quality of communication; The purpose of this study is to test the structural model of organizational interactions and job satisfaction with the mediating role of communication quality of high school teachers in Sabzevar in the 2020 academic year.

The present study is descriptive and correlational with respect to how to obtain the required data and is specifically based on the structural equation model, which used maximum likelihood estimates with skewness adjustment. The statistical population of the study is 1660 male and female teachers working in education in Sabzevar; 313 people were selected using Morgan table as a sample and were examined using stratified random sampling method and answered three questionnaires of organizational interaction, job satisfaction and communication quality. Data were analyzed by Kolmogorov-Smirnov tests, one-sample t-test, Pearson correlation and structural equation modeling using SPSS and LISREL software.

Findings showed that organizational interactions both directly and indirectly due to the quality of communication play a key role in job satisfaction of teachers. There is also a correlation between the quality of communication and job satisfaction of teachers.

The results of this study help to develop business studies in the management departments on the training of organizations, especially educational management.