مدارس دولتی

Due to the very important role they play in the future administration of the country, students are considered one of the important strata of society, and the importance of this role is that in the future, the students will be the main managers of the country and guide other sections of the society towards the perfection and goals of the country. On the other hand, some of the students will be the flagbearers of the education and upbringing of the generations after them in the future, and in this way, they will be indirectly involved in the improvement of the next generations of society. This group is exposed to a lot of psychological pressure due to their age and special social position. One of the factors that may play a decisive role in the psychological pressure of students is the teacher-student relationship, which is considered as one of the most important interpersonal interactions in the school, unfortunately, it has been given less attention or even ignored in the country's schools today. The teacher-student relationship is a stable cognitive, behavioral, and emotional relationship that is gradually formed during long-term interactions between students and teachers and will be very related to the growth and development of students. The mental well-being of teachers is one of the psychological issues that affects the quality of teacher-student communication. Mental well-being is an umbrella that shows people's level of satisfaction and positive feelings based on their subjective evaluations of life.  This research seeks to answer the question of whether the quality of teacher-student communication can play a mediating role in influencing the mental well-being of teachers on the level of psychological pressure of students.

 Design/Methodology/Approach: 

This research is practical in terms of purpose; Because it seeks to solve the problem and examine the relationships between the variables of students' mental pressure, teachers' mental well-being, and the quality of teacher-student communication. The current research is cross-sectional in terms of time horizon. Considering that a questionnaire was used for data collection in the present study, the present study is quantitative in terms of the method of data collection. The statistical population of the current research included two sections of sixth-grade students and their teachers in Mallard City in the academic year 1402-1403, according to the survey, the number of students was 19059 and the number of teachers was 289. The number of observable variables was used to calculate the sample size. In this research, the number of samples is 377. These numbers were selected through cluster sampling. The measurement tools in the present study were standard questionnaires of students' mental pressure, teachers' mental well-being, and the quality of teacher-student communication. For the variable of students' academic stress, the questionnaire of Zajacova et al. (2009) was used. For the mental well-being variable of teachers, the standard questionnaire of Keyes and Magyar-Moe (2003) was used. To measure the quality variable of teacher-student communication, the standard questionnaire of Murray and Zvoch (2011) was used. To check the validity of the questionnaires, the necessary approvals were obtained using the opinion of the respected Professor Mahla and some other experts in the field of educational management and organizational behavior. Cronbach's alpha method was also used to check the reliability of the questionnaire questions. Cronbach's alpha calculated for the questionnaires was more than 0.7, so the questionnaires have reliability. 

The findings showed that teachers' mental well-being had a negative and significant effect on students' psychological pressure (P<0.05); However, the effect of teachers' mental well-being on the quality of teacher-student communication was positive and significant (P<0.05). Also, the results showed that teachers' mental well-being through the quality of teacher-student communication has a significant effect on students' psychological pressure (P<0.05). 

The results of the present study showed that there is a negative and significant relationship between the mental well-being of teachers and the level of psychological pressure of students. In other words, it can be said that by increasing the components of teachers' well-being (emotional, psychological, and social), the amount of psychological stress of students decreases. The results of the present study showed that there is a positive and meaningful relationship between the mental well-being of teachers and the quality of teacher-student communication. In other words, it can be said that by increasing the mental well-being components of teachers (emotional, psychological, and social), the quality of teacher-student communication also increases. The research results also showed that there is a negative and significant relationship between the quality of teacher-student communication and the level of psychological pressure on students. In other words, with the increase in the quality of teacher-student communication, the amount of psychological stress of students decreases.

Public Schools in Iran are far from the principles of the learning organization due to their structural and managerial characteristics which are affected by the centralized management structure. Therefore, the purpose of this research is to design a qualitative model for the development of learning public schools.

The research approach is qualitative and a semi-structured interview was conducted through targeted sampling with 22 experts from the Ministry of Education and schools in Tehran until reaching theoretical saturation. In order to explore the development model of learning schools, data analysis was done using the foundational data theory and through MAXQDA software.

After conducting qualitative interviews and coding, general categories and subcategories and identification concepts and causal factors, background factors, intervention factors, strategies and consequences of development of learning schools were determined and finally the development model of learning schools with 6 main dimensions and 17 subcategories. And 221 indicators were designed.

The managers of the Ministry of Education and all the stakeholders of the schools, taking into account the causal factors and background and intervening conditions and adopting strategies in the field of human resource empowerment, development of knowledge and learning management, team and collaborative learning, learning communication network and self-assessing school, responsible and Respondents can benefit from the benefits of developing learning schools.