نشریه مدیریت و برنامه ریزی در نظام های آموزشی
پیاپی 15 (پاییز و زمستان 1394)

The real goal of this research is providing a model for measuring the relationship between quality and satisfaction rate in any electronic learning basis at universities equipped with distance education systems and/or virtual systems established at Tehran in human sciences departments .
Research method is a correlation type and is a kind of survey study. Statistical population of this thesis includes Payam-e-Noor University, Tarbiat Modarres University, university of Tehran, Shahid Beheshti University and Iran University of Science & Industry. Statistical population includes 3039 university students in electronic learning courses. Random sampling method was used in this research. About 385 people were selected randomly from among all students in electronic learning courses .
Data collection tool was a questionnaire with Chronbach alpha equal to 0.98. All data were measured using statistical analysis resulted from a questionnaire and with the help of LISREL software. Research proposed model was tested using model making method of structured equations.
According to the results, there is a direct and significant relationship between information quality, education quality, technical quality, service quality and satisfaction. In addition, according to the regression standard coefficients (process analysis coefficients), it is obvious that information quality has first grade, education quality has second grade, technical quality has third grade, and service quality has fourth grade therefore has the least importance

This study explored the areas and conditions of applying coaching in training and development of human resource activities. As a qualitative study, this research utilized content analysis approach in addition to semi-structured interviews for data collection. According to the output of this research which is the result of interview with 7 different training experts, requirements and conditions of coaching were classified into three categories: Organizational conditions (organizational structure, organizational culture, support, educational planning & performance evaluation systems), coach skills (training and information skills, motivation and communication skills) and personal conditions (acceptance , commitment and accountability). Also the areas of coaching were classified into four categories: Developing managers and management activities, developing succession planning, organization development programs and dealing with problems in the workplace.

Based on social identity theory, this study provides a model explaining the underlying process through which transformational leadership influences creative behavior and organizational citizenship behaviors. Individual differentiation and group identification are proposed as social identity mechanisms reflecting the characteristics of personal and collective identity orientations that underpin the differential effects of transformational leadership behaviors on performance outcomes. The model is tested with data from a sample of 270 teachers and 50 principals of secondary schools located in Ilam. Results of hierarchical linear modeling (HLM)provide support for the model whereby group-focused and individual-focused transformational leadership behaviors exert differential impacts on individual differentiation and group identification. Furthermore, individual differentiation mediates the relationship between individual-focused transformational leadership and creative behavior, whereas group identification mediates the relationships between group-focused transformational leadership and OCBs toward individuals and groups. Implications for theory and practice are discussed and future research directions are outlined.

The aim of the present study was to identify factors influencing the academic achievement of students admitted to postgraduate courses (MS) in engineering and management fields in e-learning courses and compile them in the form of a prediction model.
This study performed with a correlation design. The participants were all of accepted students in the e-learning center of Iran University of Science and Technology (IUST) at postgraduate level, who had recorded formal marks at least in one semester, by the end of the second semester of the academic year 2012-13. The method of entering to the postgraduate course, the kind of university in the graduate program(BS), BS major, and BS grade point average (GPA) for each of participants, have taken as predictor variables and the grade point average (GPA) of the lessons in MS has considered as the criterion variable. Data were analyzed using linear regression model.
Among the predictor variables entered into the analysis; BS major (Engineering), admission through university entrance exam (with negative weight), BS grade point average, BS university type (governmental) and BS major (Science), are respectively identified as the most influential factors or predictors of success in post graduate course.
Conclusion and Noticing the relatively low prediction power of the current variables set, some more powerful predictors should be applied if an accurate prediction for academic achievement is expected.

Despite the fact that majority of studies in the field of career development have examined the role of this variable in the improvement of student learning; the aim of the present study was to evaluate the conceptual model of the implications of career development of teachers from an individual dimension. This study specifically investigated the perception of career development on job involvement, career content plateau and teacher burnout. The method of this study was descriptive and correlational. The statistical sample consisted of 180 primary school teachers in the city of Kashan which were selected using the stratified random sampling. To collect the required data, four questionnaires including Kanungo’s Job Involvement Scale (1982), Burnout Inventory by Maslach (2001), Milliman’s Career Plateau Questionnaire (1992), and Career Development Perception Scale of Chamberlain (2008) were used. To analyze the data in a descriptive manner and to examine the fitness of the conceptual model as well as the hypotheses of the study, the SPSS-20 and the Amos-20 soft wares were employed. The results of the examination of the conceptual model revealed the good fitness of the data to the conceptual model and the model proposed was generally confirmed. The exploration of the research hypotheses showed that the perception of career development has an effect on job involvement (β=0.41 p

The aim of this research is identifying and analyzing the employment barriers in Educational Sciences from MA Students’ viewpoints in Tehran. This research was conducted by survey method. The population consisted of all M.A. graduates in different majors of Educational Sciences who are studying in Tehran Faculties of Education from which 250 people were selected as the population by stratified sampling. In this research the questionnaire was used as a means of collecting data and SPSS software was applied for analyzing the data. The findings showed that the absence or lack of governmental support in terms of educational sciences jobs is the most important barrier for the employment of the graduate Students in this field. In addition, factor analysis of entrepreneurship barrier in university leads to the classification of these barriers in five main parts of which the most important factor is support factor. This factor involves others barriers such as lack of facilities, educational sciences requirements for practical parts, lack of educational equipment, training equipment, facilities and required equipment. After this factor, others such as educational, planning, policy making and human factors have the highest amount of total variance.

The effectiveness of schools is considerably depends on the teachers ‘voluntary behaviors which are named as "Organizational Citizenship Behaviors (OCB)". If teachers are forced to show these behaviors, they are called as "Compulsory Organizational Citizenship Behaviors (COCB)". The present knowledge about these behaviors is very scarce. Through acknowledging this gap, this mixed study has identified the contextual indicators and dimensions of this newly emerged variable. First, at qualitative stage, educational experts were selected through purposeful and snowball sampling and then the sample was interviewed. The results of interview coding identified 32 indicators. These indicators were classified into 5 dimensions: 1) top- level managers, 2) principals and assistants, 3) external organizations and institutions, 4) colleague teachers, and 5) students and parents. At quantitative stage, according to the identified indicators and dimensions, a questionnaire was provided and then filled out by 357 teachers in Babol and Babolsar. Data of the quantitative stage were analyzed using Confirmatory Factor Analysis (CFA) and one-sample t-test. The results of CFA showed that the measurement model of COCB fits well with the data. Also, the results of the t-test showed that the present situation of COCBs among the studied teachers, are not so worrying. This study, finally discusses its findings, suggests the variable and the questionnaire of COCB to the interested researchers.