پژوهشنامه تربیتی
سال ششم شماره 3 (پیاپی 27، تابستان 1390)

This study has investigated the validity and reliability of the School Attachment Questionnaire (SAQ). 380 high school students in Mashhad were completed the SAQ. Using Cronbach's Alpha for reliability and exploratory and confirmatory factor analysis, results showed that, the SAQ has appropriate internal consistency and a range of Alpha for the subscales in 0/80 to 0/83. Also, the results of exploratory and confirmatory factor analysis and the Goodness of fitness Indexes, demonstrate the structure of SAQ. So, this instrument is a good questionnaire for evaluating the student's attachment to school.

The aim of this study is to examine the relationship between managers leadership styles and institutionalization of knowledge management in Gorgan,s universities. The statistical universe includes all the faculty mambers of Gorgan,s universities (Agricultural sciences and Natural Resources, Medical sciences, Islamic Azad university, Nonprofit Golestan, Nonprofit lameyee and Payam-e-noor) with 440 persons in total and a 220- person statistical sample selected based on the formula of noreplacement of sample size estimate and by the stratified random sampling method has been studied. In order for data gathering, two LPC (least preferable coworker ) questionnaires based on fidler contingency theory for identifying managers leadership style and the researcher-made questionnaire by calculating cronbachs Alpha as 0/87 for knowledge management were used. The research method is survey-discriptive and of correlational kind. The selected validity level in this study is 95 perecption or higher. The obtained results from the research findings for the main hypothesis there is a significant relationship between managers leadership style and instituionalization of knowledge management are shown. The secondary hupotheses were as following: 1) there is no significant relationship between relation-centered leadership style and institutionalization of knowledge management, 2)there is no significant relationship between weak realtion-centered and functioncentered leadership style and institutionalization of knowledge management.3) there is no significant relationship between strong relation-centered and function- centered leadership style and intitutionalization of knowledge management,4) There is no significant relationship style and institutionalization of knowledge management and 5) There is a more significant relationship between strong relation-centered and function-centered leadership style and instituionalization of knowledg management in comparison with the relationship between weak relation-centered and function-centered leadership style and institutionalization of knowledge management. But this hepothesis also was not confirmed, that is, there is no significant relationship. Therefore, it is suggested that managers must seek a new leadership style beyond what Fidler expressed.

In this study, the correlation between IQ profile, lateral profile of mental health and Upbringing among fifth grade elementary school students and discusses the main research question thus becomes whether the intelligence profile and the profile of mental health profiles Upbringing fifth grade elementary school students is effective? Population study to all elementary school fifth grade students who comprise the sampling method, 70 of these students (40 boys and 30 girls) from six regions of Tehran were selected. Measurement tool in mental health profile questionnaire study and breeding profiles are both good validity and reliability of the questionnaire (higher than 0/85) are entitled. It is necessary to, the questionnaires were collected by using multivariate ANOVA model to test the research questions were addressed and ultimately results showed that no significant correlation in 0/01 = between IQ profiles with profiles and profile of mental healthα breeding there. Thus the correlation between IQ profiles were identified with mental health profiles that intelligent students from depression and mental disorders have higher. Also, the correlation between IQ profiles with profiles of breeding was observed that the amount of intelligent students, cooperation, responsibility, empathy, and Self Disciplinarian, Self Actualization other students with higher IQ levels (medium low and medium), enjoy.

This study reviews the teachers and experts’ viewpoints on students’ required information and communication technology (ICT) skills for effectiveness of middle school curriculum courses. Using Morgan’s table, out of 11010 teachers, 317 were selected and of 130 experts 37 were selected. All the research population belonged to the nineteen districts in Tehran. The research tool was a researcher-made questionnaire using the World Foundation ICDL questionnaire. The reliability was confirmed according to Cronbach's alpha (93%). Data was analyzed by Chi-Square, one-way ANOVA, Tukey, LSD and Mann Whitney. The study shows that from teachers and ICT experts viewpoints, four ICT modules: Web browsing and e-mail, Using the Computer and Managing Files, Power point and Word processor have priority importance of education. Basic concepts of hardware and IT had second priority. Using databases and spreadsheets modules had the third priority. Meanwhile, skills priority in all seven modules was determined. No significant differences were observed between teachers and experts viewpoint.

The current study aims to Surveying the awareness Level of elementary teachers on educational principles in order to providing a good pattern for promoting their awareness Level on education principles in kurdestan Province .The research method employed in this study in field research and the statistical population includes all the teachers who have been teaching in the elementary schools of the Kurdistan province in the academic year of 2009 – 2010. The statistical sample consists of 370 teachers who have been collected through multi-stage and random clustering sampling. In the current study, the data are collected through a questionnaire (comprised of 40 four-choice questions). The data are analyzed at two levels: descriptive level (by frequency distribution tables, frequency percentage, mean, etc.) and analytical level (through q-square, Z and T tests).The most prominent findings of the research indicate that the level of elementary school teacher's cognizance of educational principles is lower than average and there is no meaningful difference between the scores in terms of gender variable, but a meaningful difference is observed between the scores in terms of academic degree, service record and major of study.

The purpose of the present study was to investigate the relationships of occupational stress with teachers’ self-efficacy, components of self-efficacy, and teaching experience.
Method of study was correlational method. The statistical population consisted of all teachers of governmental schools of Tehran city. A sample of 600 teachers (259 male and 353 female) were randomly chosen from elementary, secondary, and high schools. Van Der Dof’s Job Stress Questionnaire and Ohio State’s Teacher Efficacy Scale (OSTES) were used to assess the teachers occupational stress and self-efficacy. Multiple regression with method of step by step regression was used for analyzing of data.
Findings: The results showed that correlation between teachers’ occupational stress and their self-efficacy is positive and significant. Self-Efficacy has a negative and significant relationship with teaching experience; And between three components of teacher self-efficacy, efficacy in students engagement have negative correlation with occupational stress and positive correlation with teaching experience. Moreover, results of multiple regression showed that efficacy and teaching experience, with R2= 0/383 predict teachers’ occupational stress.
Teachers with high level of self-efficacy experience less occupational stress. They can motivate their students for learning activities. With increasing in teaching experience, teachers aquire more confidence about their abilities for doing tasks, and then, they will have less occupational stress.

This study is to Survey the applying methods of ICT in the Improving quality of lesson plans in the light of experts’s ideas by using the model of Franiss Clain’s lesson plan quality.This study is based on the descriptive, researching method. The statistical society of study includes whole the scientific members, and Dr. Scholars of instructional technology of Tehran university (Shahid Behshti, Alameh Tabatabai, Tarbeiat Modares, Tarbeiat Moalem, Tehran university, Azad university, the center of science and researches). Among them, there are 54 persons who are chosen occasionally as a model. The means of research is a questionnaire which is provided by author including 9 items, such as (goal, content, learning actions,The role of teacher, resources, classification, the place, time. measurement), there are 42 cases in the likert comparison which are provided after narration, and its consistency is calculated by a Cronbakh 0/960. In order to examine data, the statistical, descriptive, deductive methods are used (frequency, percentage, middle, Khi Du exam, fisher f, Duncken following exam). The results show that in every 9 item, the middle of answers is higher than middle, the first item has 4/1852 middle, the second item has the middle of 3/6806, which are used the most and the least application respectively, the results of variance exam show there is a deep difference between the application of ICT in 9 items of exam.

Research shows that critical thinking skills account for a significant part of variance in mental hygiene. This fact has been given due attention by international organizations such UNESCO and UNICEF. In response to the demands of modern life and labor market, this study aims at investigating the relationship between critical thinking and self-esteem in university students. It is a descriptive correlational research. The research population includes 300 students of Islamic Azad University, Mashhad Branch, studying in four departments. The research instruments are Watson Glazer’s critical thinking questionnaire and Copper Smith’s measure of self-esteem. One-way regression, multiple-variable regression, coefficient of determination, and Mann-Whitney U-test were applied to analyze the data. The results show that there is a positive and significant relationship between critical thinking and self-esteem(0.160). Coefficient of determination in multiple-variable regression is 0.047. Self-esteem account for 4.7 percent of critical thinking. Academic self-esteem play a more significant role in the variance of critical thinking.