فصلنامه مطالعات آموزشی و آموزشگاهی
پیاپی 17 (پاییز و زمستان 1396)

Job satisfaction is one of the most important factors in increasing efficiency and creating positive attitude in individuals toward their work.This research aimed to investigating the relationship between management styles,creativity and organizational commitment with job satisfaction.Study population consists of all highschool principals in Qarchack and using multi-phase cluster sampling, 140 principals were chosen as the study sample. . All of them completed the multiple management questionnaire (Bass and Avolio, 1995), creativity questionnaire (Torrance, 1990), organizational commitment questionnaire (Allen and Meyer, 1997) and Herzberg’s job satisfaction questionnaires (Dant and et al, 1966).Results showed a positive and significant relationship between transformational management style, transactional management style, creativity and affective commitment with job satisfaction (p<0/01). Creativity, transactional management style and effective commitment in one predictive model predicted about 35 percent of variance of job satisfaction and also share of creativity in predicting job satisfaction was more than other variables. Therefore creativity, transactional management style and affective commitment lead to higher job satisfaction in high school principals.

Educational simulation is a technique or a type of media that tries to show some behavioral aspects of a physical or abstract system in a different way using a specific behavior. Therefore, objective of this survey was to compare education[1] based on simulation with a focus on manufacturer-orientation attitude and systematic attitude of third grade vocational students studying computer on their learning and retention. Research methodology was semi-experimental including pretest, posttest and control group. Sample size is included 60 students studying computer in the vocational schools of the city of Kashan in 2015-2016. They were selected by the use of convenience sampling and simple random sampling and were placed in two groups i.e. treatment (40) and control (20). Participants in the treatment group received computer network lessons through simulation with manufacturer-orientation method, systematic attitude, and traditional method in 7 sessions. Data was collected by the use of standardized researcher-made questionnaire (difficulty, distinguish, and validity indexes); and data was analyzed through statistical methods of covariance. In order to design the simulated environment, Cisco Packet Tracer software was used. According to findings, the two treatment groups had progresses in learning and retention i.e. there was significant difference between their learning before and after education, but in the first group that was educated through simulation focusing on manufacturer-orientation attitude, the level of learning was higher than the group that had experienced systematic attitude. It means that in the variables of learning and retention, the first group had better results.

The purpose of this study was to investigate the fitting of the proposed model in relation to Authentic leadership and organizational commitment of employees through mediation of organizational justice variable. The population of this study was all teachers of boys' high school secondary schools in the second district of Qom. From the population, 300 sample were selected based on cluster sampling. To collect data, Authentic leadership Questionnaire (Avolio et al., 2007), Organizational Justice Questionnaire Niehoff and Moorman (1993) and Allen & Meyer (1997) Organizational Commitment Questionnaire were used. To analyze the research data, structural equation modeling - fitness indexes and path coefficients were used. The results of the data analysis showed that Authentic leadership has a direct and significant impact on teachers 'organizational commitment and organizational justice has a direct and significant impact on teachers' organizational commitment. Also, Authentic leadership indirectly through organizational justice affects the organizational commitment of teachers of influence Meaningful. Consequently, the proposed conceptual model has a suitable statistical fit, that is, the model of organizational commitment explanation based on Authentic Leadership and organizational justice is fitted with empirical data.

This essay aims at examination and evaluation of attention level to critical thinking skills in primary schools’ the Sky Gifts book. The statistical population of this research is all primary teachers in Qom who teach to third till six level students. Samples who are 361 individuals are chosen randomly relative class based on Morgan list. The method of data gathering is a researcher- made questioner which has 32 questions based on critical thinking methods (analysis, synthesize, evaluation, explain). According to findings, the level of paying attention to critical thinking skills are different in (analysis, synthesize, evaluation, explain) according to teachers point of view. Also, critical thinking skills have a good level in (analysis, synthesize, evaluation, explain) according to teachers point of view in all third till six levels of primary schools. Moreover, the relative situation of critical thinking skills in explaining level is better than other levels according to teachers’ point of view. Consequently, the content of the Sky Gifts book has a good level for providing critical thinking skills in students. However, since evaluation skill is paid less attention, the policy makers have to pay more attention to develop evaluation ability for students.

The aim of this study was to test the causal relationship between gender and incremental intelligence belief with cognitive and metacognitive strategies through academic positive emotions. For this purpose, 192 students of Lorestan University were selected using stratified random sampling and completed Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990), Implicit Theories of Intelligence Scale (Abd-El-Fattah & Yates, 2006) in the student population and Pekrun's Achievement Emotion Questionnaire (Pekrun, Goetz, Titz & Perry, 2002). To evaluation the proposed model was done by Structural Equation Modeling method. The results of the study indicated that incremental intelligence belief has a positive relationship with cognitive and metacognitive strategies. Also, there is a significant difference among male and female students in terms of cognitive strategies. Additionally, gender and incremental intelligence belief were able to predict cognitive and metacognitive strategies through academic positive emotions. Accordingly, it can be said that the gender variable and incremental intelligence belief leads to the positive emotions and thus help to make more use of cognitive and metacognitive learning strategies. These findings emphasize the role of beliefs and gender identity in creating positive emotions in order to dominate cognitive and metacognitive strategies.

The present study aimed at identifying and discovering the factors associated with the desire for survival of the teacher-students at the Farhangian University in the Ministry of Education in 1965-96. The method of research in this study is qualitative and phenomenological. To this end, with the application of targeted sampling method, 12 managers of the field of study, faculty executives, professors and students of higher education were selected. The information gathering tool is a semi-structured interview. The obtained data were analyzed in the form of open source, axial and selective coding using software MAXQDA version 12. The results of this analysis showed that the categories of human dignity and organizational trust with 4 sub-components, the adequacy of service compensation with 3 sub-components, the organizational environment with 7 sub-components, the development of competencies and the professional path of the teacher with 8 sub-components, Occupation and work in the input and process, promotion of professional status and the external environment with 6 sub-components were identified as factors affecting the survival of teacher-students.

The purpose of this research was to analyze the relationship between cultural intelligence and emotionality in teaching of teachers. It was a descriptive and correlation research. Statistical population involved all primary school teachers in Rezvanshahr (375 teachers) that 191 teachers (101 females & 90 males) were selected as the sample by stratified random sampling based on Krejcie and Morgan's table. Cultural intelligence inventory (Ang & et al., 2004) and emotionality in teaching questionnaire (Villavicencio, 2010) were used to collect data. Face and content validity of these questionnaires were confirmed by education experts and their reliabilities have been approved by Cronbach's Alpha method, respectively 0.92 and 0.90. Statistical analyses performed to analyze data included inferential statistics (Pearson correlation & stepwise regression) using SPSS17 software. The findings indicated that there was a positive and significant correlation between cultural intelligence and three dimensions (cognitive cultural intelligence, behavioral cultural intelligence and motivational cultural intelligence) with emotionality in teaching of primary school teachers (P≤ 0.05), but there was not a significant correlation between metacognitive cultural intelligence and emotionality in teaching of primary school teachers (P> 0.05). Also, cultural motivation could predict .045 of changes of emotionality in teaching of primary school teachers which is a small amount (P≤ 0.05). Therefore, it can be conclude that increasing of teachers' cultural intelligence can improve their emotionality in teaching.