نشریه پژوهش های رهبری آموزشی
پیاپی 12 (تابستان 1396)

The purpose of this study was to investigate difference between dimension- based assessment center and task-based assessment center and training in the individual empowerment and team empowerment in the workplace. The current study was the quasi experimental research and participants in this study were 24 managers of industrial Company that who were selected through purposeful sample and according to Murphy & Myors's (1999) table. The instruments used in the study included the simulations exercises(Role play, Leaderless group discussion, Case study and Oral presentations) and Individual Empowerment Questionnaire (Speritzer,1995) and Team Empowerment Questionnaire (Kirkman & Rosen,1999 ). Data was analyzed using the Kruskal–Wallis test. The results of this study showed that there is a difference between dimension- based assessment center and task-based assessment center and training in the team empowerment. Also there is a difference between assessment center in occupations with high and low task interdependence in team empowerment.Keywords: Team empowerment- Individual empowerment- Assessment center(AC

This study aims to provide a learning organization SEM and the application of done at Tehran University. The research method is descriptive-correlational and analytical method was SEM. The population was University of Tehran staffs on the number of 2730 people. Sample size by using Cochran sampling formula and simple random sampling, were selected 243 people. To collect data, a questionnaire based on the model of Peter Senge (1990) designed by reliability (94/0 = α). Also evaluated and approved content and construct validity. For data analysis, Kolmogorov-Smirnov structural equation modeling, and one-sample t-test, was used. The results showed that the learning organization model has been fitted to the data. Accordingly, the individual features of the paradigm (γ =0/24) and systematic approach (γ =0/52) been effective. Systematic approach to the common cause (β=0/51) and collective learning (β=0/44) and shared vision have also had an impact on collective learning (β=0/17) has had impact. Finally, mental models based on shared vision and collective learning as well as individual features common cause whatsoever. The results showed that the application of learning organization and all aspects of its application in the target population, below the average and only mental patterns was middle.

Typology of Kazemain Imams' educational activities in Imami Shia' scientific and religious development Abstract: One of the important indicators of scientific and spiritual growth and also its role in leading the society to bliss and getting out of crisis, is the structure and considering the quantitative and qualitative aspects of an educational system. An educational system in each religion usually continues its structure for a long period. Shia', like other religions have its own educational system and use it to achieve its goals and existence. To study this role, we consider the educational system in the period of Kazemain, as the one of important period in Shia' history. Finally, we receive to the point that, these two Imams have continued their activities strongly at that time and prevented the Shia' from being vanished or to be mixed with other religions . Keywords: Typology, Educational activities, Imami Shia, Kazemain Period .

The purpose of this study was examining the causal model of teachers' negligence based on organizational silence by organizational indifference mediation. Methodology of the research in terms of the main strategy, was quantitative, in terms of the strategy, was field, and in terms of analytical, was descriptive-correlation.The statistical population consisted of teachers of the Mahabad town in the academic year 2017-2018 with a capacity of 459 person. The sampling method was random. The sample size according to the Kregci-Morgan model and with error α = 0/05, was considered 207 persons. To collect data, organizational negligence questionnaire (SOP) (with reliability α = 0/87), Organizational silence (OSQ) (with reliability α = 0/84) and organizational indifference questionnaire (OIQ) (with reliability α = 0/78), were used. Validity of the tools was confirmed by the professors of education and psychology. Data were analyzed using two software’s Spss vs. 22 and lisrel. 8/50 and analyzed by structural equation modeling. The results showed that the proposed model had suitable fit (x2/df=2/99, GFI=0/92, AGFI=0/92, CFI=0/91, NFI=0/93, RMSEA=0/064) and the component of organizational silence has a direct and indirect effect through the component of organizational indifference on organizational oversight (P<0/05). In order to answer the education organization as much as possible to the needs of teachers and to meet the challenges of organizational development, it is suggested that efforts to improve teachers' abilities and the removal of their silence and organizational indifference be proposed as a serious priority on the agenda, to reduce the amount of employee negligence

This study aime to examine the mediating role of organizational justice in the relation of manager leadership behavior to organizational pessimistic in education and training staff. This research was a descriptive study of correlational type focusing on structural equation modeling In this stydy, the statistical population consisted of all male and female education and training staff of B.on city in Charmahal Bakhtiyari province that a sample of 300 teachers (140 women and 160 men) was selected by random sampling method. Participants completed the Leadership Behavior Descriptive Questionnaire, the Standard Pessimistic Organizational Inventory (SPOI), and the Organizational Justice Questionnaire . The data were analyzed using Pearson correlation and structural equation modeling . The results showed that there was a significant negative correlations between manager leadership behavior and its components including supportive leadership and authoritative leadership with organizational pessimism . The manager leadership behavior and its components were positively associated with organizational justice. Organizational justice and its components including distributive justice, procedural justice and interactional justice had significant negative relationships with organizational pessimism . All three components of organizational justice mediated the relationship between manager leadership behavior and its component including supportive leadership with organizational pessimism. Organizational justice components, except for interactional justice, mediated the relation of authoritative leadership to organizational pessimism . On the whole, it can be concluded that the manager leadership behavior including supportive leadership and authoritative leadership can lead to reduction in organizational pessimism through organizational justice in in education and training staff.

The main purpose of this study was to identify the relationship between the leadership styles of school principals using information technology in schools in Jask city. The method of research in this study was correlation. The statistical population of this study was 191 school principals of Jask city. Based on stratified random sampling, using a Morgan Chrissi table, 127 managers (37 women and 90 men) were sampled the data collection tool was a standard questionnaire including: leadership style and information technology questionnaire. Data analysis was done using descriptive statistics (including frequency, percentage, mean and percentage of cumulative frequency) and inferential statistics (including Pearson correlation coefficient and concurrent regression) using spss16 software. The results of the study showed that between leadership styles School administrators have a meaningful relationship with the use of information technology in schools. The results of correlation between the two variables are equal to 0.743 with a significant level of 0.01. Also, there is a significant relationship between the consultative, participatory, and beneficial leadership style of school administrators using information technology in schools. But there is an authoritarian leadership style with the use of information technology there is a reverse. Analysis of the results of regression showed that the predictive variable of leadership style can significantly predict the use of information technology variable.