پژوهشنامه تربیتی
سال شانزدهم شماره 2 (پیاپی 66، بهار 1400)

The aim of this study was to provide a predictive model of team performance based on team learning components, transformational leadership and team reflection. The research method was applied in terms of purpose and in terms of data type (quantitative). Also, this research was a descriptive-correlational research in terms of data collection. The statistical population included all 1,700 employees of the Ministry of Education in the whole country. To determine the sample size, Cochran's method was used and 313 people were selected as a multi-stage cluster sampling method. Data were collected by documentary and field study (standard and researcher-made questionnaire). In the present study, apparent, content and structural validity were used to determine the validity of the questionnaire and to determine the reliability, Cronbach's alpha (team performance, 0.75, team learning, 0.81, transformational leadership, 0.79, and reflectivity Team (0.87) and combined reliability were used, all of which were approved. To analyze the data, structural equation modeling and T-group sampling tests were used. The results showed that the components of team learning are transformational leadership, team reflection, and factors predicting team performance.

The purpose of this study was to investigate the relationship between school structure and socialization and work participation of primary school teachers in Bandar-e-Gaz. The research method was descriptive-correlational and the statistical population also includes all 300 primary school teachers in Bandar-e-Gaz city. According to Krejcie and Morgan table, 169 male and female teachers were selected by stratified sampling method. Were. Data collection tools also included the standard Robins and Evanswich organizational structure questionnaire (1998), the socialization of Billiards et al. (2005), and the work partnership of Thomas Ladahl and Kenger (1965). Pearson correlation coefficient test and stepwise regression were used using SPSS 20 software. Findings showed: There is a positive and significant relationship between formality and focus in school structure with socialization and work participation of high school teachers in Bandar-e-Gaz. There is no significant inverse relationship between the component of complexity in the school structure and the socialization and work participation of teachers. Among the components of formality and focus, they had the largest share in predicting the socialization and work participation of high school teachers.

The aim of this study was to explain academic Buoyancy in the form of a causal model. The research method was correlation and structural equations Modeling. The statistical population of the study consisted of all primary school girls and boys in Fasa city in Fars province in the academic year of 1396-97, in which 209 people (96 girls and 131 boys) were selected through cluster sampling. To collect the data, the hill Burn's Family emotional atmosphere scale (1964), Chen and Thompson's Self- Concept scale (2004), and Dehghanizade's and Husseinchary's Academic Buoyancy (2012) scales were used. Descriptive statistics, Pearson correlation coefficient and structural equation modeling test were used to analyze the data. The findings showed that the Family emotional atmosphere had a positive and significant effect on academic self-concept, and academic self-concept also had a positive and significant effect on Academic Buoyancy. Also, the Family emotional atmosphere had a significant effect on academic Buoyancy through the mediation of academic self-concept. Generally, it can be concluded that in order to promote students' academic Buoyancy, it is necessary to pay attention to the Family emotional atmosphere and their academic self-concept. The results are discussed based on research and theoretical evidence.

The purpose of this study was to the effectiveness of rhythmic poetry training on improving of working memory and decreasing of severity of stuttering and anxiety in children with stuttering. The experimental design was semi-experimental with pre-test, post-test and follow-up with the control group. The statistical population included all children 12-6 year old with stutterers referring to speech therapy centers in Ahvaz in the year 1396. Among the statistical population of this study were selected 30 people using convenience sampling, and were placed randomly in experimental (n=15) and control (n=15) groups; and responded to Stuttering Severity Instrument (Reynolds & Richmond, 1985),Nonword Repetition test (Barikroo et al., 2011) and Revised Children's Manifest Anxiety Scale (Riley, 1994). The control group was awaited and rhythmic poetry training for the experimental group was carried out in 16 sessions of 60 minutes each week for 2 sessions; Then, at the end of the therapeutic interventions and again 2 months later, the subjects of the experimental and control groups were evaluated by questionnaires. Data were analyzed using mixed variance analysis with repeated measures. The results showed that rhythmic poetry training improved the function of active memory and decreased stuttering and anxiety in children with stuttering and this effect remained stable at follow up stage. rhythmic poetry training by strengthen the role of the right hemisphere in language control and increase nerve branches by forming and activating the cerebral cortex leads to improved the function of active memory and reduced stuttering and anxiety in children with stuttering.

This study aimed to determine the mediating role of academic motivation in the relationship between IQ and academic resilience. This research was a survey research with correlation study (structural equations). The sample consisted of 350 high school female students in Bojnourd in the academic year of 2015-2016 who were selected by multistage cluster sampling. Sample members completed the Samutelz Resilience Questionnaire (2004), Harter Academic Motivation Questionnaire (1981), and Abdul Fattah and Yates (2006) Intelligence Beliefs. Data analysis was performed using SPSS-21 and AMOS-21 software and structural equation modeling method. The results showed that there was a significant relationship between academic motivation, IQ and academic resilience (P˂0.01), but academic motivation did not play a significant mediating role between IQ and academic resilience (P <0.05). According to the results, it can be said that IU beliefs and academic motivation are very important in the formation of academic resilience, but academic motivation alone can play a mediating role between IQ beliefs and academic resilience and it is necessary to influence others. Psychological and contextual variables to be examined.Keywords: Academic Motivation, Intelligence Beliefs, Academic Resilience, Students.

The aim of the present research is to explain the relationship of emotional intelligence and organizational-citizenship behavior to managers' trust and value congruence. This study was conducted using descriptive-correlational method. The statistical population of this research consisted of all teachers of Bavanat county schools in 2018-2019 academic year. Of which, 160 ceases were selected using stratified random sampling method. In order to collect data, Hochschild (1983) and Adelman (1989) Emotional Intelligence Questionnaires, Podsakov's Organizational Citizenship Behavior (OCBs, 1991), Trust Inventory of Gabaro and Athos (1976), and Cable and DeRue's (2002) value congruence were used. The obtained data were analyzed using SPSS20 and PLS software. Results showed that there is a significant relationship between emotional intelligence and value congruence and managers' trust and organizational citizenship behavior. Additionally, there is a significant relationship between managers' emotional intelligence and teachers' emotional intelligence and value congruence, and between teachers' emotional intelligence and managers' trust. Moreover, managers' trust and value congruence play a mediatory role in the relationship between emotional intelligence and citizenship behavior.

The purpose of this study was to evaluate the feasibility of applying blended training in photography and to evaluate the educational effectiveness of implementing this method in Payame Noor University. The research is developmental-applied and has been done in a quasi-experimental manner the statistical population of the project was the fourth year undergraduate students of photography in Payam Noor University of Isfahan (n = 95). For this purpose, 80 students were selected as sample group and divided into two groups of 40 person : test and control groups. At the beginning of the intervention, it was designed a researcher-made questionnaire to measure e-learning readiness and was distributed for the students of the experimental group. The results showed that it is possible to hold this training for them then an e-learning software was designed and the students for one semester completed one of their courses (6 practical and 2 theoretical units) using the software in a blended training manner. At the end of the study, the end-of-semester scores of the two groups were compared. The results showed a significant difference between the final scores of the Students present and students in the control group. The scores of the participating students in the project were significantly lower than those of the control group. A questionnaire including 20 questions was given to the students of the experimental group to evaluate their satisfaction with this teaching method. Final survey results showed that most of the students were satisfied with the educational file.

The overall purpose of this study was to identify and rank the dimensions of research-based schools in education in Mazandaran province. In terms of purpose, this research is practical that was done with a mixed_ method (qualitative and quantitative) with an exploratory design. In a quantitative part, a descriptive survey method was used. The statistical population consisted of 20 people in the qualitative section, principals and educational experts of Mazandaran province and in the quantitative section, 39220 people of teachers and school staffs in Mazandaran province. in a quantitative part, based on Cochran's formula, 380 people were selected as a sample by cluster-stratified random sampling method. A researcher-made questionnaire with 81 questions was used to collect data. The face and content validity of the instrument was confirmed by experts and their combined reliability and Cronbach's alpha were calculated above 0.7 which was confirmed. Exploratory and confirmatory factor analysis tests were used to analyze the data. the results showed that; Research-oriented schools have 13 dimensions: " culture of research, support structure, resources and facilities, communication, creativity, teaching and learning, infrastructure, human resource competencies, critical thinking, learning and research-oriented tasks, educational content, collaborative and collective learning" And planning "and then the culture of research with a factor of 0.796 has a higher rank and then the educational content with a factor of 0.453 has a lower rank.

The present study aimed to determine the effectiveness of group positive parenting education to mothers on symptoms of pertinacity, disobedience and conduct disorder in children. The method of this study was semi-experimental and pre-test-post-test designs and follow up with the control group. Statistical society of this study includes all elementary school children in Kohnuj city schools and 980 boys with their mothers. Symptoms of conduct disorder were diagnosed in 40 of these children according to the parents' Snape rating form (1980) which is about high pertinacity –disobedience and based on the scale of the questionnaire. This was done using the available sampling method and the sample size was divided into experimental group (n = 20) and control group (n = 20). Experimental group learned positive parenting in 8 sessions with 90 minute per sessions. The results of the analysis show that group positive parenting education was effective on reducing of pertinacity and disobedience of conduct experimental group subjects and the case of stubbornness - disobedience had a lasting impact. It can be concluded that group positive parenting education for mothers affects on the symptoms of pertinacity-disobedience and conduct disorder and reduce their symptoms.

The aim of this study was to explain the pattern of the policy-making process in the Iranian education system. The research method was exploratory and the type of research was descriptive-survey and the data were collected through interviews and fieldwork. The statistical population was managers, experts and professors in the field of education policy-making. In the qualitative section with targeted sampling approach, 14 people for interviews and in the quantitative section to collect the required data, 120 experts and managers Headquarters and provincial education and education policy-making centers were selected by sampling method using Cochran's formula. Data collection tools were used in the qualitative part including semi-structured interviews and in the quantitative part a researcher-made questionnaire with a five-point Likert scale was used. Cronbach's alpha, content validity and concurrency were used to determine the reliability and validity of the measurement tool. For qualitative data, content analysis method was used and for quantitative data, descriptive indicators, Friedman test, Smart PLS and SPSS24 software were used. The data analysis eventually led to the enumeration of 63 basic themes, 13 organizing themes, 3 comprehensive themes and the formation of a theoretical model.