نشریه مدیریت بر آموزش سازمان ها
سال دهم شماره 1 (بهار 1400)

The present study aims to determine the pattern of predictability, ethics, staff managers and the use of applied ethics knowledge (professional approach) in the Education Organization of Khuzestan Province. Research method from the perspective of purpose, development and application; In terms of data, it is qualitative and in terms of nature and method, data is the foundation. In the first step of the research, by studying the library and conducting semi-structured interviews with fifteen experts in the field of education and members of the relevant faculty in Khuzestan province, which was purposefully sampled and conducted. In order to analyze the qualitative data, the foundation data theory based on the Glaser approach has been used in three stages of open, axial and selective coding. To determine the validity of the acceptance criteria and Lincoln and Guba and to determine the reliability of the process audit method and internal agreement. used. In the coding process, the main and sub-categories were identified and related to each other, which are: Dimensions of contextual factors (education, identification of key axes); Structural factors dimension (strategic and planning); Content factors dimension (drafting charter, organizational culture, organizational climate) and process dimension (examining past, present and future status, identifying tools and methods of knowing the future, future research space, drawing an alternative future) and focusing on identifying uncertainty. Was organizational, which eventually explained the coding and the final model was formed. Accordingly, the development of professional ethics has required the provision of a systematic structure and process with executive capability that can be provided as a suitable infrastructure for managers.

This research is intended to describe, analyze, and combine the presented in the field of factors correlated with emotional commitment. The method of this research is a meta-analysis. The statistical population of the present study consisted of written documents including theses, researches and articles in scientific journals between the years of 1995-86 on the subject of affective factors with emotional commitment. Of the published works available in the Magiran database and the unpublished works of the reference section of the University of Mohaghegh Ardebili, Tehran and Urmia, 16 documents were selected in 63 research subjects. Data collected from each of the documents and researches were analyzed using CMA-2 and SPSS-22 software. The findings of this study showed that the value of xi index is 0.797 and the magnitude of the effect size in the fixed model is 0.158. In the study, 63 effective factors were identified and their significance was evaluated. All of these values are evaluated at a 95% confidence level.

The purpose of this study was to investigate the role of organizational justice in job satisfaction by mediating organizational citizenship behavior and psychological empowerment. The study population consisted of 2209 teachers in the district of Shiraz, selected by simple random sampling and based on Cochran formula with a sample size of 327. The research method is descriptive-correlational and especially structural equation modeling. Data collection based on four organizational justice questionnaires, Organizational Citizenship Behavior, The psychological empowerment and the job satisfaction were performed with Cronbachchr('39')s alpha coefficient of 0.93, 0.95, 0.90 and 0.92, respectively. The results indicated the optimal reliability and validity of the tool. Descriptive (central and dispersion indices) and inferential (confirmatory factor analysis and confirmatory path analysis) techniques were used for data analysis using lisrel software. For descriptive data analysis techniques (central and dispersion parameters) and inferential statistics (confirmatory factor analysis, path analysis confirmed) lisrel were using the software. The results showed that the variables of organizational justice, organizational citizenship behavior, and psychological empowerment had a direct, positive and significant effect on job satisfaction at the 0.05 level; organizational justice mediated organizational citizenship behavior and psychological empowerment had an indirect, positive and significant effect on job satisfaction. The variables of organizational justice, organizational citizenship behavior, and psychological empowerment are able to explain 60% of the variance of job satisfaction.

The general purpose of the present study was to identify and rank the dimensions and components of perfectionism and their effect on the performance of the education managers of Mazandaran province. This applied research adopted a descriptive approach as its methodology. The statistical population consisted of all directors, deputies, and heads of education departments and directors and deputies of schools in Mazandaran province summing up to 2,653 of whom 338 people were randomly selected using cluster-class random sampling based on the Cochran formula. The data was collected using a researcher-made questionnaire on perfectionism with 60 questions and Patersonchr Performance Questionnaire with 15 questions. The face and content validity of the tools was confirmed by the experts. And their reliabilities were calculated using Cronbachchr alpha coefficient of 0.78 and 0.83. The data were analyzed using exploratory factor analysis and Regression tests using SPSS20. The results showed that perfectionism had facilitative and debilitative dimensions. The facilitative dimension had four components of purposefulness, striving for excellence, desire for order, and positive personal criteria. And the debilitative dimension had five-components of approval, concern over mistakes, rumination, questioning the actions of individual benchmarks negative. Among the dimensions of perfectionism, the facilitative dimension with the factor of 0.955 had the maximum effect. And then, the debilitative dimension with a factor loading of 0.926 had the least impact. Also, facilitative perfectionism had a positive and significant effect on managerschrperformance, and debilitative perfectionism had a negative and significant effect on managerschr performance.

The purpose of this study was to investigate the role of job factors, constructive organizational climate and extra-organizational factors on the transfer of learning with the mediating role of learning transfer mechanisms on the consequences of learning. The research method was descriptive-survey and based on structural equations. The statistical population of the study included all managers, faculty members, staff, experts and human resources specialists of Ferdowsi University of Mashhad who were employed in the year 2019-2020. This number includes 1881 people. The study sample was determined based on Morgan table 225. A researcher-made questionnaire based on a 5-point Likert scale was used to collect data. Content and construct validity of questionnaires were confirmed by several management and factor analysis experts. To analyze data from questionnaires. The results showed that job characteristics and constructive organizational climate have a positive and significant relationship on the transfer of training, but the role of extra-organizational factors do not have a positive and significant relationship on active participation in education transfer. Also, active participation in education has a positive and significant relationship on the mechanisms of learning transfer and transfer mechanisms have a positive and significant relationship on the consequences of learning transfer. Transfer strategies as a mediating variable have an indirect and significant relationship between constructive climate and job characteristics on the consequences of transfer

The purpose of this study was to investigate the mediating role of Managers creativity in the in the relationship between Managers participatory management and social responsibility with teacher’s job satisfaction. The sample size was determined using Cochranchr('39')s formula to 228 people and be selected with using relative stratified random sampling method. Data were collected using four questionnaires: job satisfaction Minnesota (1986), Choupani participatory management (2011), Carroll’s social responsibility (1991) and Amabile creative questionnaire (2001); their construct validity were evaluated by the confirmatory factor analysis and the reliability by alpha Cronbach was 0.834, 0.927, 0.802 and 0.746, respectively. For data analysis Spss23 and Amos23 software were used. The results of data analysis indicated the Participatory management and creativity of principals have a direct and significant effect on teacherschr('39') job satisfaction. But the social responsibility of principals did not have a direct and significant effect on teacherschr('39') job satisfaction. The role of creativity as mediating variable With the Sobel test in the were confirmed tconfidence level of 0.95. The indirect effect of participatory management on job satisfaction mediated by creativity was significant and the creativity of principals more than 22% of the total effect participatory management on job satisfaction. Also the lack of direct effect of social responsibility on job satisfaction, mediated by creativity, was significant and creativity explained more than 82% of the total effect social responsibility on job satisfaction.

The goal of this research was to extract criteria for evaluating technology leaders and it was conducted by mixed method.  The research method was descriptive in the qualitative part and survey method in the quantitative part.  The research was carried out in smart and semi-smart  primary schools in Zanjan province in the academic year of 1398-99. Participants of the qualitative part were fifteen principals from smart schools who were selected using the criterion sampling method considering the principle of theoretical saturation. In the quantitative part, the statistical population included 228 smart and semi-smart school principals in Zanjan province. According to Krejcie and Morgan Table, 139 principals were selected as a research sample by relative stratified random sampling. In the qualitative part, Data collection tools were Semi-structured interviews and in quantitative one, a researcher-made questionnaire was developed. The validity of this questionnaire was confirmed by confirmatory factor analysis. Its reliability was obtained by calculating Cronbachchr('39')s alpha coefficient for 0.83. . The method of analysis in the qualitative part was content analysis. According to content analysis, 6 main components including planning, organizing, leadership, control, educational and physical factors and 30 criteria for evaluating school technology leaders were identified. The validity of the components was calculated to be 0.88 using CVR. In quantitative part, descriptive statistics and Kolmogorov-Smirnov test Single group T and T in correlated groups were used to analyze the data. The results showed that the status of the evaluation components of school technology leaders was higher than the average in the planning component and physical factors. It was higher than average in the component of leadership, organization, and control and educational factors. In general, the components were higher than the average. Therefore, criteria can be used to evaluate school technology leaders.