فصلنامه پژوهش در نظام های آموزشی
پیاپی 53 (تابستان 1400)

The purpose of the research is to Designing and validation the Pattern of Effective factors on the realization of the student voice from the Administrators' perspective in Elementary schools In the academic year 1399-1400 in the city of Qom with the mixed method research. In the qualitative section, 15 exemplary Administrators with more than 15 years of teaching experience, selected by purposive sampling method to achieve theoretical saturation. Data were collected through semi-structured and in-depth interviews and analyzed by inductive content analysis with coding at three levels: open, axial and selective that Its face and content validity was confirmed by 4 professors and for agreement, the agreement method between the two coders was used. Regarding the components of student voice, finally 5 main categories including Value based Management, Insight, Distributed leadership, Top Management and Middle Management student voice with 31 open codes and 7 selection codes were obtained. The quantitative part also included 160 Administrator who was the available sampling method was used. In such cases, 5 people is the desired value for each item of the questionnaire. Data were collected by a researcher-made questionnaire with 31 items with convergent validity above 0.50 and combined reliability of 0.90. In model validation, Quantitative data analysis by first- and second-order confirmatory factor analysis using Smart-PLS software indicates the necessary accuracy of indicators to measure factors. Finally It can be said Focusing more on listening to the student voice acts as a catalyst for change in schools and for improving the school management.

The aim of this study was to identify the dimensions and components of administrators' decision-making in educational organization. This research method was a mixed exploratory research. The statistical population in the qualitative section included all school principals in Tehran and expert principals of educational system and the sampling method was purposeful and theoretical. In quantitative part, the statistical population was all school principals in Tehran, which according to Cochran's formula, the number of sample members was 249. Data collection tool in the qualitative part of the interview was semi-structured and retesting and reliability between the two coders were used to check the validity and reliability of the interviews and coding, and they are approved as 0.75 and 0.77 respectively. The collection tool in the quantitative part was a researcher-made questionnaire that its validity was checked and confirmed by content validity method and confirmatory factor analysis. The reliability of the instrument was evaluated and confirmed using Cronbach's alpha method, and it was approved as 0.625. Grounded theory approach was used to analyze the data in the qualitative part. One-sample t-test, Pearson correlation coefficient and confirmatory factor analysis were used to analyze the quantitative part. The findings showed: 1- Dimensions of decision making were classified into eight categories: knowledge, experience and expertise, ethical, psychological, social, human, technical and economic. 2- There was a significant correlation between the dimensions and components. 3- Knowledge dimension and psychological dimension had the highest and lowest mean, respectively.

The purpose of this study is to provide a theoretical model of social education of children based on verses of the Holy Quran . The research method is descriptive - analytical. Purposefully, it was deeply studied and analyzed. By studying the verses of the Qur'an and their interpretations and related sources, the theoretical model of social education can be extracted in the form of goals, principles and methods of education. Exercise, humility and modesty. Some of the principles of this model are: love, tolerance, moderation, perfectionism, counseling, dignity. Social education institutions are this model. The results of the present study showed that each of the elements of the model is derived from the other and have an effect on each other and it is possible to arrange hierarchy among them. Principles have been deduced based on the same propositions and methods based on principles.Keywords : Quran, social education , model , children

The present study was conducted with the aim of extracting the basics and objectives of creative and critical thinking skills training curriculum. this research, a qualitative approach and a qualitative content analysis method were used. The statistical sample consisted of 12 experts and specialists in educational sciences and psychology who were selected by targeted sampling method. The instrument used was a semi-structured interview. Analytical quality content analysis was used to analyze qualitative data. First, the basics of the thinking skills training curriculum were divided into three sections: philosophical and value principles, psychological foundations, and sociological foundations. In all three sections, the main categories were extracted according to the opinion of experts. In the section on philosophical and value principles, the main categories were the emphasis on formal and public education, the emphasis on the values ​​of thinking, and the emphasis on the merits of thinking. The main categories for psychological foundations were the emphasis on the dimension of rationality, the application of the emotional, social dimension, and attention to participation and collaboration. Ultimately, the main categories chosen for sociological foundations were holistic, social, and self-critical criticism. For the appropriate purposes of teaching creative and critical thinking, based on the opinions of experts, the two main categories of intrapersonal skills and extrapersonal skills were selected. In the category of intrapersonal skills, principles such as technical skills, problem-solving skills and ethical skills, and in the category of extra-individual skills, the principles of emotional adequacy, cognitive adequacy and social adequacy were extracted.

The data of the present research was initially collected by using research findings systematic review for the study of the organizational factors effective on teachers’ efficiency and motivation. Then the meta-analysis method was used to respond to questions. The statistical population of this research includes all researches which were conducted inside Iran in the field of factors effective on teachers’ efficiency and motivation between 1996 to 2016. On this basis, the statistical population was identified and relevant data was coded by internet research in internal data banks and also manual search in Tehran universities. Finally, 18 studies were included in the present meta-analysis. To collect the required data meta-analysis, worksheet form was used. Data analysis results show that the size index of studies compound effect was 10.0 under the fixed model and 17.0 under the random model. In the separation study of the size of variables effect, the organization health factors, organizational climate, students’ motivation, director’s attention, and relationship-oriented management style, had the highest effect on the teachers’ efficiency and motivation, respectively. In egger’s regression method, the regression constant was estimated equal to 01.0 which its level of significance is less than 05.0; therefore according to the egger’s regression, publication bias exists. Also, moderating analysis was done for variables of publication year and place of carrying out the research which shows the ineffectiveness of moderating variables of the year of conduction of the research and the place of conduction of the research on the studies’ results

The aim of this study was to investigate the effectiveness of peace education, academic competence and positive orientation of students towards school in a quasi-experimental method with a pretest-posttest design considering the control group and one-month followup. Its statistical population was female students of the first year of high school in the 19th district of Tehran (5901 people) who were studying in the schools of this region in the academic year 1399-1398.Sample size:40 students of different levels of education in the first year of high school are interested in cooperating in the study and have been selected by purposive sampling method. Data collection tools were ACES DePerna&Eliot (1999)Academic Competency Assessment Questionnaire Abolmaali&Aahmadi(2017)Positive Orientation Questionnaire.After performing the pre-test, the experimental group received peace training in 8 sessions of 90 minutes in 8 consecutive weeks and the control group did not receive any training in this field. For data analysis,the method of analysis of variance was measured.Repeatedly used.The results showed that peace education had a positive effect on the development of students 'academic competence in the components (academic skills and academic empowerment) and students' positive orientation in the component of attitudes toward classmates and this effect remained stable after the followup phase (P <0.01).The results of this study indicate the need to learn how to live together.Peace education, by influencing the skills of academic enablers as well as creating a positive attitude towards classmates,promotes academic competence and improves relationships between students in the school.

Moving from the status quo to the desired state of education is difficult and impossible, despite the emotional and social turmoil. Little is known about the role of critical thinking in emotional and social turmoil. Therefore, the aim of this study was to investigate the group training of critical thinking (CT) on adjustment and social anxiety of female high school students in Bojnourd. The method of the present study was a quasi-experimental with pre-test-post-test-follow-up and control groups. The statistical population of the study included 430 girls in the second year of high school in Bojnourd in the academic year of 1998-99. And witnesses were randomly replaced. The instruments used in this study were Bell Social Adjustment (1961) and the Social Anxiety Scale for Adolescents (SAS-A, 1999). The Critical thinking training program was performed on the experimental group during 8 sessions of 90 minutes according to the training program. The results of repeated measures analysis of variance show that there was a significant difference between the mean of adjustment and social anxiety in the experimental and control groups. This means that group training in critical thinking has been significantly effective in increasing social adjustment and reducing social anxiety in the experimental group (p <0.001).

The aim of this study was to model the structural equations of the relationship between irrational beliefs and emotion management with moral judgment and class control according to the mediating role of teachers' anxious thoughts. The research method was descriptive correlation. The statistical population included all teachers with 1400 people in the academic year of 1998-99. 560 people were selected through stratified random sampling. The data were collected using the Jones (1993) Irrational Beliefs Questionnaire (Kim Graz (2004)), the Wells Anxiety Thoughts (1995), the Sinha Ethical Judgment (1998), and the Martin et al. (2002) Class Control Questionnaire. Data analysis was performed with SPSS23 and Amos20 software and descriptive and inferential statistics and structural equation modeling were used. The results showed that the model of explaining the relationship between irrational beliefs and emotion management with moral judgment and class control has an acceptable fit considering the mediating role of teachers' anxious thoughts. So that there is an inverse and significant relationship between irrational beliefs and its components with moral judgment and class control, there is a positive and significant relationship between emotion management and its components with moral judgment and class control. And anxious thoughts mediate in relation to other variables

One of the factors that can provide the best opportunity for the crystallization and growth of spirituality in individuals is spiritual curricula. This program is a type of curriculum that conveys the concepts of spirituality through content and educational programs and seeks to achieve higher levels of awareness and make life meaningful, so the present study identifies and determines the components. The spiritual curriculum uses interpretive structural modeling. The research method was applied research in terms of orientation, descriptive approach in terms of deduction, descriptive purpose in terms of research philosophy and mixed (qualitative-quantitative) in terms of research philosophy. The statistical population of the study consisted of experts in the field of educational management. The sampling method was purposive and the number of participants based on theoretical saturation was equal to 14 people. Data were collected in the qualitative part using semi-structured interviews and in the quantitative part using a questionnaire whose validity and reliability were confirmed by experts. The results showed that the components of the spiritual curriculum include self-improvement, self-worth, sociology, sociability, globalization, globalization, spirituality, spiritualization, the need for evolution, the need for meaning, introspection and between is individual. The findings of this study also showed that the components of self-improvement, self-worth and the need for further development are more effective than the components of globalization, sociology, spiritualization, intrapersonal, interpersonal and more sociability.

This study aimed to explain the teachers' job involvement based on goal orientations by the mediating role of teaching emotions. Using random sampling method, 228 females (135) and male (116) high school teachers were selected from areas of the Tabriz Education Organization. Participants completed the Goal Orientations for Teaching (GOT: Butler, 2007), the Achievement Emotions Questionnaire for Teachers (AEQ Teacher: Frenzel, Pekrun, & Goetz, 2010), and the Utrecht Work Engagement Scale (UWES-9: Schaufeli; Bakker & Salanova, 2006). Data analysis was performed by structural equation modeling with the help of AMOS software. The results showed that mastery goal orientation positively predicts teachers' job engagement both directly and indirectly through the mediation of positive teaching emotions. In contrast, work-avoidance goal orientation negatively predicts job engagement both directly and through positive emotions. Also, ability-approach and ability-avoidance goal orientations predicted more job engagement only indirectly and mediated by positive emotions. Despite the significant direct effect of mastery goals and work avoidance goals on the teaching of negative emotions, but this emotion did not have a significant effect on teachers' job engagement. These results highlighted the role of adaptive goal orientations in increasing and in contrast, maladaptive goal orientations in reducing teachers' job engagement.

The present study, with the purpose to compare the literacy curriculum in Australia and New Zealand in order to benefit from the experiences of these countries to improve the level of literacy education in Iran in 2020. The approach used in the research is qualitative and comparative in which Australia and New Zealand, due to the high index of human development in 2020, obtaining favorable results in the PIRLS International assessment 2016 and effective activities in the field of literacy, by purposeful sampling have been selected. The data were collected by referring to valid scientific papers and websites of the Ministry of Education and the curriculum and valid documents related to literacy education in selected countries, and were analyzed and compared by Bereday’s four-step method and the similarity and difference method. The findings showed that the goals of literacy education in Iran are well explained and not much different from the literacy goals in selected countries, but determining the levels of literacy in each educational level and standards related to each level as well as education to thematic teachers have been neglected in extending concepts to other subjects that need to be revised and corrected.

The aim of this study was to investigate the effect of ethical leadership on the organizational effectiveness of schools with the mediating role of creativity and psychological empowerment of teachers. The research method was descriptive-correlational. The study population consisted of 2209 teachers in Shiraz District 1 in the academic year 1399-1400, which was selected using a simple random sampling method and based on Cochran's formula, a sample of 327 teachers from this community. To collect data from four ethical leadership questionnaires, Kalshoven, Den Hartog, and De Hoogh (2011); Spritzer Psychological Empowerment (1995); Torrance Staff Creativity (1963) and the Organizational Effectiveness Questionnaire of Serjivani, Strata, and Robert (1992) schools were used. Data analysis was performed using structural equation modeling and Spss and lisrel software. Findings showed that: Ethical leadership, psychological empowerment and creativity have a direct, positive and significant effect at the level of 0.05 on organizational effectiveness; Ethical leadership also has an indirect, positive and significant effect on organizational effectiveness through the mediation of psychological empowerment and creativity. From the findings, it can be concluded that ethical leaders, along with the mediating role of psychological empowerment and creativity of teachers, have an effective role in the organizational effectiveness of schools. Therefore, if school principals and leaders have positive qualities of ethical leadership and in this process use strategies such as psychological empowerment and creativity of teachers, they can create favorable conditions for cooperation and participation of teachers in various school affairs and ultimately. Provide school effectiveness.