نشریه رهبری آموزشی کاربردی
سال دوم شماره 2 (پیاپی 6، تابستان 1400)

Named the 21st century as the century of information and communication, the world is rapidly moving towards advances in technology. Today, traditional methods of education alone are no longer responsible, so the education system must adapt to the movement of the world. Training to move towards new training. One of the important tools for this type of contextualization is the content of textbooks that can acquaint students well with the new world of communication. The main purpose of this study is to investigate the effect of high school English textbooks on the process of preparation for mobile education. The method used in this research is descriptive content analysis. The statistical population of the research is all English high school textbooks and in it the selection of samples has been done in a directional and guided manner. The sample includes a tenth grade English textbook. Therefore, the research of English language textbooks in the second year of high school can be one of the background and mentality factors for entering the mobile educational space for students.

One of the challenges related to school activities and one of the most important and considered discussions of experts and psychologists in the field of learning disorders, which has become a challenge for those in charge of education, is dictation error. ‌ بود. Learning disabilities, including dictation problems, are a major cause of many elementary school students' academic problems, and the existence of numerous problems in writing skills, especially dictation, is one of the problems that elementary school teachers face. It faces. Therefore, poor spelling is one of the concerns that needs to be explored. Analyzing, identifying and categorizing the type of student dictation mistakes and common mistakes in this field by the instructor and performing special activities to overcome it - can eliminate or modify the problems in children's dictation writing. Elementary schools are seen to be effective. In view of the above, and considering that the first step in overcoming any weakness is to identify and find its root; The authors of the present study, through the library method and collecting information from available scientific articles, print and electronic sources, as well as based on experiences and evidence in this field to investigate various dictation errors in primary school students and provide solutions in This relationship has been addressed.

The purpose of this study was to investigate the factors affecting the weakening and disregard for the emotional domain of schools with respect to the element of happiness. The present study is of a fundamental type in terms of purpose as well as a survey type in terms of nature, was descriptive. The statistical population of this research includes primary school teachers in Region 1 in Urmia. Using Krejcie and Morgan table, 200 people were selected using multi-stage cluster sampling method after selecting school clusters, classrooms and finally teachers. The data collection tool in this study was a researcher-made questionnaire with a reliability coefficient of 0.89. Obtained. For data analysis, descriptive statistics, one-sample t-test and Friedman test were used. After analyzing the data, it was found that from the teachers 'point of view, high expectations of society and parents, low standards of educational spaces, high emphasis on grades, improper design of curricula and incorrect assessment methods are among the factors affecting the weakening of schools' emotional dimension. Also, in ranking these factors, low standards of educational spaces and incorrect evaluation methods were ranked first and second, and high emphasis on scores was ranked lowest. Also, in the final part of the findings of this study, teachers did not imagine a clear future in terms of the emotional status of schools and believed that in the future the situation will be worse than the current situation.

Virtual education increases parental involvement and intervention more than ever. Especially in a situation where all the time is devoted to this type of training. The present study is to investigate the factors affecting the implementation of the virtual curriculum from the perspective of first and second grade elementary school parents. To conduct this research, a qualitative approach and phenomenological method have been used and semi-structured interviews are used as data collection tools. The population of this study was all parents in the 13th and 15th districts of Tehran province. From this population, a sample of 15 people was randomly selected until the data were saturated. Its main and sub-themes were extracted by coding method. Findings include three main themes: the role of parents, the role of teachers and the role of social network infrastructure. Each of which includes a number of sub-themes, which are: the role of parents (parents' awareness of educational methods and psychology, interest in educating children, other roles of the mother), the role of social network infrastructure (cut And the constant connection, lack of attractiveness of the program, lack of program facilities and low network speed) and the role of teachers and its importance in e-learning activities. The analysis of the results shows that parents consider their role to depend on the teacher's activity for successful implementation in e-learning.

The purpose of this study was to design and evaluate a model of culture of innovation and participatory management mediated by a positive organizational climate. The statistical population of this study was all primary and secondary school teachers and principals of Sarein city who were teaching and working in the 98-97 academic year. To select the sample, 162 people were selected from 276 people using Morgan table and stratified random sampling method. Data collection tools were three questionnaires: Dabni Innovation Culture (2008), Siegel and Kaimer (1978) Organizational Atmosphere and Feyzi Participatory Management (2007). The validity of the questionnaires according to Cronbach's alpha coefficients was 0.96, 0.82 and 0.85, respectively. SPSS and LISREL statistical software were used to analyze the data. At the level of inferential statistics, Pearson correlation coefficient test and structural equation modeling were used. The results of the analysis showed that there is a positive relationship between innovation culture and participatory management mediated by organizational climate. But there is no positive and significant relationship between innovation culture and participatory management.

This research was designed and implemented with the aim of analyzing, identifying and determining the professional competencies of teachers in Alborz province in order to provide a conceptual framework. The research method is an exploratory combination that was performed sequentially in two parts: qualitative and quantitative. First, in the qualitative stage, through semi-structured interviews with 20 experts, experts and primary school teachers who were selected by purposive sampling, after conducting the interview and coding and obtaining the following components and components, dimensions Teachers' professional competence including 4 dimensions of knowledge, skills, personality and ability were identified. In the quantitative part, the statistical population of the study was all teachers in Alborz province (7000 people) from which 364 people were selected by cluster random sampling. A researcher-made questionnaire on teachers' professional competencies was used to collect information. In order to evaluate the validity and accuracy of the questionnaire, formal validity and consensus of experts were used. Cronbach's alpha scale was used for reliability and internal consistency of the questionnaire items, which was performed by performing a pre-test on 30 randomly selected respondents. Descriptive statistics (frequency, percentages, mean and standard deviation) and inferential statistics (Kolmogorov-Smirnov test, independent t-test and Friedman analysis of variance) were used to describe and analyze the collected data. Findings showed that at a significance level of 0.01, there is a significant difference between the average rank of the dimensions of professional competence of teachers in both the current and desired situation. In both situations, the dimensions of teachers' professional competence are: knowledge dimension, skill dimension, individual dimension, ability dimension. Also, the average score of these dimensions in terms of current and desirable status is significantly different, so that the average knowledge dimension in terms of current and desirable status (52.90) and (92.48), the average skill dimension in terms of current status and Desirable (40.28) and (69.69), respectively, the average ability dimension according to the current situation and desirable (31.95) and (56.76), mean individual dimension according to the current situation and desirable, respectively ( 88/39) and (46/69). These numbers show that the current situation of the dimensions of teachers' professional competence is different from the desired situation. This difference is significant for the knowledge, skill and ability dimension at the level of 0.99 (p˂0.01), and for the individual dimension at the level of 0.95 (p˂0.05). The findings of the research showed that structural equation modeling analysis supported the model's fitness with the data.

The purpose of this study was to analyze the perception of non-profit school teachers in Isfahan about the problems of elementary school students in online classes during the outbreak of coronavirus. This study was conducted using a qualitative approach and basic theory design. Semi-structured qualitative interviews were used to collect data. Using purposive sampling, data saturation was obtained after 35 interviews. In-depth analysis of teachers' perspectives led to the identification and classification of 23 open codes in the form of 4 problems: educational (3 open codes), economic (2 open codes), physiological (2 open codes), psychological and behavioral (16 open codes). Among the identified codes, the lack of face-to-face communication with the teacher and the student's mental fatigue in psychological and behavioral problems, severe decline in learning of active students in educational problems, lack of internet and closed in economic problems and harms caused by high internet connection from teachers' point of view are the most serious. Students' problems have been online during the training.

The present study was conducted to identify the indicators of a successful educational leader in school and in the framework of a qualitative approach and using a phenomenological strategy. The statistical population of the study includes professors of educational management in the faculties of educational sciences of public universities and also the principals of high schools in Shiraz in the academic year 1399-1400. From the statistical population, 30 people were selected through purposive sampling to achieve theoretical saturation. Data were collected using semi-structured interviews. In order to analyze the data obtained from the interview, coding was used. Findings showed that a successful educational leader for high schools in Shiraz has 36 indicators in 5 categories: direction, organizational culture and management, educational monitoring and evaluation, management of the teaching-learning process in school, and professional growth and development. .

The education system is one of the most important official institutions of the country, which has a huge potential for the growth and development of society and can play a valuable role in the realization of scientific and educational ideals and perspectives; However, playing this important role requires providing favorable conditions and conditions, one of the most important of which is the determining role of school principals. In today's world, the role of principals has been redefined in a new way and school principals are considered educational leaders who are considered to be the guides of all school educational factors and play an irreplaceable role in the effectiveness of educational goals of the education system. They do. So far, various theories have been proposed about the leadership of organizations, including educational organizations such as schools, and one of the most important styles in this field is the original leadership model, which includes components and effective dimensions in leading the system. Is considered school education; Therefore, in this article, using the citation analysis method, an attempt was made to identify and analyze the role of genuine leadership in the effectiveness of school management. The results showed that genuine leaders play a role in the effectiveness of school management in three dimensions: self-communication, communication with colleagues, students and other stakeholders, as well as communication with the school.

Schools are no better than the teachers they teach, and professional development is the key to teachers' progress and professional growth. The present study has been conducted with the aim of developing a model for professional development of teachers in the curriculum in a qualitative and thematic manner. For this purpose, semi-structured interviews were conducted with 14 professors of educational sciences in Ardabil who were purposefully and judiciously selected. In this research, the network of themes method was used. The validity and reliability of the study were evaluated and confirmed using the method of Goba and Lincoln (1985). After completing the interview and coding process, 67 basic themes, 18 organizing themes and 3 comprehensive themes on teacher professional development were identified. The main themes were: 1. Individual factors, 2. Organizational factors, 3. Managerial factors. Examining the models and models presented for professional development of educators and teachers showed that these models did not consider all aspects and components of professional development. Therefore, the present study identifies and presents a model that includes components. The individual, organizational, and managerial triads and the interrelationships between these components are consistent with the characteristics of high school teachers.