نشریه پیشرفتهای نوین در مدیریت آموزشی
سال دوم شماره 4 (پیاپی 6، زمستان 1400)

Times New Roman 12 The aim of this study was to investigate the relationship between thinking styles and feelings of efficiency with the acceptance of organizational change in primary school principals in District 2 of Kerman. The method of this research was descriptive-correlational and its statistical population included all primary school principals in District 2 of Kerman to 192 people, 124 people were selected by random sampling method.Data collection tools were three questionnaires of Sternberg-Wagner (1991) thinking styles, determining the efficiency of Bani Hashemi managers (1998) and accepting the organizational change of Saatchi, Kamkari and Askarian (2010). Reliability was estimated with Cronbach's alpha coefficient of 0.78, 0.92 and 0.87. Data were collected by SPSS software using Cronbach's alpha coefficient, skewness and elongation coefficient, Pearson correlation coefficient and regression analysis. According to the research, Pearson correlation coefficient between thinking styles and acceptance of organizational change in primary school principals was equal to 0.132, which according to the significance level of 0.144, it can be concluded that there is no significant correlation Pearson correlation coefficient between sense of efficiency . And acceptance of organizational change in primary school principals equal to 0.157 which according to the significance level of 0.082 can be concluded that there is no significant correlation.

The aim of this study was "The relationship between positive and negative emotions and academic resilience with academic burnout of female high school students in Manojan in the academic year 2021-2022" The statistical population of the study was 535 female high school students in Manojan, of which 224 One of them was selected by simple random sampling. To collect data, three questionnaires of positive and negative emotions of Pekran et al. (2002), Samuels academic resilience (2004), and Maslach (2003) academic burnout were used. Their reliability was obtained through Cronbach's alpha coefficient of 0.85, 0.89 and 0.81, respectively. Stepwise multivariate regression statistical tests and SPSS software were used to analyze the data. Findings showed that positive and negative emotions and resilience have a significant relationship with academic burnout. And the three dimensions of positive emotions (pleasure, hope and pride) have a negative and significant relationship with academic burnout. Negative emotions (anxiety about learning; frustration with learning; shame about learning and fatigue from learning) have a positive and significant relationship with academic burnout. The findings also showed that communication skills have a negative and significant relationship with academic burnout but future orientation; And problem-solving and positivity have no significant relationship with academic burnout. Therefore, it can be concluded that increasing academic literacy along with the dimensions of positive emotions will play a decisive role in reducing academic burnout. And contributes to the success and improvement of students' academic performance.

The purpose of this study is to investigate the effect of courses offered in the field of education of exceptional children on the interest of female students and teachers in this field at Farhangian University of Tehran. The research method of the present study is cross-sectional field research. The statistical population is all female students and teachers of Farhangian University of Tehran in the field of exceptional children's education. For this purpose, multi-stage cluster sampling method has been used. In this way, out of five sister centers in Tehran, Nasibeh Center has been selected and then 76 students of Nasebeh University have been selected as exceptional students. In order to collect data in this study, two questionnaires of students 'primary attitudes toward the course and students' interest in the field of study were used. To analyze the data, SPSS20 software and Kolomorov-Smirov tests, Pearson correlation coefficient, linear regression and descriptive statistics were used. The results indicate that according to Pearson correlation test and correlation coefficient of -0.220, it was found that there is an inverse relationship between variables. This means that the courses offered in the field of exceptional children's education do not have a very positive relationship with students' interest in this field. According to the linear regression test and the line equation, it was found that the independent variable, which is the courses offered in the field of exceptional children's education, does not have a positive and significant effect on the dependent variable, ie students' interest in exceptional children's education.

One of the important factors that ensures the success of organizations, increasing self-efficacy and reducing job stress is organizational culture and value subcultures in organizations. The existence of a strong culture is a positive factor for better performance and greater productivity, and as a result, work stresses are reduced. The more culture is, the more people are familiar with the organizational goals, their cultural values ​​are accepted and they feel committed and committed to it. The purpose of this research was to investigate the relationship between organizational culture and self-efficacy and stress among employees of Tehran University of Cultural Sciences, using a library-survey (descriptive-analytical) method. The statistical population consisted of the officials, managers and staff of the University of Cultural Sciences of Tehran and its related campuses including Nasibe Pardis of Tehran, Shahid Chamran Campus of Tehran, Zeinabieh Campus of Tehran (Pishva) and Mofattah Campus of Tehran (Ray Town) They were 432 who were selected by using Cochran's formula and perceived percent of 210 questionnaires. They answered the standard questionnaire of Robbins organizational culture (1998), the 1964 priest's job stress questionnaire, and the self-efficacy questionnaire by Albert Bandura (1992). have given. In determining the reliability of the questionnaires, the Cronbach's alpha coefficient was higher than 71%, indicating that the questionnaire had acceptable reliability. The research findings show that there is a significant positive relationship between organizational culture with self-efficacy and stress (occupational stress), respectively. There is also a positive and significant relationship between organizational culture and each of the three dimensions of belief in individual ability, resistance to confronting obstacles and the practice of the duties of the staff of that university. There is a negative relationship between organizational culture and each dimension of work performance and decision making, and there is a negative relationship between organizational culture and each dimension of work density, organizational context. There is a positive and significant relationship between employee self-efficacy and each of the eight dimensions of creativity and innovation, attention to detail, attention, interaction with members and team, ambition and assertiveness, risk and risk, results of decisions on employees, and sustainability. There is a relationship between employee stress and employees' eight dimensions of creativity and innovation, attention to detail, attention, interaction with members and team, ambition and assertiveness, risk and risk, results of decisions on employees, and negative relationship sustainability. There is. Therefore, it is concluded that the creation of a strong organizational culture and appropriate sub-values ​​of the organization at the University of Cultural Professionals will increase the self-efficacy of the staff and reduce their job stress.

An important role in educating students is not hidden from anyone. The close relationship between the teacher and the student and the influence that the teacher has on the student play an important role in his mental health. The teacher is a good role model for the student and tries to behave like him. The teacher is not just a teacher, but more importantly, an instructor and an influential role model. A good teacher who nurtures students well with his good behavior and speech does the greatest service to his community, and in contrast to a bad-tempered, misbehaving and deviant teacher who, with his bad behavior, knowledge It leads students to deviation and destruction. Considering the important role of teachers, the main purpose of this study is to investigate the position of teachers in the formation of Islamic education. The role of the teacher in the religious education of knowledge has become more prominent in the present age and the duty of the teacher has become heavier; Because the future of a society and a nation is in the hands of the teacher. If he can not train useful people and in harmony with the goals of society, he will destroy a nation.

The purpose of this study is to determine the effectiveness of virtual education on academic burnout and creativity in female high school students in Yazd in 2021. The present study is a quasi-experimental pre-test-post-test with a control group. The statistical population of this study consists of 1018 female high school students in Yazd in 2021. Statistical sample of this study: 60 students were selected by simple random sampling. The questionnaires of this research are Mohammadi Virtual Education Questionnaire (2011), Berso, Salanova and Eschfeli (1997) and Abedi Creativity Questionnaire (1993). The results showed that virtual education on academic burnout and creativity in knowledge Students have been effective in reducing academic burnout and increasing creativity.