نشریه مدیریت بر آموزش سازمان ها
سال یازدهم شماره 2 (تابستان 1401)

The purpose of this study was to investigate the effect of organizational coaching on public service motivation with the mediating role of positive organizational behavior. The present research is applied in terms of purpose and descriptive-survey in terms of the nature and method. The statistical population was Mashhad University of Medical Sciences (460 people). The sample of 209 people was selected randomly based on Cochran's formula. Data collection tools were standard questionnaires of "organizational coaching", "public service motivation" and "positive organizational behavior". The validity of the questionnaires was confirmed by obtaining the opinion of professors. The reliability of the questionnaires was confirmed by calculating the Cronbach's alpha coefficient (0.910 for organizational coaching, 0.910 for public service motivation, and 0.916 for positive organizational behavior). Descriptive and inferential statistics were used to analyze the data using SPSS and Smart PLS software. Findings show that organizational coaching affects public service motivation. Positive organizational behavior mediates the effect of organizational coaching on public service motivation.

The purpose of this study was to design a model of  professional development od faculty members at Farhangian university. The philosophical basis of the research was pragmatism approach and mixed exploratory method was used. Grounded theory method was the basis of research. In this study, qualitative data were given more value and these data were ahead of quantitative data in terms of time. The method of data collection was knowledgeable in the qualitative part of semi-organized interviews with experts and was analyzed by open, centralized and selective coding methods. Qualitative samples were selected by theoretical, opportunistic and focal groups. In the quantitative section, the sample was selected by multi-stage cluster sampling and census of faculty members (178 people) and students (216). For validation, reflective, composite and structural measurement models were used by the third version of smart pls3 software. In the findings section: educational, research, professional, organizational and extra-organizational skills with 17 components and 76 indicators in the field of teacher training were identified. Academic and structural strategies were presented and individual, organizational and extra-organizational consequences were identified. The results confirmed all major and minor hypotheses except the impact of globalization and socialization components on strategies as well as the impact of professional development on extra-organizational consequences. As a result of the present study, the need for professional development to achieve a successful university was confirmed, and at the end, suggestions were made at three levels: individual, departmental, educational and organizational. ‌‌

The aim of this study was to investigate the mediating role of organizational indifference in the relationship between organizational justice and organizational trust of secondary school teachers in Ardabil. The descriptive-correlation method of structural equations was used. The statistical population of the present study was 2360 people and 482 people were selected using Cochran's formula by proportional multi-stage and stratified sampling. To collect the relevant data, standard questionnaires of organizational justice, organizational trust and organizational indifference were used, the reliability of which was determined by Cronbach's alpha coefficient of respectively 0/80,./ 82  And ./84 Was obtained. Structural equation model was used to analyze the data. The test results showed that the direct effect of organizational justice and organizational trust is equal to 0/34. Also, the indirect effect of organizational justice and trust variables with the mediating effect of organizational indifference is equal to 0.062. Also, the path coefficient between the two variables of organizational justice and organizational trust is equal to (0/34). In other words, a unit of change in organizational justice caused an increase of 0/34 units in organizational trust. Also, our path coefficient between organizational justice and organizational difference is equal to (-0/39) and showed the negative impact of organizational justice variable on organizational indifference. In other words, a unit of change in organizational justice reduced 0/39 units in organizational indifference. This means that organizational justice is inversely related to organizational indifference.

The present study aimed to provide a model of university graduates' eligibility for employment in the third millennium. The research method is applied in terms of purpose and descriptive-survey in terms of implementation method. In order to identify the competence of university graduates, the opinions of university professors, educational and executive experts were used. In this research using inductive content analysis; By identifying 390 concept codes, coding and classifying them in three steps, finally 71 main criteria having 15 components and 3 dimensions, these indicators were explained and adjusted using a three-stage Delphi technique among 34 scientific and executive experts. A questionnaire was extracted from the results and distributed among the managers and university experts of Tabriz and 108 analyzable questionnaires were obtained. Confirmation of validity and reliability of the questionnaire and the final research model were assessed through the confirmatory factor analysis and redundancy tests. The goodness-of-fit criterion for the final model was 0.694, which is a good value. The final model of university graduates' competencies was presented at three levels: individual, group and organizational, including components of economic competencies, social competencies, technological competencies, political competencies and cultural competencies. The results of this study, while emphasizing the development of individual skills training, prioritize most competencies in the field of thinking skills and mental abilities. It can be concluded that human resources with traditional skills, in competition with robots and artificial intelligence for jobs, are not able to continue working and it is necessary to be equipped with new capabilities through skills training to be qualified to work in the current conditions.

Attention to mental well-being and organizational commitment as one of the important organizational issues can be developed under the influence of mindful leadership, therefore the present study aims to investigate the impact of mindful leadership on mental well-being and organizational commitment. The research method is descriptive-correlational modeling of structural equations. The statistical population of the study included all primary school principals in Sari with 186 people. According due to the statistical population, research questionnaires were distributed among all managers and in general 173 questionnaires were collected. To collect research data, three standard questionnaires of mindfulness leadership from Ehrlich(2017), mental well-being from Zheng et al. (2015) and organizational commitment from Baulfour &Wechsler (1996) were used. The validity of the questionnaire was confirmed by experts and confirmatory factor analysis. The reliability of the questionnaires was calculated based on Cronbach's alpha coefficient for the mindfulness leadership questionnaire 0.81, mental well-being 0.92 and organizational commitment 0.89. Research data after collection,  were analyzed by using Pearson correlation coefficient  test and structural equation model in Lisrel and SPSS statistical software. The results showed that the effect of mindfulness leadership on mental well-being and organizational commitment is positive and significant at the level of 0.01. Based on the results, mindful leadership can play an effective role in increasing the mental well-being and organizational commitment of school principals.

The aim of this study was to investigate the antecedents and consequences of accepting e-learning in students. This research is applied in terms of purpose and nature and in terms of data collection is a descriptive correlation based on structural equation modeling. The statistical population of the study consisted of all undergraduate students of Shiraz University of Medical Sciences in the number of 4064 people who were selected as a sample through Krejcie and Morgan table, 351 people through proportional stratified random sampling method. To measure the research variables, questionnaires of students' characteristics, students' attitudes toward e-learning, system quality, content quality, teachers' characteristics, knowledge management, e-learning acceptance, behavioral intention and actual use of e-learning system were used. The validity of the questionnaires was confirmed by logical (formal and content) and structural (confirmatory factor analysis) validity methods and the reliability by Cronbach's alpha were estimated. The data analysis method was performed at two levels of descriptive and inferential (structural equation model) which was implemented through SPSS 24 and Lisrel 8.8 software. Based on the research results, students 'characteristics, students' attitudes toward e-learning, system quality, content quality, faculty characteristics and knowledge management as a precursor and behavioral intention and actual use of e-learning system as a consequence of accepting e-learning Is an emphasis. The highest correlation coefficient was observed between system quality and e-learning acceptance (ß= 0.91) and the lowest correlation between content quality and e-learning acceptance (ß = 0.42). Also, the highest correlation coefficient was observed for e-learning acceptance consequences. Behavioral intention (ß= 0.72) was observed between e-learning acceptance and possible outcome. According to the obtained results, it can be said that any increase in the variables of student characteristics, students' attitudes toward e-learning, system quality, content quality, faculty characteristics and knowledge management as antecedents with increasing In students' e-learning acceptance and any increase in the e-learning acceptance variable will be accompanied by an increase in the amount of behavioral intention and actual use of the e-learning system as consequences. Therefore, it seems necessary to pay attention to the antecedents and consequences of accepting e-learning when launching and using the e-learning system.

The purpose of this study was to evaluate the causal relationship between spiritual leadership and entrepreneurship and faculty development with the mediating role of organizational learning in Islamic Azad University units of West Azarbaijan province. The population of the study was 695 full-time teachers of 13 units, among them 263 people were selected using stratified random sampling method. Four standard questionnaires, Fry's Spiritual Leadership, Shepherd's Entrepreneurship, Quarterly Growth and Organizational Learning were used for data collection. Content and construct validity of the questionnaires confirmed and Cronbach's alpha reliability in the baseline and the final was appropriate. Structural equation modeling was used to evaluate the fear relationships of the variables currently being measured in the conceptual model. Findings showed that the effect of spiritual leadership on organizational learning 0.70, on entrepreneurship 0.39, on maturity 0.37 and the effect of organizational learning on entrepreneurship 0.40, on maturity 0.42 and the effect of spiritual leadership on entrepreneurship through organizational learning Was 0.28 and at maturity was 0.29. The results showed a positive and significant relationship between spiritual leadership with entrepreneurship and development, while the results showed that organizational learning plays a mediating role in the relationship between spiritual leadership with entrepreneurship and development. Conclusion Spiritual leadership mediated by organizational learning has a positive and significant effect on faculty creativity and development.

The aim of the present study is to investigate the role of motivational factors and personal characteristics on sharing of unconfirmed information by mediating social media fatigue in the time of COVID 19. This study is an applied study in terms of purpose and is a type of descriptive-correlational studies in terms of data collection method. Statistical population of the study consisted of all students at Semnan University in the academic year 2020-2021 that 230 people were selected as sample by stratified random sampling method. Study instrument included personal characteristics (Khalaf & et al., 2014), motivational factors (Islam & et al, 2020), social media fatigue (Islam & et al, 2020) and sharing of unconfirmed information (Laato & et al, 2020) questionnaires. Reliability of questionnaires using Cronbach's alpha, was respectively (0.91); (0.87); (0.70); (0.81). The results showed that Exploration, religiosity and poor self-regulation have no significant effect on sharing of unconfirmed information. Usage of social networks for entertainment and self-promotion has a significant impact on sharing of unconfirmed information and social media fatigue. Social media fatigue has a significant impact on sharing of unconfirmed information. Exploration, religiosity, poor self-regulation, entertainment, self-promotion have an indirect effect on sharing of unconfirmed information of social networks through mediation of social media fatigue. The results indicate the importance of the role of motivational factors in social media fatigue and consequently sharing of unconfirmed information of social networks.

The main purpose of this study is to design a model of digital entrepreneurship ecosystems in educational organizations. This research has been done with a qualitative approach and data-based method and is applied in terms of purpose. The data collection tool is semi-structured interviews. The validity of the questions was obtained using the opinion of experts in the field of digital entrepreneurship. The statistical population of this research is thirteen professors and experts familiar with the topics of entrepreneurship and digital technologies from universities and educational organizations in the country who have been selected by purposive sampling method. Data analysis was performed in three stages of open, axial and selective coding. In the data theory of the foundation, validation is an active part of the research that has been measured by the criterion of acceptability. The results of the research show the extraction of 483 primary concepts and the enumeration of 42concepts and 15 categories in the form of a paradigm model including the digital entrepreneurship ecosystem as a central category and causal conditions including: 2 categories and7 concepts including: innate-instinctive and educational clusters ; Background conditions include: 5 categories and 14 concepts including: executive clusters, scientific, technical and technological knowledge, cultural and environmental wisdom and ecology; Intervention conditions include: 2 categories and 6 concepts, motivational clusters, regulator; Strategies include 3 categories and 8 concepts including: basic and organizational clusters, human resources, policy and planning and favorable factors including: 3 categories and7 concepts of self-efficacy, productivity and business clusters were placed in educational organizations. .

The purpose of this paper was to develop of conceptual of Religious Science Education Management Model by applying the principles of self-learning in its stages. The research method was mixed. In the qualitative section, available resources were used to extract the characteristics of self-learning skills including the works of 7 foreign researchers: Simmons, Gagglilo, Garrison, Dehnood and colleagues, khayat, Abdullah, Grover, Miller and Fisher, and internal works: Motahari, Allameh Tabatabaei, Mohammad Taghi Jafari, Safai Hairi, Mesbah Yazdi, Mohammad Reza Behrangi.  In the process of coding system, scientific derivation of seven dimensions: talent of thought, human autonomy, commitment and responsibility, thinking and reasoning, motivation and affection, self-control, creativity and problem solving in management of autonomous self learning were obtained as axis code. None of the external sources shared a complete and common opinion on all dimensions of self-awareness. Each of the internal sources related to the Qur'an covered all seven dimensions.The model was carried out in a quantitative section with a semi-experimental pre-test/post-test research project with the control group in two classes of 28th and 24th grade students of Imam Reza High School in Qom. Self- learning was measured by a researcher-made questionnaire approved by experts in terms of validity and Cranbach's 0.937 alfa coefficient.The training course of 14 sessions was held in 8 weeks with the same content. Descriptive statistics (mean and standard deviation) and inferential statistics (independent T and covariance) were used to analyze the findings.The results confirmed the recommendation of using concepts of religious sciences and self-learning features in the stages of the model of teaching religious education as a new and effective strategy on  educating and learning the self-governing skills of students.Therefore, in order to further develop the conceptual boundary of the educationg management model, application of self-governing learning management model was recommended to the role-makers in the field of education in the development of knowledge and education in the sciences branches.