نشریه مدیریت و چشم انداز آموزش
سال چهارم شماره 3 (پیاپی 13، پاییز 1401)

The purpose of this research is to investigate the mediating role of human resource improvement in the relationship between knowledge management and the job performance of secondary school teachers in Karaj city. The current research is an applicable research in terms of its purpose, and a survey-correlation research in terms of research method. The statistical population of the research is 7690 secondary school teachers in Karaj city. Using the Tabaking formula, 200 people were selected as a sample from among the teachers by multi-stage cluster sampling method. To collect data, Velba & Jansen's human source training and improvement (2010), Lawson's knowledge management (2003), and Patterson's job performance (1990) questionnaires, which had acceptable validity and reliability, were used. Data were analyzed using descriptive and inferential statistical methods including correlation coefficient, path analysis, and structural equation model. The results showed that there was a significant relationship between knowledge management and job performance (p≥0.05). There was a significant relationship between improving human resources and job performance (p≥0.05). There was a significant relationship between knowledge management and improving human resources (p≥0.05). Also, the results of the structural equation model showed that the human resource improvement variable had a mediating role in the impact of knowledge management on job performance (p≥0.05). In general, it can be concluded that the improvement and development of knowledge management and training and the improvement of human resources can directly lead to an increase in the professional performance of teachers.

The current research was conducted with the aim of designing and validating a model for creating an entrepreneur school. In terms of the nature of the data, the method of this research is mixed with an exploratory design, and practical in terms of purpose. In the qualitative part, the qualitative content analysis method was used to design the model, and in the quantitative part, the survey method was used to validate the model. In the qualitative part, the data was collected through semi-structured interviews with 17 experts who were selected by the purposeful snowball sampling method, and the inductive coding method was used to analyze the data. In the quantitative part; confirmatory factor analysis, mean descriptive indices, and standard deviation were used. After obtaining the proposed model,, 43 experts were selected through a researcher-made questionnaire, and by purposeful sampling method to validate the model. The findings of the qualitative part of the research were 95 core codes related to the characteristics of the entrepreneur school, which in the quantitative stage, after the confirmatory factor analysis of the questionnaire by PLS software, two items were removed from the initial model due to having a factor load of less than 0.4, and the modified model with 93 features and with good fit, validated and presented.

The present study was conducted with the aim of the relationship between study approaches and academic identity with the self-concept of second year high school students in Kalachai city. Based on this, the descriptive research method was carried out by correlational method. The statistical population of the research included 981 secondary school students of Kalachai city, of which 274 were selected as a statistical sample by cluster random method. Library and field methods were used to collect data. The data collection tools were the standard questionnaires of Tate et al.'s study approaches (1998), Rogers' self-concept (1938) and Vaz and Isaacson's (2008) academic identity. The statistical population and structure were examined and confirmed by confirmatory factor analysis method. The reliability of the questionnaires was estimated by Cronbach's alpha coefficient method for study approaches 0.88, self-concept 0.80 and academic identity 0.78 respectively. Analysis and Data analysis was done at two levels of descriptive statistics and inferential statistics. Thus, in order to test the research hypotheses, first of all, the Kolmogorov Smirnov test to check the normality of the data distribution and the structural equation technique to check the effect of independent variables on the dependent variable using software Lisrel statistical software was used. The results showed that there is a positive and significant relationship between study approaches and students' self-concept with an impact factor of 0.67 and between academic identity and students' self-concept with an impact factor of 0.73.

The present study was conducted with the aim of testing the causal model of the feeling of loneliness of Twitter users based on lifestyle and stress coping styles with the mediation of social network dependence. 200 people were selected as a statistical sample based on the purposeful sampling method. Subjects responded to the questionnaires of addiction to social networks by Ahmadi et al. (2015), loneliness by Russell et al. (1980), lifestyle by Miller and Smith (1988), and coping styles by Lazarus and Folkman (1984). The validity of the questionnaires was examined and confirmed based on the content validity using the opinion of experts, the validity based on the opinion of a number of the statistical community and the structure using the factor analysis method. , coping styles with stress were estimated as 0.80, feelings of loneliness as 0.79, and dependence on social networks as 0.78. Data analysis was carried out at two levels, descriptive statistics and inferential statistics, including modeling of structural equations by Lisrel software. took The results showed that all the hypotheses of the research had a favorable fit. Life style with an impact factor of 0.52 and stress coping styles with an impact factor of 0.56 are indirectly related to loneliness.

The purpose of this study was to determine the psychometric features(Factor structure, validity and reliability) of the Course Experience Questionnaire(CEQ) that have 43 items and developed by Wilson and et al(1997). This research is from the field of normative research that was carried out in the first semester of the academic year 1401-1400 at Gilan University. The statistical population of this research included all students entering the academic years of 2017 and 2018, which was conducted using a simple random sampling method on 332 third and fourth year undergraduate students of the Faculty of Humanities of Guilan University. Exploratory factor analysis elicited 7 factors which generally explained 71% of the total variance. Furthermore Confirmatory factor analysis on the items showed that all the items have significant load factor on their own factor, and seven-factor structure of the questionnaire was approved. Concurrent criterion validity coefficient between each of items of Course Experience Scale With the criterion variables (the Course Satisfaction and Achievement) that were linked theoretically was also significant. Altogether, founding of this study showed that seven-factor scale of the Course Experience Questionnaire (CEQ) have a adequate reliability and validity among Iranian samples and Can be used as an valid evaluation tool in higher education institutions.

Based on previous researches, quality culture is considered as a dominant and specific university organizational culture, which is defined by common values and commitment to quality by university agents. The purpose of the current research was to modeling and evaluate the factors influencing the establishment of quality culture in Farhangian University. The research method was mixed-exploratory two-stage (qualitative-quantitative). In the qualitative part, using the semi-structured interview method, 23 academic and subject matter experts were interviewed in a targeted manner from educational and research centers in 2017. Next, in the quantitative part, 462 faculty and non-academic members were selected by multi-stage cluster sampling and answered the questionnaires. The formal and content validity of the quality culture questionnaire has been approved by experts, also in terms of reliability, the internal consistency method using Cronbach's alpha was used to calculate the internal consistency, which indicates the high reliability of the dimensions and components based on the number of factors. Extracted from factor analysis was confirmed. The results of the first and second order confirmatory factor analysis showed that Quality culture Consist of This Factors : "structural / managerial elements", "cultural / psychological elements", "leadership", "communication", "trust", "commitment and accountability", "partnership", "empowerment", "correction" Infrastructure ",. Its indigenous model for establishment in Farhangiyan University has a well-established structural validity. As a result, it can be said that the structural model of The study is of good quality and the observed values are well restored and the model has good predictive ability.

The purpose of the present study was to investigate the role of individual citizenship behavior in the organizational innovation of schools with the mediation of knowledge sharing in primary school teachers. The descriptive-correlation research method was structural equation modeling. The statistical population of the research included all the primary school teachers of the two districts of Kermanshah in the number of 1150 people, of which 291 people were selected using the stratified random sampling method based on the Karjesi and Morgan table. To collect research data, three standard questionnaires of personal citizenship behavior by Shuibski (2014), knowledge sharing by Vanden Hoff and Van Veenen (2004) and organizational innovation of schools by Amid et al. (2002) were used. The reliability and validity of the instrument were determined by Cronbach's alpha techniques and confirmatory factor analysis, and the reliability value was reported as 0/90 for citizenship behavior, 0/92 for knowledge sharing, and 0/94 for organizational innovation, respectively. To analyze the data, confirmatory path analysis was used using Lisrel software. The results showed that individual citizenship behavior and knowledge sharing of teachers have a significant effect on the organizational innovation of schools at the level of 0/05. Individual citizenship behavior through knowledge sharing has a significant effect on the organizational innovation of schools at the level of 0/05. Also, individual citizenship behavior and knowledge sharing can explain 47% of the variance of schools' organizational innovation.