نشریه پژوهش های رهبری آموزشی
پیاپی 23 (پاییز 1401)

The present article was written with the aim of honoring the services and educational achievements of Dr. Ali Alagheband. In the first part, using biography method, his personal and academic life and scientific works were described. Later his publications were introduced following some of their highlights such as "Paying attention to the main theories of management and their applications in the field of educational administration", "Addressing the needs of the scientific community and the corresponding contents with the approved curricula", "Having innovation and growing contributions in the field of educational administration knowledge" and " Fluent and comprehensive writing" were explained. In the second part, with the help of the phenomenological and lived experience approach of the author from attending the classroom and interactions with Alagheband, some of his personality traits, morals and scientific characteristics were described. The most prominent academic characteristics of Alagheband were his deep knowledge and perception of the theoretical foundations of educational administration and his most important moral characteristics were self-respect, magnanimity, outspokenness, integrity as well as his disinterest towards materialistic facets. He was a true example of high level Iranian university teacher and a unique and an invaluable professor in the field of educational administration who spent his entire life writing well-classified and indelible books in the field of educational administration and promoting the academic position of this field in Iranian academic system. Utilizing his point of view which is mentioned in this article could help solve some of the major problems of the educational administration system in Iran.In the second part, with the help of the phenomenological and lived experience approach of the author from attending the classroom and interactions with Alagheband, some of his personality traits, morals and scientific characteristics are described. The most prominent scientific characteristics of Alagheband were his deep knowledge and perception of the theoretical foundations of educational administration and his most important moral characteristics were self respect, magnanimity, Outspokenness, Integrity as well as his disinterest towards materialistic facets. He was a true example of high level Iranian University teacher and a unique and an invaluable professor in the field of educational administration who spent his entire life writing well-classified and indelible books in the field of educational administration and promoting the scientific position of this field in Iranian academic system.

The present study sought to identify the predictability of knowledge sharing based on the dimensions of toxic organizational climate among employees of educational institutions in Sarab using correlational design. The statistical population of this study was 1648 people and the corresponding sample size was 313 people. The sampling method of this study was stratified. After deleting Perth data using Mahalanobis index, the number of samples reached 286 and analyzes were performed on this number. To collect data, standard questionnaires of rural organizational toxic atmosphere and Dixon knowledge sharing were used. Data analysis using Pearson correlation test showed that toxic physical structure, toxic service reward and compensation system, toxic interpersonal relationships and toxic leadership have a significant relationship with knowledge sharing. Findings from stepwise regression analysis showed that the system of reward and compensation for toxic service and poisonous leadership can predict knowledge sharing. Due to the lack of significant effect of toxic physical structure dimensions and toxic interpersonal relationships on knowledge sharing, these dimensions were removed from the model by software. Findings showed that knowledge sharing in educational institutions can be predicted by some dimensions of toxic organizational climate; therefore, it is necessary to adopt and implement appropriate strategies to prevent the manifestation of toxic organizational climate dimensions and eliminate them.

This research has been conducted with the aim of analyzing academic mentoring in order to employ management students. Due to explain academic mentoring and obtain appropriate data, the qualitative research method and the data type of the foundation were used. The statistical population of the study covered all professors and experts who were aware of academic mentoring. Then, semi-structured interviews were conducted with by snowball sampling method until theoretical saturation was reached. The three steps of open coding, axial coding and selective coding of Strauss and Corbin (1998) were used to analyze the data. Findings showed that 45 concepts and 18 categories were counted during the three stages of data analysis and were placed in a paradigm model. The counted categories are: 1. Academic mentoring of students' employability in management 2. Internal and organizational factors 3. Inter-organizational factors 4. Individual factors 5. Macro-targeting 6. Theoreticality of courses 7. Non-employment of industrial professors 8. Balance between labor market and student admission 9. Attitude towards student employment 10. Curriculum 11. Practical empowerment of students 12. Design of monitoring and evaluation system 13. Industry-oriented 14. Design of resource absorption system 15. Job creation 16. Intelligent learning environment 17. Reduce costs 18. Improve students' mental health. These categories are in the order mentioned: in the form of elements of causal conditions (3), main phenomenon (academic mentoring of employability of management students), contextual conditions (3), intervening conditions (2), strategies (4), consequences (4) they got findings showing that academic mentoring can develop students' competencies and skills.Findings showed that 45 concepts and 18 categories were counted during the three stages of data analysis and were placed in a paradigm model. The counted categories are: 1. Academic mentoring of students' employability in management 2. Internal and organizational factors 3. Inter-organizational factors 4. Individual factors 5. Macro-targeting 6. Theoreticality of courses 7. Non-employment of industrial professors 8. Balance between labor market and student admission 9. Attitude towards student employment 10. Curriculum 11. Practical empowerment of students 12. Design of monitoring and evaluation system 13. Industry-oriented 14. Design of resource absorption system 15. Job creation 16. Intelligent learning environment 17. Reduce costs 18. Improve students' mental health. These categories are in the order mentioned: in the form of elements of causal conditions (3), main phenomenon (academic mentoring of employability of management students), contextual conditions (3), intervening conditions (2), strategies (4), consequences (4) they got. findings show that academic mentoring can develop students' competencies and skills,.

Nowadays, learning does not stop after graduation, but it is considered as the starting point for the development of human resources in the occupation and in this regard, one of the tools to strengthen learning in individuals' professions is the individual development plan. In fact, this plan is a practical tool and a precise schedule to meet the professional needs of employees in line with the goals of the organization and employees’ occupation. Although the usage of this tool is very common, no purposeful study has been done in order to familiarize researchers with the various results of numerous global researches in the field of its implementation. Therefore, the purpose of this study is to examine the findings of global studies on the implementation of individual development plan and its effectiveness in organizations. The results of a total of 23 global and local researches indicate that most of them have emphasized the significant effectiveness of IDP implementation on the development of knowledge, improvement of professional skills and performances of employees, encouragement of professional responses and promotion of employabilities of the individuals. On the other hand, the results of some researches have considered the individual nature of this plan to be the cause of neglecting the macro-organizational strategies; and therefore, these studies have highlighted the lack of motivation and persuasion of the feedback method, the lack of effects on professional actions at the workplace, the ornamental nature and also unrealistic application of this plan. In some other studies, having sufficient support to implement the plan, the type of organizational learning environment, attention to work teams, leadership style, decentralization, and also supporting the coaches in their guiding roles have been mentioned as the factors and conditions for the effectiveness of this plan’s implementation.

The present study aimed to construct a scale of knowledge commercialization for universities and its validation in the University of Guilan. To conduct this research, a mixed method with a sequential heuristic approach has been used. First, in the qualitative section, using the method of contextual theory and purposeful sampling, 30 semi-interviews with 30 heads, department managers and professors of Guilan University, specialists of university growth centers and science and technology parks in Guilan province and experts in the field of knowledge commercialization. The research instrument for gathering data was structured and the interview was stopped with theoretical saturation. In the quantitative part, the statistical population was 575 faculty members of the University of Guilan. The number of samples was determined according to Krejcie and Morgan table 230 and the sampling was done by stratified method according to the volume and the questionnaire was designed based on the findings. Qualitative sections were distributed among them. To determine the validity in the qualitative section, a peer review was used by the peer and the researcher and the reliability of this section was confirmed by theoretical saturation in the data collection stage and the reliability of the retest equal to 90%. Content, divergent validity and construct validity were used to determine the reliability of the questionnaire by Cronbach's alpha (0.981). The qualitative part analysis was based on the foundation data approach and the analysis was performed based on open, axial and selective coding. To test the validity of the questionnaire using exploratory factor analysis and confirmatory factor analysis, the validity (structure, convergent, divergent) and reliability (Cronbach's alpha, combined reliability) of the instrument were examined. The results of factor analysis showed a good fit of each item with the factors and showed that each factor has a suitable factor load to predict the main dimensions of the questionnaire and as a result the designed tool has high validity and validity and the ability to measure commercialization. Has the knowledge of universities. Finally, as a result, the final form of the questionnaire was set as follows: causal factors through 22 items, pivotal phenomenon or components of knowledge commercialization through 6 items, factor of contextual conditions (appropriate context) to implement knowledge commercialization Through 32 items, the intervention and inhibitory factors were measured through 10 items, the factor of knowledge commercialization strategies through 15 items, and the factor of consequences of knowledge commercialization implementation through 15 items. Quantitative data were used using descriptive statistics and Inferential and SPSS and AMOS software were analyzed. Due to the lack of indigenous measurement tools for knowledge commercialization, it seems that the designed questionnaire can fill this gap, so in future research on knowledge commercialization, study it in the university. If this can be done, this questionnaire can be used. In this regard, the researcher has explained the paradigm of knowledge commercialization model, not their factor, with their central codes and has provided practical suggestions for the realization of knowledge commercialization in universities.

The purpose of this study was to analyze the principles and standards of professional ethics of managers and educational assistants in District One, Sanandaj and its challenges. The approach of qualitative research and its strategy is interpretive phenomenology. The statistical population consisted of 8 principals and deputies of high schools for boys in District One, Sanandaj. They were selected through purposeful and criterion-based sampling method (brilliant work results and participation in professional ethics workshops for school management) also the data were collected through semi-structured interviews, and then the interviews were analyzed. In this way, at first, some of the interviews were carefully studied and categories were created based on the key points. The findings showed. 1- Definitions of educational administrators and assistants of professional ethics in schools include observance of specific rules and regulations of a profession and occupation, religious principles and principles, values and social norms. 2. Principles such as self-direction, having a vision, professional abilities, respect and commitment and responsibility in the workplace should govern professional ethics in schools. 3. Challenges of managers' professional ethics including structural challenges (lack of a comprehensive standard of professional ethics, inconsistencies between administrative regulations, centralized management, uncertainty of goals, consideration of the relationship instead of criteria) and individual challenges including (Passivity of managers and deputies, one-dimensionality, failure to provide real statistics by managers and deputies).