فصلنامه توسعه ی آموزش جندی شاپور
سال سیزدهم شماره 3 (پیاپی 43، پاییز 1401)

Evaluation of the academic performance of students helps to increase the quality of teaching and learning. The information collected through performance assessment helps teachers to identify the problems of the students as well as the weak points of the programs and measure the degree of adaptation of the curriculum and educational approaches to the needs of students. These assessments also help students to know what mistakes they have made and how they can correct those mistakes. Questionnaire is one of the tools to collect information about students' academic performance. Questionnaire is one of the most widely used data collection tools in social science research. The main purpose of the questionnaire is to obtain relevant information in the most reliable way. Therefore, the accuracy and consistency of the questionnaire is an important aspect of the research method, which is known as validity and reliability. Validity and reliability increase transparency and reduce opportunities to introduce researcher bias into research. Reliability refers to stability. That is, if we use the same tool or test several times, we should get the same results. If the instrument is unreliable in this sense, then the data are considered irrelevant to the phenomenon or concept being measured. Validity means that a test or instrument measures exactly what the researcher intended it to measure.

This research is a psychometric type. The statistical population of this study was made up of all the male and female students of the second secondary school in Semnan city, numbering 3952 people. The sample size was determined with the help of Cochran's formula of 400 people. Then, using cluster random sampling method, sample people were selected and completed Pham and Taylor's academic performance questionnaire (EPT). This tool contains 48 items with a five-point Likert scale and it measures five dimensions of self-efficacy, emotional effects, planning, lack of outcome control, and motivation. In this scale, a score less than 120 means poor academic performance, higher than 175 means strong academic performance, and between 121-174 average academic performance. In order to analyze the data, the statistical methods of exploratory factor analysis, confirmatory factor analysis and internal consistency (Cronbach's alpha) were used.

Using the Kaiser-Meier-Oklin and Bartlett's sphericity tests, the adequacy of the sample and the factorial ability of the data were checked and the value of KMO statistic was equal to 0.710 and the chi-square value in Bartlett's test was 593 and in this way, the possibility of doing factor analysis on the variables was confirmed. The amount of variance extracted for all subscales was more than 0.5. Two factors with an eigenvalue greater than one were found and the Pebble diagram also confirmed the existence of two factors. The first factor could explain 51.508% and the second factor could explain 24.210% of the variance of all research variables. Self-efficacy, motivation and planning were the subgroup of the first final factor, and lack of control over the outcome and emotional effects were the subgroup of the second final factor. In justifying the first factor, it can be stated that familiarity with study skills and the use of learning strategies such as planning lead to academic success of students, and this positive experience affects self-efficacy beliefs and motivation to progress and regarding the justification of the second factor, it can be said that the training of emotion regulation skills changes the level of self-control of people. All the factor loadings after rotation (Varimax) were more than 0.7 and showed the appropriateness of the factor analysis and the extracted factors. The highest value of the factor load was related to planning (0.861) and the lowest value was related to emotional impact with a value of (0.837). The reliability of Pham and Taylor's academic performance scale was obtained through internal consistency using Cronbach's alpha of 0.904, which indicates the good reliability of this scale. Also, this result was obtained if questions 5, 7, 8, 23, 26, 33, 37 are removed, the reliability of the scale increases. Finally, Lisrel software and confirmatory factor analysis were used to check the relationships and fit of the extracted factors. The results indicated a good model fit (AGFI: 0.95, CFI: 0.96, IFI: 0.96, NFI: 0.94, GFI: 0.99). The RMSEA index was in the desired range (0.069) and the chi-square value to degrees of freedom was obtained less than 3 and 2.91.

In general, and based on the results, it can be said that the Iranian academic performance questionnaire of Pham and Taylor (1999) has good validity and reliability and can be used to achieve various goals. It is suggested to check the validity and reliability of this questionnaire for different educational levels and age groups with a larger number of samples or with other statistical methods.

The overall purpose of this study was to investigate the effect of creativity-based curriculum with a postmodernist approach on the development of virtual education in order to provide a model in education in Mazandaran province. This research was applied in terms of purpose and descriptive in terms of method. The statistical population consisted of 2653 principals, deputies and heads of departments of education departments and principals and deputies of schools in Mazandaran province, which according to Cochran's formula, 338 persons using cluster random sampling method. - Categories were selected as a sample. To collect data, a researcher-made questionnaire of creativity-based curriculum with a post-narrative approach with 61 questions and a questionnaire for the development of virtual education Karimian and Farrokhi (1397) with 27 questions were used. The validity and reliability of the instruments were confirmed. Structural equation test was used to analyze the data. The results showed that; the effect of creativity-oriented curriculum with postmodernist approach on the development of virtual education is positive and significant and the proposed model has a good fit.

The non -governmental school organization requires the analysis of the system of thinking and permanent repair in the way of policy making for the necessary agility. Politics for education, whether in government or non -governmental sectors, according to Article 110 of the Constitution, must be extensive and comprehensive and prevent the factors that have a negative impact on its changes. The main purpose of the research is to provide a model for policy -making in non -government schools.

Group decision -making technique means that several individuals' opinions are obtained in the process of comparison. The ISM method can be integrated in two ways:Frequent

In this method the majority view is selected as the final opinion. 2- Fashion: If we have several experts, each of which has an SSIM matrix, we must integrate them.The statistical population that was investigated included two part: in the qualitative sector included all policy experts, professors and senior executives in the ministry, with 10 of the interviews, 10, and a little bit; Includes managers, deputies and deputies and 16,000 schools; The sampling method of this community was randomly conducted and dedicated to the three provinces of North Khorasan, Razavi and South. A total of 1140 schools were questioned and questioned through the questionnaire. One of the most important parts of scientific research is the study of data and their analysis. The first section deals with analyzing the data of the qualitative section obtained by the semi -structured interview tool. In this section, the oral statements of each of the interviews will be presented first, and after the verbal propositions, the open codes of each will be determined, and then the central coding of the interviews, based on open face codes, will be based on open face codes. It will be taken and then central codes will become dimensions (selective codes) and ultimately the conceptual research model will be presented in accordance with the above three steps. In the second part; According to the central codes and dimensions identified in the previous section, the researcher -made questionnaire was arranged and after the validity and reliability of the tool and distribution in the statistical population, the data obtained by the ISM method was analyzed.

Selected coding results are: First stage of coding factors: Capital (investment), executive staff (managers, teachers, factors), hardware (educational equipment) macro level (government -approved laws, banking system, tax system, insurance, municipal and urban organizations) environment Wisdom (Partnership Experts, Cultural University Education, Coordination Council, Supervision Council, Specialist Founders), Society (Society Culture, Society's Income, Level of Society Literacy, Special Schools (Gifted Schools, Public Schools).- In the second phase, these factors were finalized using the questionnaire tool and the analysis method.Investment, Government Assistance, Managers, Teachers, Executive Agents, Educational Equipment, Government Laws, Banking System, Tax and Insurance System, Partnerships Experts, Cultural University Training, Constituent Coordination Council, Specialist Founders, Schools, Supervisory Council The variable of the community and the municipal and municipal organizations has been eliminated. In the third step, the final model is provided by the ISM method.The result of this study shows that policy -based policy -based policy is: 0.72 Investment of Government Aid 0.87. 74.74 Teachers Executive Agents 0.75 Educational Equipment 0.81 Government Rules Approved Government System 088/88 Taxes & Tax 73.73 Municipalities and Municipalities and Municipalization Organizations 0/330 Society Partnerships Experts Partnerships 08.8 Coordination University Coordination Council Coordination Council 0.81 Specialized School School School Special Schools 0 The community was 0.65 below the average, which is rejected and accepted.

The non -governmental school organization requires the analysis of the system of thinking and permanent repair in the way of policy making for the necessary agility. Politics for education, whether in government or non -governmental sectors, according to Article 110 of the Constitution, must be extensive and comprehensive and prevent the factors that have a negative impact on its changes. Non -governmental institutions, especially in education, if he wants to think about his survival; It is necessary to pay attention to two basic dimensions. First, one should look at the market and the resulting shots, and in the next step, look at the competition with your fellow citizens. Therefore, in a competitive environment, it is necessary to examine the current situation every day and to increase the student quantity and the quality of education and services; If this is also visible in the units. With the increase in the number of non -governmental students, the revenues of these institutions will also increase, and these institutions will be able to compete with other institutions in today's turbulent and variable world and stand up to their feet. The main purpose of the research is to provide a model for policy -making in non -government schools. Strategies are mostly derived from lower level indicators. The first level is the most effective and sixth level of factor (government laws). Also (investment, expert founders and educational equipment, government assistance and coordination council, special schools, Supervision Council and Partnership Experts) are the most important factors affecting policy making that should be taken into consideration.

Porpose: 

The purpose of this research was to find a model to identify the factors affecting the educational guidance of students based on the document of the fundamental transformation of education in the Islamic Republic of Iran.

The method of confirmatory factor analysis was used for the study. The statistical population consisted of all the students of the first year of secondary school in Kermanshah, based on Morgan's table, 380 male and female students of the ninth grade of the first year of high school in Kermanshah were selected in the academic year 2019-2019 using a multi-stage random cluster method. The research tool includes a researcher-made questionnaire of factors affecting the educational guidance of students for the future. In order to check the evidence of validity of the questionnaire, the validity of the construct was done using the factor analysis of the exploratory method. According to Cronbach's alpha method, the reliability coefficient was 0.92. Data analysis was done at two levels of descriptive statistics (frequency and percentage) and inferential statistics (confirmatory factor analysis tests and structural equation modeling).

The findings indicated the identification of seven factors affecting academic guidance, which are: supply of experienced workforce, dynamic economy, efficiency and productivity, stable employment, providing employment, stable family and proper distribution of students.

In the presented model, a suitable and significant correlation was observed between the items and the main components of the model, as well as between the main components with each other.

Porpose: 

The Aim of this study was to provide a model for improving the professional competence of teachers based on psychological empowerment, metacognitive beliefs mediated by self-efficacy, in a combined method.

In this study, a researcher-made questionnaire was used to assess the variable of teachers' professional competence. Thus, 35 items were designed by conducting a qualitative study by document review method and by studying valid scientific documents and sources related to the subject. Which measures professional knowledge, professional skills, professional abilities and professional attitude in a five-point and four-component spectrum. How to fit the four-component structure of the Teacher Professional Competence Questionnaire was investigated and maximum likelihood estimation (ML).

Findings show that all components of psychological empowerment and self-efficacy are positively and at a significant level of 0.01 correlated with the components of professional competence of teachers. With the exception of the correlation coefficient between the components of cognitive self-awareness and professional attitude, two variables of metacognitive beliefs and professional competence, which were negative and significant at the level of 0.05, the other components of the two variables were negative and at a significance level of 0.01 with each other. They were correlated.

The results showed that self-efficacy mediates the relationship between metacognitive beliefs and teachers 'professional competence in a negative way and the relationship between psychological empowerment and teachers' professional competence in a positive and significant way.

One of the basic principles of development in any country is education sector. Nowadays access to education is an important factor in creating many of inequalities. Also, the mutual and cyclic relationship between education and economy caused the focus of this research to be on these dimensions. Therefore, the purpose of this study is to estimate the indexes of education, economy and two dimensional developments of each province by the method of principal component analysi.

In the first step, by using 11 related indices (general, higher, technical and vocational education) of which its correlation was approved by Bartlett's test, the education index was acquired and educational inequalities of their 30 provinces of the country has been studied. In the second step by applying 11 economic indices that indicate the economic status of the country regions, the economic index was estimated and economic inequality has been analyzed. The data set of this research, which have been collected from the available data method is related to the year 2018.

The findings of this research indicate that the two provinces Alborz and Tehran have the highest two dimensional index of development in the country and Sistan and Baluchestan province with the lowest index suffers from the inequalities of development in the country.

Based on the correlation matrix between education and economics dimension, there is 75% correlation, so it can be generally concluded that provinces that have better educational index enjoy higher rank in economy and vice versa.

The aim of this study was to provide a structural model for promoting effective in-service training of administrative staff of Islamic Azad University (case study of Tehran province).

The statistical population in the qualitative part included experienced faculty members (experts) in the field of in-service training of employees and in the quantitative part included all non-faculty and contract staff of the Islamic Azad University of Tehran in the academic year 2019-20 (N=4632). The sample size in the qualitative part was theoretically saturated by interviewing 10 experienced faculty members and in the quantitative part was estimated at 354 people based on Cochran's formula. Targeted sampling was used to select the sample in the qualitative part and cluster and stratified sampling was used in the quantitative part. Data collection tools were qualitative, interview and quantitative, researcher-made questionnaire based on a 5-item scale. The validity of the questionnaire in terms of form and content was confirmed by several faculty members with experience in the field of the questionnaire, the validity was confirmed by calculating the tilt and the validity of the questionnaire was calculated by calculating the square root of the AVE. The reliability of the questionnaire was obtained through Cronbach's alpha for the whole questionnaire 0.812. To analyze the data in the qualitative part of Cohen's kappa coefficient and open and axial coding, in the quantitative part of Cronbach's alpha tests, AVE's hexadecimal matrix, tilt matrix AVE, skewness and elongation, Kolmogorov-Smirnov, Shapirovilk, analysis Exploratory, confirmatory factor analysis and t-sample were used.

The structural dimension was obtained with three components of processes (16 indicators), technical and technological equipment (3 indicators) and rules and regulations (4 indicators).

Elitism and their use play an important role in the growth and development of society. Therefore, the aim of this research was identifying the dimensions and components of the elitism process in elementary schools of Iran country.

This study in terms of purpose was fundamental and in terms of implementation method was qualitative. The research population was the experts of elitism process Iran country in the spring of 2022 year that according to the principle of theoretical saturation number of 10 people of them were selected as a sample by purposeful non-random sampling method.

The findings showed that the elitism process in elementary schools of Iran country had 27 indicators, 7 components and 3 dimensions; So that the individual dimension were included two components of student participation in the management of school affairs and student decision-making, the school and education organization dimension were included two components of teacher preparation and the career history of teachers and school administrators and the group dimension were included three components of holding various competitions in a targeted manner at school, new and creative ideas and encouraging students. Finally, the pattern of the dimensions and components of the elitism process in elementary schools of Iran country was designed.

According to the results of the present research, it is necessary to planning to improve the elitism process in elementary schools of Iran country through the identified dimensions and components.

The purpose of the research was to study the dimensions and components of descriptive qualitative evaluation in multi-grade classes of the primary period from a process point of view.

The research method was based on qualitative approach and data theory method of the foundation. The participants were academic progress evaluation specialists, educational science specialists, educational psychology specialists, in all universities of the country, and also included the staff managers of the Ministry of Education in primary education (with at least three works in the field of evaluation, teaching in multi-grade classes). Considering the nature of the subject, purposeful and theoretical sampling was used for sampling. According to the new approach used in this research, open, axial (theoretical) and selective coding were used for data analysis.

The findings from a process point of view showed that descriptive qualitative evaluation should provide confidence builder, comfort and satisfaction and self-esteem of students in multi-grade classes, in such a way that by using Khalifa and the method of observation with diagnosis and correction the answers will reduce the anxiety of multi-grade students.

The diversity of self-assessment tools, peer assessment and parent assessment and qualitative criteria and emphasis on group learning with emphasis on problem solving method and time management and strengthening self-management were among other process components.

Porpose: 

The present research was conducted with the purpose of presenting the model of using mentoring (development of communication skills, education, etc.) in personal development.

The statistical community in the qualitative part of the research included Tehran municipality experts, 20 of whom were considered as the sample size using the saturation principle. In the quantitative part, it included all the executive managers of Tehran municipality, 225 of whom were selected as the research sample. The method of data analysis was used in the qualitative part of theoretical coding and in the quantitative, descriptive and inferential part (tests such as Pearson correlation, confirmatory factor analysis) using SPSS-v21, Smart Pls-v2 and Lisrel-v8 software.

The results of the research showed that among the 84 indicators (items) available, 15 main components can be identified. The components of development of inherent skills, development of technical skills, development of communication skills, development of environmental skills were identified as the components of using mentoring in personal development, and the components of innovative performance, sustainable competitive advantage and educational quality were identified and introduced as effective factors on the use of mentoring in personal development. Were placed.

managerial, technological and educational factors were identified as strategies, environmental, democratic and educational factors as facilitators and technological and educational factors as existing obstacles. Finally, a model was presented that had a good fit.

Porpose:

 The aim of this study was to predict academic vitality based on life expectancy, happiness and meaning in female high school students.

The research method was descriptive and correlational. The statistical population included all female high school students in Hamedan. The statistical sample of 370 people was selected by multi-stage cluster sampling. To collect data from the scales of academic vitality (Hossein Chari and Dehghani Zadeh, 2012), life expectancy (Hallajian, 2010), meaning of life (Estger et al., 2006) and Oxford happiness (Argyle et al., 1989) used. Pearson correlation and multiple regression in Spss-22 software were used to analyze the data.

The results showed the effect of life expectancy (β = 0.03, p <0.01), happiness (β = 0.07, p <0.01) and meaning (β = 0.01, p <0.01) on academic vitality. It was positive and meaningful. According to the research findings, life expectancy, meaning and happiness have a positive effect on vitality. Given that these variables are positive constructs of psychology and can create freshness and vitality in the educational environment, so they have the ability to affect academic vitality.

Happiness and vitality are related and close variables, people who are happy and satisfied, work with energy and motivation in various fields of work and study and are less likely to be lazy and lazy, students who have high happiness have, this happiness is largely affected by their academic satisfaction, academic satisfaction also causes more effort and interest in doing academic assignments.

Porpose: 

The aim of this study was to provide a model of factors affecting the professional development of Iranian school principals.

This study was quantitative in terms of applied purpose and descriptive in terms of implementation method. The population of the present study was 91972 school principals in Iran in the academic year of 1999-99. According to Krejcie and Morgan table, the sample size was 384 people who were selected by cluster sampling method according to the population size. The research instrument was a researcher-made questionnaire of factors affecting the professional development of Iranian school principals with 104 items whose face and content validity was confirmed by experts and its reliability was calculated by Cronbach's alpha method of 0.94. Data were analyzed by exploratory factor analysis in SPSS-23 software.

Findings showed that the factors affecting the professional development of Iranian school principals had 104 indicators, 9 components and 3 dimensions; Including individual factors (with four components of personality, cognition, general characteristics and behavioral characteristics), intra-organizational factors (with three components of learning manager, scholarly culture and driving leadership) and extra-organizational factors (with two components redefining school-community relationship and dynamic decisions Upstream) was. The professional development of Iranian school principals had a significant effect on all three dimensions of individual factors, internal organizational factors and external organizational factors (P <0.001).

According to the results of this study, specialists and planners of the educational system to promote the professional development of school principals can provide the basis for improving its indicators, components and dimensions.

The purpose of this research is to identify the dimensions, components and indicators of the citizenship education system in the management of future smart cities in Tehran Municipality.

The method of this research is applied and exploratory. The method of data collection is a mixed method (qualitative and quantitative) and the tools of data collection are interviews with experts using the Delphi method and questionnaires. Then, through the implementation of the questionnaire, the data analysis in the qualitative part using the theory of data and among the existing approaches of the systematic type of Estras and Corbin has been used. In the quantitative part, the collected data were analyzed in two descriptive and inferential ways through SPSS and Smart PLS software.

The results showed the components: altruism, work conscience, chivalry, socio-political behavior, behavior based on religious and national teachings, environment and sustainable development and finally smart governance with their indicators, dimensions, components and indicators of citizenship education in the management of future smart cities was accepted in Tehran Municipality.

From the summary of the factors, dimensions and components of the citizenship education system model in the management of future cities in Tehran municipality, 5 factors were proposed with high priority. These factors are: first priority: politeness and consideration component (factor load 0.955); Second priority: the spirit of participation component (factor load 0.951); Third priority: legalism component (factor load 0.934); the fourth priority: the civil behavior component (0.907 coefficient) and the fifth priority.

Porpose: Formulation of the development model of the position of the heutagogy approach in the principals of secondary schools in Ahvaz city based on the data theory of the foundation was the aim of the present study. According to the purpose of the research, it was an applied type and the research method was a case study. The statistical population was a group of experts including middle school principals and experts and experts in the field of education. The interview method was used to collect research data. In the current research, the reliability was done through "checking by participants or interviewees". In addition, in order to confirm and validate the findings of the optimal situation, an interview was conducted with seven educational experts, and the information obtained from the interview process and the quality and depth of the data were confirmed by the group of relevant experts. In this research, the data theory analysis method of the foundation was discussed for the categorization of the interviews.Result and The results showed that self-evaluation and other-evaluation is the key to formulating a heutagogy model, and at the same time, it does not neglect the positive and constructive role of interaction with others. The superiority of this model compared to the model presented by Belifore (1996) can be seen in terms of attention to the analysis of all the dimensions affecting the organization, attention to self-knowledge and an empowering view of evaluation.Developing the position of heutagogy in managers, an inevitable approach The changes and transformations of societies and the growth and expansion of international competitions in educational fields and the need of learners for new knowledge and information have made the role of educational programs more important in creating preparation and grounding the success of teachers. Training and improvement of human resources is considered as one of the main strategies to achieve human capital with positive adaptation to the conditions of change as a competitive advantage for organizations, so learning is developed based on the heutagogy approach from all three aspects of knowledge, attitude and skill. In the professional development of teachers based on the heutagogy approach, the selection of learning content and the method of assessment is through negotiation, which with this method, the learning content is coordinated with the needs of the learner and is rooted in the needs of the learner. Therefore, the professional development of teachers in this approach is based on the concepts of understanding complexity and having systemic thinking. Ability to learn, intrinsic motivation and deep learning are emphasized. From the point of view of this approach, in a complex and unpredictable world, learners must have the ability to understand complex relationships and interactions between phenomena; By being ready to gain new experiences, try to develop their capabilities independently; They can plan their growth steps and take effective decisions and actions in different and new situations. This applied qualitative research was conducted using grounded theory. The main tool for collecting qualitative data was in-depth and unstructured interviews with research experts. Coding agreement coefficient was used. The statistical population consisted of 13 experts from education managers in the city of Ahvaz in 1400, who were selected by purposeful sampling. The sample size was considered based on the principle of theoretical saturation. The information obtained from the interview process and the quality and depth of the data were confirmed by the group of relevant experts. In this research, the data theory analysis method of the Foundation was used to categorize the interviews. Among the criteria for selecting experts, a group of experts including middle school principals with at least 10 years of experience and university experts were considered as the statistical population and were interviewed in depth. Complete mastery of the field of educational approaches, especially hyutagogy. In order to determine the validity and reliability of the current research, the elements of reliability, transferability, repeatability, and verifiability were used. Validity and transferability were evaluated and confirmed by key informants, research participants, similar samples, and experts during the research, with constant doubt while applying appropriate adjustments. Reproducibility of the data was also observed with the help of the foundation's systematic methods of data theorizing in collecting, recording, analyzing and interpreting the data. Also, the ability to verify by using the opinions and providing evidence and findings to experts, informants, participants and similar samples, using technical and field notes and strategies to improve theoretical sensitivity and avoid bias was done during the research.Discussion and The underlying theory of the model of this research is the approach of heutagogy in managers. In hyutagogy, knowing how to learn is the most important skill that anyone should learn. Hyutagogy creates opportunities for learners to take charge of their own learning process; Get resources, monitor the effectiveness and efficiency of their own programs. The findings of the research showed 12 central topics and 31 indicators in the form of 1- causal reasons including: job context (identification of learning needs, learning in professional and personal life, interaction and dialogue, transformational leadership style). 2- intervening reasons including: environmental conditions. competitive advantage, school reputation, school's position in education, awareness) - limitations (information limitations, organizational limitations, teachers' skill limitations) 3- background reasons including: supervision and control (supervision and control at the education level) - Legal requirements (laws and requirements and macro policies, transnational interactions, information needs) 4- Reasons for the central category including: organizational policies and strategies (education goals, school-based management). Teaching-learning strategies (learner-centered, learners) - self-evaluation and different evaluation (continuous self-evaluation, community feedback) 5- Strategic reasons include: homogeneity and common thinking (common conversation, recognition of perspectives, continuous self-improvement) - cooperation (constructive interaction, efficiency) 6 - Consequences included: evaluation and monitoring (evaluation by teachers, evaluation by education and training, continuous improvement), continuous feedback (increasing knowledge, empowerment) to develop the position of hyutagogy approach in managers.Therefore, the results showed that self-evaluation and other evaluation are the focus of developing the hyutagogy model, and at the same time, it does not neglect the positive and constructive role of interaction with others. The superiority of this model over the model presented by Belifore (1996) can be seen in terms of attention to the analysis of all dimensions affecting the organization, attention to self-knowledge and an empowering view of evaluation.

The present study was conducted with the aim of interpretive structural modeling of factors affecting organizational friction in education in Golestan province. This study was applied in terms of purpose and mixed in terms of implementation method (qualitative and quantitative). The research population in both qualitative and minor sections were experts in the fields of educational management, human resource management and organizational behavior of education in Golestan province in 2020. The sample size was estimated according to the principle of theoretical saturation of 20 people who were selected according to the inclusion criteria by targeted sampling and snowball sampling methods. The research instrument was a semi-structured interview whose validity was confirmed by experts and its reliability was estimated to be 0.79 through an agreement coefficient between two coders. Data were analyzed by Delphi methods and interpretive structural modeling in SPSS and PLS software. Findings showed that organizational friction in education has 18 components including defective organizational structure, weakness in human resource planning management, weakness in strategic management, carelessness, work delay, lack of sense of responsibility, functional stupidity, labor management heterogeneity, weakness in system evaluation, inefficiency Administrative, inattention to employee performance, financial and material inequality, anti-sports behaviors, politicization, concentration of control and power, stress in the workplace, organizational distrust and inefficiency of organizational management. Other findings showed that 18 components were at 13 levels; that work carelessness and work time were at thirteenth level with least impact and lack of sense of responsibility in the first level with the most impact.

The purpose of this study was to design teaching methods in the Persian literature curriculum for the basic skills of the first secondary school.

The research method was mixed (qualitative-quantitative) of successive-exploratory designs. The statistical population in the qualitative section included 60 curriculum specialists and Persian literature experts and in the quantitative section 830 Persian literature teachers in the academic year 1399-1398, of which 20 and 263 people, respectively, the sample size using the sample method. Cluster sampling was selected. The tools used in the qualitative part were interviews and summaries of documents. Using the content analysis method, the Meering sequential model and the inductive categorization system of 10 themes, 185 code concepts. Factor analysis method the extracted concepts were analyzed.

The results showed that the use of storytelling method, storytelling method, problem solving method, class discussion method, question and answer method, rhetoric method, lecture method, role playing method, scientific circulation method and observation and using inductive thinking method in Among the learners, one of the most important teaching methods in the Persian literature curriculum is the basic skills of the first secondary school.

By applying the design of teaching methods in the Persian literature curriculum of basic skills, it is possible to help improve the strengths and skills of students in the subject areas.
Designing teaching methods in the Persian literature curriculum of the foundation skills of the first secondary school
 

Among the important and basic reasons in the discussion of choosing the curriculum of Persian literature is undoubtedly that the course of Persian literature is a combination of Persian language and literature, educational sciences, mysticism, which should be given more attention in teacher training centers. Teaching Persian literature has its own discipline and education, and its perceptual framework is different from other sciences such as mathematics education, art of physical education, medicine. This discipline and education must be formulated to reach its evolution. The teaching of Persian literature is not a part of educational sciences or a part of language and literature, which was created from the connection of these two discrete components, but it has an independent identity from educational sciences and literature and is involved in all issues related to the teaching and learning of Persian language. Stream refers to the choice of content, curriculum, teaching method, teacher training, learning conditions, evaluation of learning and what is related to Persian language learners. Drake, the author of Curriculum Development, says that stepping into a world where knowledge has increased at an amazing rate, it is clear that we cannot expand the curriculum at the same rate as the increase in knowledge. We must practice addition by subtraction. Smith puts forward the effective learning conditions and believes that these conditions are crystallized in the curricula with the construction of integration, and other critics believe that integrated curricula, including the Persian literature curriculum, lead to the development of intellectual skills at higher levels. to be The meaning of basic skills in the curriculum of Persian literature is writing, reading, listening, speaking, verbal and non-verbal skills. On the other hand, improving reading skills, such as fluency or fluency, is one of the most important skills students learn in the early years of elementary school. Fluent reading helps students to write more fluently, but as students grow older, reading skills play an important role for them in understanding Persian literature, mathematics, social studies, etc. Despite the fact that many experts say that the ability to read is one of the most important learning needs of students in today's life and it is considered as a common foundation for success in all academic fields, but it seems that this issue is still not taken seriously in many schools. The parents of the school do not give much value to it, while reading literacy as a macro-linguistic skill allows a person to achieve many and different experiences. In discussing the current status of the Persian literature curriculum, it should be stated that the lessons related to literature today, as they are common today, are devoid of enthusiasm, do not arouse the interest of students properly, and teaching It will not be successful. Nowadays, many useful and beneficial activities in the field of reading literature are empty. Not having an essay lesson in secondary school and not being excited when reading literary texts is boring for students.

The method of this research is mixed or combined (qualitative-quantitative) of the type of sequential-exploratory designs. The statistical population in the qualitative section included 60 curriculum specialists and Persian literature experts and in the quantitative section 830 Persian literature teachers in the academic year 2018-2019, of which 20 and 263 respectively, using the cluster sampling method. was selected The tools used in the qualitative part were interviews and document summaries, which were extracted using the method of content analysis, Meiring's sequential model and the inductive categorization system, and in the quantitative part, the tool used was a researcher-made questionnaire, which was developed using the factor analysis method. The extracted concepts were analyzed into 10 themes and 185 code concepts. In the context of the research implementation process, it should be stated that the required data was collected by "document review" and "interview". 3 book covers and 20 article titles were purposefully selected and studied, and semi-structured interviews were conducted with 10 women and 10 men. Each interview lasted an average of 60 minutes. Document study and interviews were conducted based on information saturation of the researcher. In the interview section, notes were taken and then, based on the similarities with the primary and centralized coding, codes were assigned to similar cases and they became categories that were the main purpose of the research. Data analysis was done in the qualitative field based on content analysis, Meiring's sequential model and inductive categorization system, and in the quantitative field, the factor analysis method was used.

The results showed that the use of story-telling method to strengthen multiple skills among learners, the use of story-telling method to strengthen multiple skills among learners, the use of problem-solving method to strengthen knowledge and reasoning of multiple skills among learners, the use of discussion method A class to strengthen multiple skills among learners, using the question and answer method to strengthen knowledge and multiple skills among learners, using the innovation method to strengthen multiple skills among learners, using the lecture method to strengthen knowledge and reasoning of multiple skills in between learners, using the role-playing method to strengthen multiple skills among learners, using the scientific tour and observation method to strengthen multiple skills among learners, using the inductive thinking method to strengthen multiple skills among learners, using suitable teaching methods for It is very necessary to strengthen multiple skills among learners and use multiple effective factors in learning among learners.

By applying the design of teaching methods in the Persian literature curriculum of basic skills, it is possible to help improve the strengths and skills of students in the subject areas.

The present article was conducted with the aim of influencing the development of managers' education in Iran University of Medical Sciences in order to present a model.

The research method was purposeful, developmental, and in terms of data was part of a mixed exploratory exploratory research, and was conducted by the data-based method. In terms of method, the description was survey-type. The statistical population included a number of experts in the qualitative section and 301 people in the quantitative section including all male and female administrators of Iran University of Medical Sciences. They were selected by cluster random sampling method.

The results showed that the development model of managerial education in Iran University of Medical Sciences has dimensions and components including: 1- Strategic factor including: futurism, realism, knowledge of the environment 2- Learning culture including: Continuing education, learning enthusiasm, common goal 3- Support Includes: Managers, meeting needs, bringing facilities, improving organizational communication 4-structural-motivational factor including: personality, structural and mobility 5-factor for educational repair including: skills development, development of partnership management, monitoring and improving the organizational climate 6.

The developmentalist factor includes: improving moral growth, improving organizational performance, improving decision-making power and maturity, and also due to the attractiveness of the root mean square residual index (SRMR), which is equal to 0.071, 0.058, and 058, respectively. / 0, 077/0, 071/0 and 0.0677 did you really make a severe model error and the model has a good opportunity.

The purpose of the research is to validate the curriculum of intercultural competencies of student teachers in Farhangian University.
The current research is based on the application purpose, the method of descriptive-correlation data collection, and is specifically based on structural equation modeling (SEM). The current research is based on the application purpose, the method of descriptive-correlation data collection, and is specifically based on structural equation modeling (SEM).The statistical population of the study included 700 teachers in Lorestan province. According to Morgan's table, 248 people were selected as the research sample. Using a questionnaire in the form of 19 data were collected in this study. Research hypotheses were tested using smart.PLS software.
The results showed that 19 categories of intercultural psychological effects in education, creating a positive attitude towards other cultures, paying attention to intercultural education, paying attention to intercultural subcultures, recognizing cultural differences, and teachers' knowledge of the subject Intercultural, communication skills, mental communication skills, behavioral communication skills, the role of intercultural communication and interaction, the role of upstream intercultural documents, the role of intercultural in class tensions, the role of governance in between Cultural, the role of religion in intercultural, the role of school as a link between cultures, the role of teacher in intercultural, the role of intercultural education system, view of intercultural society, coordination in mental and behavioral skills, in the model of relationships Are meaningful.
By applying the curriculum of intercultural competencies of student teachers in Farhangian University, it is possible to help improve the strengths and skills of student teachers in the subject areas.