نشریه رفتار مثبت در سازمان های آموزشی
پیاپی 1 (بهار 1401)

The growth and development of any society depends on the institution of education. Since teachers are the main actors in the design and implementation of operational education programs, it is therefore important to assess the quality of their working lives. The purpose of this study is to rank the components of Quality of Work Life among secondary school teachers in District 1 of Rasht based on gender.

The method used in this research is the Analytic Hierarchy Process (AHP) in which pairwise comparison of criteria and components were analyzed.The validity of the questionnaire has been confirmed based on the opinions of experts and university professors. The research field is the second secondary school teachers in Rasht, 30 of whom were selected based on purposive sampling. Quality of Work Life components include physical-mental health, access to services, feelings and emotions, job satisfaction and workplace.

The results of a pairwise comparison of the Quality of Work Life components of secondary school teachers based on gender show that for female teachers, physical-mental health, access to services, and emotions are their priority, But for male teachers, job satisfaction is a priority.

The quality of work life of teachers is a multifaceted structure that differs based on cultural, social, and sexual backgrounds. Cultural and social changes in gender roles may moderate gender differences in quality of work life.

The present paper seeks to study the pathology of In-Service training system of human resources for department of road maintenance and transportation of Yazd Province based on grounded theory. In order to explain the inadequacy of the models presented in the existing literature to explain the in-service training system vulnerabilities and to obtain data appropriate to the field under study, the qualitative method of the Grounded theory was used. The study population was all employees of department of road maintenance and transportation of Yazd Province who had participated in training courses in 2017-2019. Participants were selected using "theoretical sampling" method. The research tool was "semi-structured in-depth interview". Interviews were conducted with 13 staff of Department of Road Maintenance and Transportation of Yazd Province and theoretical saturation was obtained. The data analysis method was performed in the form of "coding" and "categorization" and the data were analyzed in three levels of open, axial and selective coding. The "triangulation" method was used to determine the validity of the data. In this regard, the opinion of some qualitative researchers such as professors of educational sciences, as well as participants in the research was used. Finally, 18 final categories were obtained under the six dimensions of grounded theory. Findings showed that the core category of this research is the effectiveness of training (specialized, applied and purposeful training). Also, the most important causal conditions included: professionalism of managers and professors, use of successful national and international models, needs assessment and effective evaluation, appropriate content and method of training, and decentralization and independence in decision making. In addition, hardware contexts, and financial and software contexts were the most important contextual conditions. Environmental intervention conditions also included: planning-policy, economic and technology environment. Strategies also determined the motivation to participate in training and participation. Finally, the consequences of individual and organizational development were identified. As a result, it can be acknowledged that the harms of training of department of road maintenance and transportation of Yazd Province are rooted in the effectiveness of training and various environmental and contextual factors are involved in it, and therefore a comprehensive effort is necessary to achieve its desired consequences.

Knowledge sharing in educational institutions is necessary to overcome the challenges of globalization. Among the various factors that may be involved in this process, psychological mentoring, professional mentoring and role conflict are the factors that the present study intends to investigate their role in knowledge sharing.

Metodology: 

In terms of purpose, it is considered an applied research and in terms of data collection method, it is considered descriptive-correlation. The statistical population of this study is 1648 employees of educational institutions in Sarab city. According to Krejcie and Morgan table, the sample size was 313 people and was selected using stratified sampling method. Data were collected using Dixon Knowledge Sharing Questionnaire, Noe Standard Mentoring Scale and Rizzo, House and Lirtzman Role Conflict Scale. After deleting the outdated data, the number of samples reached 248 people. Data analysis was performed using Pearson correlation test and structural equation modeling.

Findings indicate the fit of the conceptual model. Due to the low absolute value of T_Value from the desired value (1.96), the coefficient of effect of role conflict on knowledge sharing was not significant and the first hypothesis was rejected. Confirmation of the second and third hypotheses of the research on the direct and positive effect of psychological mentoring and professional mentoring on knowledge sharing at 95% confidence level is another finding of this study.

Psychological mentoring and professional mentoring can improve the knowledge sharing of educational and non-educational staff of Sarab city; In addition, role conflict can not be considered a good way to improve knowledge sharing in educational institutions in this city.

The current research was conducted with the aim of identifying the consequences of promoting digital literacy in the educational system using a synthesis research approach. This research has been carried out in terms of practical purpose and with a meta-composite qualitative method. The statistical population is all the studies conducted in the period of 1380-1401. In this regard, 54 researches in the field of the desired subject were evaluated and finally 21 articles were selected purposefully and by analyzing the content and composition of related literature, a total of 49 codes and 12 key categories were identified and analyzed during the process of searching and systematic combination of texts, and its validity was It was confirmed through Cohen's kappa test. The results of the analysis showed that self-efficacy, success in learning, self-control, risk-taking, anxiety reduction, individual performance, online interactions, process improvement, successful management, transformability, applicability and professional development are the consequences of digital literacy in the educational system. In order to promote digital literacy in the educational system, hardware and software needs must be met in the educational process.

The aim of this study was to investigate the relationship between the use of virtual social networks and school bonding with students' academic performance. The method of the present study is descriptive and correlational. The study population included all female high school students in Mahabad (2701 people) who were schooling in the 2016-2017 academic year. 348 students selected as Statistical sample by using Cochran's formula through stratified random sampling. The questionnaires used for the present study were researcher made Virtual Social Networks Questionnaire (2015), Rezaei Sharif School bonding Questionnaire (2014) and Inin Academic Performance Questionnaire (2015). The results showed that there is a significant relationship between the use of virtual social networks and students' academic performance. There is a significant relationship between the use of virtual social networks with students' schools bonding. There is a positive and significant relationship between school boding and students' academic performance. There is no relationship between the type of use of virtual social networks and students' academic performance. There is no relationship between membership in virtual social networks and students' academic performance. The results of linear regression also showed that the variables related to school, the type of use of virtual networks and the rate of its use can be used simultaneously in predicting academic performance. And their standard impact coefficients were equal to (β = 0.26), (β = 0.16) and (β = 0.13), respectively.

The present study was conducted with the aim of investigating the relationship between job satisfaction and organizational support with the mental health of teachers in Ardabil province.

Descriptive research method is correlation type. The statistical population included all the teachers of Ardabil city (6533) in 1400, which was determined by the method of relative stratified sampling and using the Karjesi and Morgan table, the sample size of the present study was 140 people. Data collection tools include the job satisfaction questionnaires (JSS) of Specter (1985), perceived organizational support by Eisenberger et al. (1986) and mental health (GHQ-28) by Goldberg and Hillier (1979). Descriptive statistics (prevalence, mean and standard deviation) and inferential statistics (Kolmogorov Smirnov test, Pearson correlation coefficient and stepwise multiple regression analysis) were used to analyze the data using Spss-26 software.

The results showed that there is a significant positive relationship between job satisfaction and organizational support with mental health (P<0.001) and also job satisfaction and organizational support together predicted 23% of mental health (P<0.001).

The research results showed that job satisfaction and organizational support have the power to predict mental health.