نشریه ایده های نو در تعلیم و تربیت
پیاپی 5 (زمستان 1401)

The aim of this study will be to investigate predicting the ethical leadership of managers based on their philosophical mentality. The quantitative- correlation method was used. The statistical population consists of all managers in Ilam in year 1400. In this study, according Convenience sampling method, 100 married women by formula Plant of Tabachnick and et al (2007) were selected as samples and they were asked to fill in ethical leadership at work questionnaire (ELWQ) of Kalshoven and et al (2011) and philosophical mentality questionnaire (PMQ) of Mirsapasi and Soltani (1375). The collected data was analyzed using Pearson correlation coefficient and multivariate regression analysis. Findings showed that there was positive and significant correlation between philosophical mentality with ethical leadership (P<0/01). Regression analyses also revealed that %77/8 of variance of ethical leadership was explained by philosophical mentality. This study confirmed the significant contribution of philosophical mentality in ethical leadership of managers.

The purpose of this article is to compare physical education in the two countries of Iran and Canada in preschool, primary, middle and high school. The study method is a document analysis with a comparative approach with the help of George Brady\'s model, which uses four stages of description, interpretation, comparison and comparison. To collect data, the method of studying library resources including educational documents, research results and comparative studies has been used. The results of the research in the physical education curriculum of Iran and Canada showed that by strengthening planning skills, self-leadership management, independent learning, time management, stress and positive self-concept, the physical education curricular goals are added and this research shows Like developed countries, physical education should be given great importance, and this should be done in Iran as well, and curriculum elements should be evaluated and scientifically examined with a broader perspective, and should be combined with extracurricular and recreational activities.

The aim of this study was to evaluate the experiences of academic environment and thinking style on the goal orientation of graduate students according to the mediating role of self-efficacy. The present study is descriptive-correlational. The statistical population of the present study is the statistical population of this study includes all students of Semnan University in the academic year of 1997-98, of which 374 people from four faculties were selected as a sample by multi-stage cluster sampling method. Dundee\'s Environmental Perception Perceptions Questionnaire (1996), Schr .er\'s Self-Efficacy Questionnaire (1982), Stenberg\'s Thinking Style Questionnaire (1997), and Elliott and McGregor\'s Target Orientation Questionnaire (2001) were used to gather information. To analyze the data, Pearson correlation coefficient test and path analysis test were used. The direct effect of legislative style, executive style, experience of academic environment and self-efficacy on the orientation of tendency to domination, orientation of orientation and avoidant performance is significant. The indirect effects of the learning environment experience on orientation orientation orientation, orientational performance orientation, and avoidant performance are significant with self-efficacy mediation. The indirect effects of legislative and executive style on the tendency of domination and functionalist orientation are also significant with the mediation of self-efficacy. (P <0.01). All the variables in this study explain thirty-two percent of the changes in the target orientation variable. As a result, by increasing environmental support in the teacher, students\' self-efficacy and orientation in the executive style can be achieved to achieve the achievement of student-centered academic goals.

There are two main objectives of this systematic literature review. The first goal is to evaluate the theoretical and empirical development of the influence of culture on innovation in the educational system. The second aim of this review is to propose norms, values, beliefs and also basic assumptions in innovation cultures in schools. This systematic literature review was conducted to identify common norms, beliefs, values, customs, and behaviors in educational innovation cultures. In this review, the studies published during the years 2011-2021 were collected and compared in English and Farsi databases in Synapse, Mogiran, Nurmagz, Academic Jihad database, Alamnet, Irandoc, Google Scholar, and Proquist. Articles have been reviewed that have been written in scientific-research journals and international conferences (2011-2021) in the field of culture of innovation in education. From the total of 60 analyzed studies, this article includes 25 related studies in three categories. Which were organizational culture, socio-cultural norms and national cultures. The competitive value framework of six building blocks of \"innovation coefficient\", innovation culture theory, innovation-oriented culture as well as employee skills and competence have been used to explain innovation cultures in an organization. The themes that emerged in socio-cultural norms were individual personality, interaction, cooperation and teamwork, support as well as teacher leadership. Meanwhile, national cultures of innovation were described through Hofstede\'s cultural dimensions theory. In sum, the results of this systematic literature review have highlighted several cultural norms, values, beliefs, customs and behavioral patterns in innovation cultures in organizations, societies or nations and can be a reference for identifying research gaps in innovation culture. Based on the educational context, such as the challenges of defining innovation cultures in education and the sustainability of innovation cultures in schools.

Universities play an important role in creating the ability of the future generation to achieve success, to face the phenomenon of globalization and economic growth, and to build a sustainable future around the world, and the social responsibility of students is a central and influential issue. It has become a center of higher education in the 21st century. In this regard. To collect information from academic and academic databases, Google Scholar, Mag Iran, Irandoct, Nurmagz, sid and magazines and quarterly studies and curriculum planning of higher education with the title and keywords of social responsibility and Higher education was searched in the period between 2012-2022. The researches that investigated the role of social responsibility components in higher education were selected from among 35 reviewed articles as a statistical population and 16 articles of Barosh\'s purposeful sampling as a statistical sample and in a systematic review method. A structure was set. The indicators identified from the selected articles in seven categories, which include legal, ethical, environmental responsibility, education and research, social and economic development, and altruism, were extracted and analyzed. The components of social responsibility in universities have many fruits for the governments and the attention of managers and workers and academic staff members of university students can play an essential role in solving the problems of the society, as well as the university They consider adherence to social responsibilities as a type of human-social investment for the economic-social development of nations.

In the present research, we tried to address the important issue of aggression in children and its causes. This article was conducted in a library review method and we used authentic articles in this field. Aggression has attracted the attention of many psychologists and sociologists because of the consequences it has on children and those around them. Despite the appearance of some aggressive behaviors in the early years of birth, the child will have opportunities to learn emotion and behavior monitoring skills during his growth process, which leads to proper control of anger and aggression. However, some children are not successful in acquiring these skills, as a result, they show levels of aggression in interpersonal relationships. Family, school is the most important institution for developing the child\'s social skills. Research on the causes of aggression in children has shown that failure in self-expression, being in situations where the child experiences duality and internal conflict, can be one of the causes of aggression. Therefore, creating a friendly and thought-provoking atmosphere, and empathetic, can be effective in preventing aggression.