نشریه مطالعات مدیریت و رهبری در سازمان های آموزشی
پیاپی 1 (بهار 1400)

The present descriptive-survey research has been with the aim of compiling a conceptual model of the comprehensive research system of Farhangian University and is a mixed study. In the qualitative section, 30 managers and experts were selected by purposive sampling method and in the quantitative section, 374 managers and faculty members were selected by relative clustering method. The research tool was a qualitative interview and a quantitative questionnaire. After analyzing the interviews, 17 categories, 25 components and 6 dimensions were identified and a conceptual model was designed. Questionnaire analysis showed that the six dimensions (b = X >0.30); It has significant effects on the model and the model has a statistical proportionality. Confirmatory factor analysis; the appropriateness of the final model based on the goodness-of-fit index was confirmed and the research findings showed that the dimension of research incentive mechanisms; Component of developing insight, knowledge and skill characteristics and categories of optimal distribution and spending of credits; Recognition of rules and regulations; The university's response to research needs and the establishment of scientific associations have had a greater impact on the model.

The purpose of this study was to investigate the relationship between knowledge management and organizational excellence and organizational innovation in girls' high school principals in Sari. The research method was descriptive-correlational and the statistical population consisted of 200 teachers of public girls' secondary schools in Sari. 132 people were selected through Krejcie and Morgan table and simple random sampling method was used. A standard questionnaire was used and its validity was determined by experts and its reliability was determined by Cronbach's alpha of 79% organizational excellence, 80% organizational innovation and 77% knowledge management. Inferential analysis of the data used Pearson correlation coefficient. Findings showed that the components of knowledge management affect organizational excellence and organizational innovation and with increasing knowledge management, the rate of organizational excellence and organizational innovation increases and there is a significant relationship between knowledge management and organizational excellence and organizational innovation of teachers. There are schools. The relationship between knowledge management and organizational excellence and organizational innovation There is a significant relationship between school principals in Sari.

The purpose of this study was to investigate the components and dimensions of cultural development of schools in order to present a model of cultural development of schools. The research approach is qualitative and the data theory method of the foundation has been used. The statistical population included all principals and deputies of primary schools in Kermanshah. To collect qualitative data, 23 experienced and deputy principals and deputy principals of schools were interviewed. The sampling method was purposefully continued until the researcher reached a theoretical saturation using semi-structured interviews with sample members. In this study, in order to collect data, the library method, semi-structured interviews were used. In order to calculate the reliability, the reliability method was used between the two coders, and the results indicate the reliability and validity of the interview. Using the results of reviewing the theoretical foundations and research background and analyzing the content of interviews, the dimensions of cultural development of schools were identified and during 3 stages of open coding, axial coding and selective coding of school cultural development model in 6 main categories: causal condition ( Exploring the components and dimensions of cultural development of schools: including 3 main categories of goals, characteristics, implementation methods and 14 sub-categories), cultural development strategies, contexts, interventionist conditions and consequences of cultural development for use in schools were presented. By conducting this research, the components and dimensions of cultural development of schools are identified and a model of cultural development of schools is designed. Therefore, it will provide a reliable model of school cultural development so that education administrators and planners can use it to improve the current situation.

The aim of this study was to validate the conceptual model of entrepreneurial student teacher training at Farhangian University. The research method is descriptive-survey. The statistical population consisted of all faculty and non-faculty members of Farhangian University, 384 of whom were selected by random cluster sampling. A researcher-made questionnaire was used to collect research data, the validity of which was estimated to be 0.84% by VCR coefficient and its reliability was estimated to be eighty-nine percent based on Cronbach's alpha. To analyze the research data in the statistical description section of the mean, standard deviation, skewness and elongation and in the statistical inference section of the second type of confirmatory factor analysis was performed using LISREL software. Based on the results of this research, the student-teacher training model of the entrepreneur explains all its constructs. The model has a good fit and all its relationships are significant based on the second-order factor analysis. Therefore, the entrepreneurial teacher training model has the necessary validity.

The aim of this study was to investigate the causal conditions for evaluating higher education policies in non-medical disciplines. The research method is qualitative research (data foundation theory) - quantitative (survey). A total of 17 experts, including members of parliament, administrators and university professors, were selected for face-to-face interviews using a non-random, purposeful method. Questionnaires were designed from coded and validated interviews using triangulation. In the quantitative section, among the professors and educational directors of non-medical disciplines of East Azerbaijan province, 200 people were selected based on the standard of determining the sample size in factor analysis (observing at least 200 samples). In order to analyze the data obtained from the interviews, a three-step process of open, centralized and selective coding was used. Dimensions and components were determined and the model was examined. SPSS and Lisrel statistical software were used to describe the data. The results of the first and second confirmation factor analysis showed that the causal conditions for evaluating higher education policies in non-medical fields include the country's need for trained personnel, lack of strong educational planning, lack of skills training at the higher education level, and the need to coordinate higher education policies with the labor market. The final result is that the causal conditions for evaluating higher education policies in non-medical disciplines require precise policy-making and planning in the field of proficiency and Adaptation to the regional labor market.

This study aimed to model the structural relationships between the strategic requirements of the educational management of the Agricultural Bank of Iran. The approach of this quantitative research has been a descriptive survey. In this study, after achieving the strategic indicators of education management of Keshavarzi Bank, citing the previous analysis of the authors of the article and using the opinions of 16 managers, experts in the field of human resources of Keshavarzi Bank and university experts, who purposefully participated in this study, invited to collaborate, interpretive structural modeling technique was used to rank and evaluate the indicators. The data collection tool was a structured questionnaire. The ISM results indicated that the criteria for measuring effectiveness and professionalism play the role of propulsion criteria in the overall model. The requirements for empowerment at the intermediate level are "the use of external factors in the design of the educational unit, the appropriateness of the courses with the role of the individual factor, re-reading the basics of human resource education, modeling of global educational standards and developing flexible and dynamic content." The ordinary things are to pay attention to the underlying factors in the design of the academic unit and the professional needs assessment.