نشریه رفتار مثبت در سازمان های آموزشی
پیاپی 2 (تابستان 1401)

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 purpose of this research is to provide a paradigmatic model of school teachers' competence based on the document of the fundamental transformation of education.

The current research method is qualitative and using the foundation plan. In this method, the text of transformation has been thoroughly checked word by word and the sentences and propositions related to the competence of the teachers have been selected. In open coding, 121 propositions were presented, in focal coding, 10 components were presented, and finally, the paradigm model of teachers' competence was presented. Also, to check the validity and the current method, the research findings and the method of implementation were referred to three transformation experts and one education expert.

The findings of the research show that religious merits and conditions and facilities are the cause of his merits. Religious competences with the components of achieving a virtuous life, knowledge and love of God, belief in monotheism, appreciation of God and increasing the insight and conditions and facilities of the teacher also include the components of the establishment of the system for measuring the competences of teachers, training and empowering teachers and participation Teachers are except causal conditions in curriculum planning. Also, moral competences with trustworthy components, truthfulness, self-esteem, courage and inherent and acquired characteristics are among the conditions of the fields. Being just with the components of not having a racist view, helping to achieve global justice, observing educational justice, anti-tyranny and revolutionary spirit, and physical and mental health with the components of having spirit and vitality, physical health, personal health and environmental health, and exercise and healthy except Conditions. They are interlopers. Scientific competence with the components of familiarity with the fields of education and training, respecting scientific introductions, the field of research development and having basic knowledge and education, and personal and social competence with the components of social participation, communication with specialists and communication with specialists and communication with specialists and treatment It becomes one of the strategies with the family. And finally, professional competence with entrepreneurship components, self-growth and excellence, financial discipline, empowering students, using existing capacities, and growing and educating students are among the consequences.

Recognizing the competencies in the country's teacher training system can help policy makers and educational planners in the appropriate strategies to reduce the gap between the current and desired situation in this field and to improve the status of the components of the auxiliary competence.

A spiritual leader is someone who uses the values, attitudes, and behaviors that are necessary for their own and others' inner motivation to improve the job performance of the members of the organization to ensure the spiritual survival of the organization by doing common goals and establishing organizational culture. In this work, the relationship between the dimensions of spiritual leadership and job performance of elementary teachers in Pakdasht city has been studied.

This is an applied research that has been done in a descriptive way. The statistical population included all the primary school teachers of Pakdasht city in the number of 800 people, and 260 people were selected for the study by stratified random sampling method and based on the Karjesi and Morgan table. The data collection tool was a questionnaire which its validity was reviewed and confirmed based on the collective opinion of experts and university professors. Also, its reliability was obtained using Cronbach's alpha test for different parts of the questionnaire from 0.74 to 0.94. Data analysis in this study was performed in two parts: descriptive statistics and inferential statistics using SPSS/22 software.

Regression analysis of independent variables affecting job performance in Pakdasht primary schools showed that the five variables of organizational commitment, altruism, productivity, faith and perspective in Pakdasht primary schools explain a total of 52% of changes in job performance in teachers.It can be concluded that teachers' job performance can be improved through the dimensions of spiritual leadership, because in the new global conditions, this leadership style can save organizations in turbulent conditions.

One of the desirable mechanisms for organizations to respond quickly and appropriately to increasing environmental changes is the creation of entrepreneurial organizations. The purpose of this study is to determine the effect of job motivation on organizational entrepreneurship mediated by organizational commitment. The present study is descriptive-correlational in nature of the type of structural equation model and applied in terms of purpose. The statistical population of this study consists of 1340 teachers in the elementary period of 1401-1400 urban and rural areas. The sampling method used is multi-stage cluster sampling method. Also, due to the heterogeneity of the statistical population, the stratified sampling method was used. From the aforementioned statistical population, a sample of 310 people (223 females and 87 males) were selected based on Morgan's table. Data were collected using the Salanova and Shuffley (2004) Job Achievement Questionnaire, Allen and Meyer (1990) Organizational Commitment Questionnaire, and the Baringer & Bleudern (1999) Organizational Entrepreneurship Questionnaire. The collected data were analyzed by Spss, lisrel software. The results show that the direct effect of job motivation and organizational commitment on organizational entrepreneurship is 0.18 and 0.82, respectively. Also, the indirect effect of job motivation on organizational entrepreneurship mediated by organizational commitment was 0.47. Given the role of organizational entrepreneurship in achieving the goals of the organization and its impact on job motivation and organizational commitment, managers in organizations should support the field to promote entrepreneurial culture in the organization.

The aim of this study was to investigate the effect of perceived organizational support on organizational pessimism with the mediating role of organizational silence. This research was quantitative in terms of main strategy and descriptive-correlation in terms of analytical technique. The statistical population of the present study included all teachers of public schools in Silvana region in Urmia city in the academic year 1397-98 to 750 people. Using stratified random sampling method, 256 people were selected as a statistical sample for the study based on Morgan table. Data collection tools were standard questionnaires of perceived organizational support of Eisenberger et al. (1986), organizational silence of Vacula and Borados (2005) and organizational pessimism of Dean et al. (1998(.to determine the validity of the research tool, confirmatory factor analysis was used. The reliability of the questionnaires was also obtained using Cronbach's alpha for the perceived organizational support questionnaire of 0.78, organizational pessimism of 0.88 and organizational silence of 0.85, respectively. Research data were analyzed using LISREL 8.8 and Spss24 software. The results showed that perceived organizational support has a significant inverse and direct effect on teachers' silent behavior (-0.43). Perceived organizational support has a significant inverse and direct effect on teachers' pessimism (-0.51). The direct effect of teachers 'silent behavior on teachers' pessimism (0.38) was positive and significant. The results also indicate the indirect negative and significant effect of perceived organizational support on teachers 'pessimism with the mediating role of teachers' silent behavior (-0.16).

Every day we witness the formation of new technologies in education; One of these technologies during the last two decades is mobile technology. The noteworthy point in this context is the difference between the existence of mobile technology and the achievement of mobile learning in the e-teaching-learning process. The purpose of this research is to investigate the capabilities of mobile learning in the electronic teaching-learning process from the two perspectives of the existence of mobile technology and the achievement of mobile learning, and finally to achieve strategies to actualize it during the memorization-learning process. The research method is qualitative and interpretive in response to the research questions. In order to find the research done in the field of e-learning and mobile learning, these keywords were searched in the internal index databases among scientific research articles. Then, according to the relationship between the researches and the research topic, 7 related researches were analyzed according to the indexing year (1390-1400). In this research, we seek to answer the following questions; 1. What capabilities does mobile learning have for use in the teaching-learning process? 2. What are the strategies for moving from mobile technology to mobile learning in the teaching-learning process?

The research showed that mobile technology and mobile learning are different but related to each other. Also, mobile learning has useful capabilities and advantages for use in the teaching-learning process. In order to achieve mobile learning, two types of applied strategies of technology and education should be considered and applied.

Mobile learning based on electronic learning and with the help of mobile technologies can increase the effectiveness of learning and academic performance, increase memory, create motivation and strengthen self-efficacy.