نشریه پیشرفتهای نوین در مدیریت آموزشی
سال چهارم شماره 2 (پیاپی 12، تابستان 1402)

The purpose of the present research; The paradigmatic model of empowering primary school teachers to improve learning processes through the messenger Shad. This research was applied in terms of purpose and qualitative in terms of method-data theory. The scope of the research includes all education teachers in Khorramabad city. It was 1500 (1400-1401). The theoretical sampling method was continued until the saturation point up to 21 people. The research tool included an unstructured interview. Open coding, axial coding and selective coding were used for data analysis. In general, the results of the research showed that the causal conditions of empowering teachers to improve learning processes through the Shad messenger based on causal conditions including 7 selective codes of familiarization with the learning cycle in the reverse education model; familiarization with the design of computer games; involving users in learning processes; familiarization with educational tools and technology; familiarization with how to produce content; Familiarity with electronic learning methods has been familiarization with electronic learning tools. The background conditions of empowerment include two selective codes of the psychological field; The context of the development of electronic educational activities, strategic conditions including three selection codes for ranking teachers based on having electronic teaching-learning activities; ranking teachers based on the production of electronic learning content; ranking teachers based on the use of electronic learning tools; The conditions of the intervention conditions include three selective codes of traditional teaching habit; lack of motivation to teach electronically; Weakness of the available facilities; and the consequences of empowering teachers including three optional codes of traditional teaching habits; lack of motivation to teach electronically; The weakness of the available facilities, and the consequences of empowering the teachers of the schools including two selective codes to improve the quality of learning; And the acceptance rate has been improved.

Undoubtedly, one of the most important missions in education is to organize an organizational strategy in the cultural field and create a suitable organizational culture that affects the performance of teachers. In this research, an attempt has been made to investigate the effect of organizational culture (tribal culture, adhocracy culture, market culture and hierarchical culture) on teachers' performance based on Quinn and Cameron's model. This research is applied and in terms of descriptive-survey method. In order to analyze the research data, descriptive and inferential statistical methods were used and SPSS software was used. The statistical population of this research was primary school teachers of districts 5, 2 and 9 in the academic year (1402-1401) and 300 teachers were selected as a sample using cluster sampling method. The data collection tool was a 24-question standard questionnaire of the Cameron and Quinn (2007) model. The validity of the tool was also obtained from the type of content validity and its reliability using Cronbach's alpha reliability coefficient, equal to 0.89. This study showed that types of organizational culture (tribal culture, adhocracy culture, market culture and hierarchical culture) have statistically significant results. Also, the results of the regression analysis showed that the tribal culture with the highest average score of 3.62 and (sig = 0.62) is the most dominant and desirable type of culture among the schools of the target areas in this research, and it seems necessary to develop a framework that matches this culture.

This article aims to identify the factors affecting the generation gap and provide a solution in the education system. The method of this research is descriptive-analytical, textual, and includes the review of articles and texts in the field of generation gap, especially in the field of education, and reliable and up-to-date sources have been used. The findings showed that the factors affecting the generation gap are classified into five dimensions: personal and family, educationalenvironmental, social-cultural, political and religious-religious. The indicators extracted in the individual and family sphere are: lack of communication, family familiarity with technology, family upbringing style, family structure, social and economic base, principles governing family management, lifestyle, different perception of relationships, media literacy. and parental education; The socio-cultural field includes: visual and audio media, Western mass media, the type of use of forms of technology, virtual social networks, how to spend leisure time, modernism and globalization; The religious field includes: neglecting religion and religious education, not paying attention to values, the level of family religiosity and paying attention to value supervision; The educational-environmental field includes: educational system (planners and teachers), hidden curriculum, socializing with peers and paying more attention to education instead of education; The political field includes: cultural politics, unfair distribution of facilities and national disharmony in the society. At the end, solutions were presented to reduce the generation gap in education.

This research was conducted with the aim of investigating the relationship between perceived organizational support and teachers' emotional work, taking into account the mediating role of professional identity. The statistical population of the current research is the elementary school teachers of Varamin city, whose number is 747, and 256 people were selected as a statistical sample by random sampling according to Morgan's table. In this research, to measure the desired variables from the organizational support questionnaire Perceived, Deindorf's Emotional Work Questionnaire and Professional Identity Questionnaire were used. The results of the research showed that there is a relationship between perceived organizational support and teachers' emotional work, as well as between perceived organizational support and emotional work among teachers, taking into account the mediating role of identity. There is a professional relationship.

The present research was conducted with the aim of designing and validating the media literacy teaching model in the education system. This research was a quantitative approach of exploratory type. The research method was descriptive survey. The statistical population included all the 2859 teachers of secondary schools in Shiraz. Simple accidental sampling was applied, and the sample consisted of 338 people according to Cochran's formula. A researcher-made questionnaire was used as the instrument to collect data. Confirmatory factor analysis was used to confirm the validity of the questionnaire, and structural equation modeling was used to determine the fit of the model. The obtained results led to the identification of 49 components and 6 dimensions, and finally the research model was presented. The results showed that the following dimensions have, respectively, affected the media literacy teaching in the education system: Media literacy teacher (0.961), education (0.931), curriculum (0.88), school (0.86), government (0.715), Ministry of Education (639/.) Normalized fit indices, relative fit, incremental fit, and comparative model indices showed that the designed structural model had a good fit.

The purpose of this research was to provide a model for Islamic life based on teaching life skills to elementary students based on the 4H model and the vision of Hazrat Zahra (PBUH) in the Iranian sample. This research was in terms of developmental practical goals, and in terms of data, it was a mixed type of sequential transformation (qualitative and quantitative), and in terms of the type of study and the nature of the research, it was a systematic review in the qualitative dimension, and a cross-sectional survey in terms of the quantitative dimension. The statistical population of the research was all the primary teachers working in the primary schools of Rafsanjan city (1457 people) in the academic year of 2019-2019. To determine the sample size in the qualitative dimension, purposive sampling and Delphi technique were used, and in the quantitative dimension, Cochran sampling was used. The minimum required sample size was estimated to be 304 using Cochran's formula. The measuring instrument was a researcher-made life skills questionnaire with 91 questions. Validation of the questionnaires showed that they have acceptable convergent and divergent validity. Qualitative data were analyzed using open and axial coding to finally develop a life skills training model and in the quantitative stage of exploratory and confirmatory factor analysis to complete this model and integrate it with skill components. Life was used from the perspective of Hazrat Zahra (PBUH) and the research model with 47 components of life skills including communication skills, marketable skills, self-responsibility, work ethics, management, healthy life skills, critical thinking, cooperation, decision-making, creative thinking, selfawareness. , setting goals, solving problems, paying attention to others, self-esteem, knowing faith, teaching the Quran, knowing God, sincerity, having trust, humility before God, praying, doing one's duties, reciting the Holy Quran, worshiping, repenting, making supplications. , recognizing the mutual rights of spouses, insight, thinking and thinking, learning science, consulting with others, dealing with the love of the world, patience, cheerfulness, temper tantrums, chastity, empathy and benevolence, simplicity, contentment, health and Good nutrition, peace of mind, enjoining good and forbidding evil, jihad, help and support were provided.