نشریه تدریس پژوهی
سال یازدهم شماره 2 (تابستان 1402)

The purpose of this study was to identify educational technology indicators Educational technology indicators based on Brown model with content analysis approach. The research method was done in the qualitative part of the case study and in the form of content analysis. The sample was selected by purposive sampling using the criterion-based technique. The sample size up to the stage of emergence of order and lack of expansion was more than 18 people. Data collection tools included two sections: semi-structured interview in the field section and review of upstream documents and training documents in the library section. Data analysis was performed based on content analysis in ATLASTI software. The research model consists of 4 comprehensive themes, 11 organizing themes and 41 basic themes. The 4 main themes are: purpose, content, method and evaluation. Work and technology textbook design is based on paying attention to individual differences between learners. Technology education, work and skills training will lead to personal development, increase productivity, participation in social and economic life, reduce poverty, increase income and development

One of the most important processes in any type of educational system, especially e-learning system, is the assessment process, the purpose of which is to determine if educational goals have been achieved. Assessment is important in that it has a huge impact on learning (Buyukkarci & Sahinkarakas, 2021) and requires feedback for continuous improvement. Assessment in e-learning can be both formative and summative, or combined (Kear et al., 2016; Dlab, Katic & Candrlic, 2015; Snae, Brueckner, & Hirata, 2008). Marriott (2009) uses the terms "assessment of learning" and "assessment for learning " to distinguish between these two types of e-assessment. While the former emphasizes assessment at the end of the learning process (summative assessment) which aims to determine the amount of learning by the learner (Torres, 2019; Kear et al., 2016; Azmi & Kankarej, 2015), while the latter, being gradual and ongoing, refers to the continuous process of assessment (formative assessment) (Yan et al, 2021; Azmi & Kankarej, 2015). Formative assessment is one of the measures to promote learning (Ferreira, Martinsone & Talić, 2020; Elson, 2016; Bijol, Byrne-Dugan, & Hoenig, 2015) and to ensure the quality of distance learning and e-learning (Ming-Li & Dan, 2010). Through providing feedback on performance, it can also dramatically affect motivation, interest, commitment, intellectual challenge, and autonomy, and responsibility as well (Buyukkarci & Sahinkarakas, 2021; Bhattacharya & Coombs, 2017; Townsend & Mulvey, 2016).According to the above, in order to ensure the students' learning and achieve the desired goals, measurement and assessment are necessary, and what is important in the assessment of learners in e-learning is to have the approach of "assessment for learning" or formative assessment. Because the purpose of formative assessment is to correct and improve the existing situation. This means that in the process of formative assessment, one can recognize the weak and strong points and make decisions based on them. E-learning in the field of assessment, especially formative assessment, has not progressed as expected and little attention has been paid to the importance of assessment in this field, and this has caused damage in this field that may affect the quality of learning. The purpose of this study was to investigate the pathology of formative assessment in the Iranian e-learning system. The method of this research was applied in terms of purpose and qualitative in terms of how to collect information. The research paradigm was also interpretive. According to this paradigm, reality is conditioned by human experience and interpretation. The research methods in this perspective include case study, phenomenology, ethnography and historical research (Bazargan, 2015). In this study, the phenomenological method was used. The phenomenology method is one of the qualitative research methods that investigates the views, feelings, and experiences of the sample group in relation to a certain phenomenon or phenomena (Creswell, 2014). Since the professors of e-learning centers have the most connection with the learning management system and use it continuously, these people have more and better knowledge about the learning management system. Therefore, participants in the study included professors of e-learning centers, 13 of whom were selected as the research sample using the available purposive sampling method. In purposive sampling, the researcher continues the work until reaches theoretical saturation. Semi-structured interviews were used to collect data. According to Guba & Lincoln (1982), validity and reliability verification in qualitative research includes four criteria of credibility, dependability, confirmability and transferability. In the current research, validity and reliability were checked based on these four criteria. Content analysis was also used to analyze the data.Findings showed that according to the professors of e-learning centers, formative assessment in the Iranian e-learning system has 8 main weaknesses, which are: Non-use of different formative assessment tools (Consist of: Limitation of assessment methods and tools, Time consuming questions and answers, Limiting the assessment to the final assessment), Weakness in feedback (Consist of: Failure to provide appropriate feedback by professors, Failure to provide appropriate feedback by students, Failure to provide timely feedback, Not allocating enough time by professors for feedback, Lengthening the feedback process), Impossibility of student authentication (Consist of: Not knowing the participants), Weakness in class presentations (Consist of: Time limit in reviewing class presentations, Lack of two-way interactions in class presentations), Poor design of exercises and projects (Consist of: Buy projects and articles, Failure to provide enough exercises by professors), Weakness in online exams (Consist of: Little use of online tests, The possibility of cheating in online tests, Lack of control over online tests, Failure to measure all levels of learning, Failure to use the facilities of the learning management system in the field of online exams, The lack of different online test design software in the learning management system), Weakness in discussion and exchange (Consist of: Non-participation of all students in discussions, Non-continuous participation of professors in discussions, Lack of discussion management, Not summarizing the discussions, Not using different media in discussions, Failure to measure students' participation in discussions), Weak reporting (Consist of: Failure to report properly, Impossibility of recording and reporting all assessments). Therefore, in order to improve the quality of formative assessment and student learning, these weaknesses should be considered and steps should be taken to improve the current situation.In this regard, the following suggestions have been made to improve the state of formative assessment in the electronic learning management systems of the country:Considering the technological advances and also conducting such researches that are carried out in the country, it is suggested that e-learning centers and universities always pay attention to updating their learning management systems, especially in the field of formative assessment.Some of the weaknesses of learning management systems in the field of formative assessment are related to professors. Therefore, for the correct implementation of formative assessment in electronic environments, the necessary training in the form of seminars, workshops, etc. should be provided to the professors.It is suggested that universities and e-learning centers pay attention to formative assessment as an important factor in the development of learners and professors and provide the necessary grounds for its establishment as best as possible.

The importance of regulating emotions by the teacher in the face of misbehavior observed in the classroom has been widely accepted. However, there was a lack of studies on why and how emotions are regulated by teachers in Iran. Therefore, this research was carried out in a qualitative way with the approach of lived experience with the aim of extracting the strategies of regulating the teacher's emotions against students' misbehavior in a sample of 16 teachers of Zanjan province. After making the necessary arrangements, the participants were interviewed in person and virtually. The participants were 16 secondary school teachers with an average of 10 years of teaching experience, with an age range of 24 to 40 (with an average age of 34 years) and with a bachelor's degree (9 cases), a master's degree (6 cases), and a doctorate (1 case). Purposive sampling method was used to select the participants. To collect the required data, a semi-structured individual interview was used until reaching theoretical saturation, and the obtained information was analyzed using content analysis. Colaizzi's seven-step method (1978) was used to analyze the content of the interviews. This model consists of seven steps, step 1) reading carefully all descriptions and important findings from the participants, step 2) extracting important and meaningful phrases related to the target topic, 3) understanding the extracted important phrases, step 4) sorting the descriptions of the participants, 5) turning all the inferred opinions into comprehensive and complete descriptions, step 6) turning the complete descriptions of the phenomenon into a real summary and useful description and 7) final validation. The interview questions were arranged around the teachers' emotion regulation strategies against students' misbehavior. Simultaneously with data collection, their analysis began; In this way, each interview was read several times, then the texts related to the lived experience of each person were placed in one text to form the analysis unit. Then the meaningful units of the overall text were determined and the summarized meaningful units were extracted from them. Finally, analytical codes were extracted from them. The obtained codes were carefully studied and based on the similarities and differences between them, subcategories and then general categories were formed. By theoretical analysis based on conceptual similarities, the general categories within the topics were extracted. In this way, the general text of the interview was arranged in a classified manner from the topics to the meaningful units. To ensure the internal and external validity of the research results, the four criteria recommended by Goba and Lincoln were evaluated. The reliability level was obtained by Krippendorf's alpha method of 0.77. After implementing a total of 8:25 hours of interviews, the results were categorized into two categories of students' classroom misbehavior and teachers' emotion regulation strategies against these behaviors. Five sub-themes for students' classroom misbehavior and two sub-categories of positive and negative strategies were extracted. Class misbehavior is the disturbing things in the educational atmosphere of the class, which causes the emotional and behavioral reaction of the teacher in front of them. The findings of this research showed that teachers used positive emotion regulation strategies to regulate their emotions, including: situation correction, re-evaluation, and response modulation or adjustment, and negative emotion regulation strategies, including: suppression, rumination, and catastrophic perception, against misbehavior. Among them: uncooperative behaviors, neglecting lessons, verbal and physical aggression towards classmates, verbal and physical aggression towards the teacher, excessive joking and mocking each other in the class and cheating in the exam. Adaptive strategies include strategies that have appropriate psychological and behavioral consequences. These strategies are also known as positive strategies in psychology. One of these strategies is the strategy of correcting the situation. According to teachers, this strategy was an attempt to correct the situation in order to change its emotional impact, which refers to changing the physical and external environment of the person. Another strategy was the re-evaluation strategy, which the teachers described as an example of cognitive change and interpreting the meaning of an event in order to change its emotional impact. For example, it may involve interpreting an event by broadening one's perspective to see the "bigger picture." According to the interviews, it was found that reappraisal effectively reduces the physiological, mental and neurological emotional response. Modulation or adjustment of the response based on which teachers have been able to control their anger when observing students' misbehavior, by taking a deep breath or walking in the classroom or drinking a glass of water, and at that moment their feelings in a positive way. show more In fact, as it was found, this strategy includes trying to directly affect the experimental, behavioral and physiological response systems. Incompatible or negative strategies include strategies that do not have appropriate psychological and behavioral consequences and are often challenging. According to the conducted interviews, repression was the most frequent strategy used in the classroom. According to the teachers, this strategy is an example of establishing attention, which includes trying to direct one's attention from specific thoughts and mental images to other content in order to improve one's emotional state. The rumination strategy is another negative strategy because this strategy aggravated the emotional distress of teachers. According to them, the occurrence of unfortunate situations and misbehavior of students causes intellectual preoccupation around various aspects of the event and the feelings and thoughts created due to unfortunate situations are constantly reviewed by the teacher. The negative strategy of catastrophic perception refers to the situation where the teachers perceived and expressed the created conditions as more severe and terrible than the reality of that event. These strategies are used against student misbehavior. Misbehavior including uncooperative behaviors include moving in class, not attending regularly, talkativeness, without permission to speak, using inappropriate words in class regardless of the presence of the teacher, grumbling about the lesson and insisting on finishing the class early. Such behaviors slow down the learning process. In the conducted interviews, uncooperative behaviors were the most frequent and were reported in various forms in different situations. According to the teachers, neglecting the lesson as the second most frequent misbehavior, mostly included not finishing and not doing the homework, not following the learning materials in the class. The learning process cannot be done without the necessary attention and concentration. In the interviews conducted, aggression was mentioned as the third type of misbehavior towards classmates and teachers; Of course, there was more aggression towards classmates. Other misbehavior included teasing and joking, according to the teachers, which disrupted the learning process and class order. The last case was the misbehavior of cheating, which was considered a social violation and a disciplinary problem according to the teachers, and includes cheating in the exam, cheating in exercises and homework, and group coordination for cheating. This research presented results about the most common emotion regulation strategies in teachers, which can be used to intervene in teachers' professional development programs and planning and decision-making in the field of ways to prevent and deal with all kinds of misbehavior.

This study aimed to investigate the practical knowledge of female teachers of technical and vocational colleges in Aligudarz city in the academic year 2020-2021. This research was done with a mixed approach. In the qualitative part, the phenomenological method and in the quantitative part the descriptive-survey method was used. Interviews and questionnaires were used for data collection. The data collection tool in quantitative part was a semi-structured interview with open-ended questions and in quantitative part was scholar made questionnaires. Targeted sampling continued until data saturation, which eventually reached saturation with 15 people. To analyze the data of the questionnaire, R and SPSS software with Hotelling t2 test and one-sample t-test were used and Friedman test was used for ranking the components. The results revealed that out of 12 identified components, 11 components have a good state in the qualitative part of the current study and only a favorable state was not observed in the component of output knowledge. The results of the ranking test showed that the knowledge and awareness-raising and education components have the highest role. The last rank is the output knowledge component with the lowest average. This study aimed to investigate the practical knowledge of female teachers of technical and vocational colleges in Aligudarz city in the academic year 2020-2021. This research was done with a mixed approach. In the qualitative part, the phenomenological method and in the quantitative part the descriptive-survey method was used. Interviews and questionnaires were used for data collection. The data collection tool in quantitative part was a semi-structured interview with open-ended questions and in quantitative part was scholar made questionnaires. Targeted sampling continued until data saturation, which eventually reached saturation with 15 people. To analyze the data of the questionnaire, R and SPSS software with Hotelling t2 test and one-sample t-test were used and Friedman test was used for ranking the components. The results revealed that out of 12 identified components, 11 components have a good state in the qualitative part of the current study and only a favorable state was not observed in the component of output knowledge. The results of the ranking test showed that the knowledge and awareness-raising and education components have the highest role. The last rank is the output knowledge component with the lowest average. on aggression in elementary school students in Aligudarz. The method of this research is Ali-Comparative, in which the researcher compared the effects of these games on the aggression of students in the studied groups. The statistical population of the present study is elective male elementary school students in the city of Aligudarz, of which 3908 Be In this research, using a simple random sampling, 50 students (including 22 students who, according to themselves, used rough computer games and 28 people who did not use it), from four elementary school boys The city of Aligudarz was randomly selected as the sample and then Eisenck's aggression test (1998) containing 29 double-ended questions (yes and no) was provided to them and asked to be kept confidential and without mentioning And your last name answers the test questions. To test the research hypothesis, t-test was used at a significant level of 0/05. The results showed that there is a significant difference between the means used. In other words, the use of rough computer games has affected the level of aggression among primary school boys in the city of Aligudarz, and there is a significant difference between the users and the unused users, so the main hypothesis of the research is rejected and the zero assumption is rejected. Also, the sub-effects of more than half of the users of the games tend to be violent computer games and tend to perform these games individually. In addition, the findings show that group use has a greater effect on aggression and can have more harmful effects on the psychological and social interaction of students in the future of their social relationships.

The current research was conducted with the aim of measuring the effectiveness of flipped instruction on Students’ academic performance and motivation. Flipped instruction is defined as a pedagogical approach in which traditional classroom activities and students' homework are done in reverse. In this educational approach, the basic concepts and content to be learned are often provided to the learners through the capabilities and technologies of electronic learning before entering the class, and the classroom time is dedicated to doing homework and applying and deepening Students’ learning. In this research, a semi-experimental research method with a pre-test-post-test design with a control group was used. The statistical population of this research included all fourth-grade male students of public schools in the 18th district of Tehran, including 21 schools. Using the multi-stage cluster sampling method, two classes each with a capacity of 28 students were randomly assigned to experimental and control groups. Both experimental and control groups were trained for one semester (15 weeks). For the experimental group, instruction was provided by using the flipped instruction method and for the control group by using the conventional and non-flipped method. The students' academic performance was measured by using their scores in the functional written test of the science course, and their motivation to the course was measured by using the Keller's course motivation questionnaire. This questionnaire includes 36 items and the range of scores obtained by each person is from 36 to 180. Answers to the questions are designed using a 5-point Likert scale ranging from false (score 1) to completely true (score 5). Items 3, 7, 12, 15, 19, 22, 26, 29, 31, and 34 are scored in reverse. The higher score showed the higher learner's motivation towards the course and instructional materials, and the lower score showed the lower motivation towards the course and instructional materials. Zandi et al. (2016) reported the reliability of this tool using Cronbach's alpha 0/70. The findings analyzed using descriptive statistics and covariance analysis and done by SPSS software. The results of covariance analysis showed that there is a significant difference (F=183.77, P<0.01) between the scores of the experimental and control groups in the academic performance in the science course. The obtained eta coefficient of 0.593 means that about 59% of the variance of the students' academic performance scores in the science course is related to group membership and as a result of using the flipped instruction technology. Also, by referring to the average pre-test and post-test scores of the experimental and control groups, it is clear that the flipped instruction method has more effectiveness on academic performance than the conventional and non- flipped method. In this regard, it seems that by receiving instructional materials electronically and before the face-to-face part of the classroom, the learners have had enough opportunity to engage with the content and focus and reflect on the expected learning activities. Then, by participating in the face-to-face classroom and discussing and exchanging ideas with their classmates and with the guidance and facilitating of the teacher, as well as by doing homework related to the subject of learning in a cooperative and collaborative manner, and then receiving the necessary feedback from the class, learners have been able to understand and Improve and complete their understanding of learning content.Also, the results of covariance analysis showed that there is a significant difference (F=0.001, P<0.01) between the scores of the experimental and control groups in motivation to the course in science. The obtained eta coefficient of 0.514 means that about 51% of the variance of the students' course motivation scores in the science course is related to the group membership and as a result of using the flipped instruction technology. Also, by referring to the average pre-test and post-test scores of the experimental and control groups, it is clear that the flipped instruction method has more effectiveness on the motivation of the learners toward course than the conventional and non- non- flipped method. it seems that Learners who have benefited from flipped classroom, due to receiving and studying the learning content in different ways, including in the form of video materials and other forms of media, studying at personal pace, and followed by participation in the cooperative environment of the face-to-face classroom, showed more enthusiasm and motivation to learn, and as a result, they were more satisfied with learning in this way. In the flipped instruction model, learners have access to educational materials anytime and anywhere, especially through educational videos sent by the instructor, control over playing and stopping videos, as well as the ability to repeat viewing them many times, they have experienced a flexible and stimulating learning environment. The results showed that the flipped instruction technology has a positive effect on the Students’ academic performance and motivation. In general, flipped instruction technology is a new method for teaching and learning in the digital age that can facilitate and improve the learning.In general, compared to conventional and traditional methods, flipped instruction increase the motivation for the course and improve the academic performance of the learners. Adopting this approach to teaching and learning allows learners to discuss the subject of the lesson with each other, and it also provides the possibility for teachers and trainers to play a guiding and facilitating role. In this regard, on the one hand, due to the predominance of the learner-centered paradigm and the necessity of designing instruction based on the constructivist approach in the modern teaching-learning system, and on the other hand, due to the availability of more access of educators and learners to the capabilities of digital technologies and electronic learning environments, especially after the Covid-19 pandemic, the use of the flipped instruction approach in educational systems around the world is gradually expanding. Now, many educators and teachers use this approach and encourage others to use it in their classrooms. This educational approach can somehow inspire educators and teachers to change from traditional methods to learner-oriented methods and approaches by integrating new technologies in classrooms. Therefore, it is suggested that in Iran's educational system, by providing the necessary infrastructure and holding training courses and workshops for teachers and school officials, this effective educational model should be used more and better.

Understanding science, and having high-level thinking skills are essential skills for living in today's world. To improve such skills, science education standards around the world, and curricula of different countries, including Canada, Australia, and England, as well as the national curriculum of Iran, suggest inquiry-based learning.; but in the past 20 years, digital technologies such as virtual experiments have been used to improve, and even in some cases replace real experiments. Also, a combination of real and virtual experiments enhances conceptual understanding more than single experimental formats, however, this is a question that has remained unanswered so far and that is whether the combination of virtual and real laboratories will also affect other cognitive processes of students such as thinking and reasoning or not. Therefore, the main purpose of this study is to clarify the role of using real, virtual, and combined real and virtual experiments on improving systemic thinking with the subject of electric currents.In this study, 80 male high school students in Ahvaz who were studying in the eleventh grade of in the academic year 1402-1401 were selected by available sampling. The level of learning of the participants from the subject of electric currents, as well as their systemic thinking skills, were measured using the standard tool "Determining and Interpreting Resistive Electric Circuit Concepts Test" or DIRECT. First, the students' scores in the pre-test and post-test of DIRECT were collected. Some answers were for the multiple-choice section and some answers were for the descriptive section. The correct answer to the multiple-choice section had a score of one, and the wrong answer had a score of zero for the student. To eliminate the effect of pre-test (memory retention of response), one-way analysis of covariance was used. In this method, the effect of pre-test scores on post-test scores is first predicted by simple linear regression and then removed; after removing the effect of pre-test, the difference between post-test mean of groups is examined by analysis of variance.The findings showed that the real learning environment and conducting inquiry in real laboratories had the most impact on students' real-world knowledge. Real-world knowledge is the knowledge of the elements that learners need to become familiar with a scientific field or solve problems related to it. This knowledge is the same as the knowledge of scientific terms and expressions, along with places and events in the real world. According to this definition and considering the characteristics of the real learning environment, the greater impact of real experiments on the better growth of students' real-world knowledge is justifiable. The low impact of the virtual learning environment on students' real-world knowledge and their procedural knowledge can also be understood from this perspective, because the real and sensory connection of students with the phenomenon in question in virtual learning environments will cause less impact of this environment on students' real-world knowledge. The superiority of the virtual learning environment over the real one can be well seen in the greater effectiveness of virtual experiments on their conceptual knowledge in this study. According to the findings, the virtual learning environment had the highest effect size (i.e. 0.61) on the growth of students' conceptual knowledge. In response to this research question that whether the combined learning environment could help improve students' physics knowledge, it should be said that combining real and virtual experiments in class and creating a combined learning environment could have a better effect and improve all types of knowledge well. The effectiveness of the combined learning environment showed that this environment, due to taking advantage of the features of both the real and virtual worlds simultaneously, could affect both real and procedural knowledge, as well as conceptual knowledge, and show its superiority over single learning environments, real or virtual. The findings showed that none of the learning environments used in the study, which were all based on scientific inquiry, could improve students' causal coherence skills. The lowest effect size in this study was related to the effectiveness of real (effect size 0.33), virtual (effect size 0.41) and combined (effect size 0.42) environments on causal coherence dimension in systemic thinking skill. Causal coherence is creating an accurate relationship and strong connection between reasoning components, and explaining phenomena using evidence, while using scientific and reality-based reasons.The added value of this research is that it recommends the use of learning environments to improve knowledge in a classified way, so that according to the findings of this study, it can be concluded that for improving students' real-world and procedural knowledge, it is appropriate to use real learning environments and for improving conceptual knowledge, it is better to use a combination of real and virtual experiments. In the meantime, the continuous and creative use of classroom space for observation and real experimentation and the effective use of interactive simulations and virtual laboratories to show hidden aspects of many phenomena along with the real environment will help improve all types of knowledge in physics. The combined use of real and virtual learning environments, if accompanied by a suitable curriculum, will turn the class into the most equipped scientific laboratory for conducting inquiry. Inquiry without its complementary activity, namely modeling, cannot help students achieve high levels of thinking, and in this regard, the role of teachers as facilitators can be prominent and constructive. It is suggested that inquiry in class be performed by teachers with a model-based approach using a combination of real and virtual experiments. More attention of teacher training centers to science education standards that are stated in the national curriculum, and including inquiry and modeling activities in it for teacher training, reviewing the content of curriculum based on real and virtual learning environments based on inquiry, holding training courses for better use of teachers and students from virtual laboratories, reviewing the science curriculum of the second high school (physics, chemistry, biology) with a focus on scientific modeling, equipping classes, workshops, and laboratories with new technologies, can all provide the ground for implementing inquiry-based teaching methods and their effectiveness.

In the community of inquiry framework, effective learning particularly a higher level of learning depended on developing a community; however, some of the professionals asserted against the matter. So, the present study is aimed to examine the relationship between the community of inquiry framework and instructional experience in an E-learning environment through a meta-analysis method. The statistical population was all international and national studies that examined the relationship between the community of inquiry framework and instructional experience in an E-learning environment through casual and correlative methods. They are chosen 23 studies as samples based on inclusive and exclusive criteria and were analyzed by CMA2 software. Based on Cochran's C test and confidence interval and significant level (p<0.05), it can be said that the assumptions are approved and there are significant differences among effect sizes and it means variance in effect size. So, it has to use a mixed effect model to interpret the mixed effect size. The mixed effect size in the relationship between the community of inquiry framework and the instructional experience was 0.524 and with 0.95 confidence level, it can be ranged from 0.423 to 0.613. The interpretation of mixed size about Cohen's criteria is high. Also, the mixed effect size is significant based on z=38.219 and sig=0.000. So, the findings showed there is a significant relationship between the community of inquiry framework and instructional experience in an E-learning environment.

One of the important elements of the educational system, which forms the core of all educational activities, is the curriculum. The concept of "curriculum" refers to a combination of scientifically structured, practical and experiential elements that help improve learning and aims to prepare and help students' ability to continue living with a particular occupation is by equipping them with knowledge and skills related to that profession. Curricula play a significant role in realizing educational and learning goals, in this sense; it can be considered the heart of the educational system. On the other hand, one of the main and important elements of improving the quality of education is to create a balance between students' attitudes and skills with the latest educational scientific achievements; As a result, the quality of education and its promotion as one of the supreme goals in education is dependent on the implementation of quality and comprehensive curricula. Considering the mentioned materials and considering that research in the field of curriculum leadership is still in a relatively early stage of development worldwide and especially in Iran, the lack of accepted models for making changes in programs as an obstacle to improvement. The curriculum works. Therefore, the vital role of principals in leading the curriculum in schools should be considered. There is a need to analyze the leadership components of the curriculum for Iranian school principals. In the case of analyzing the components of curriculum leadership and its application by Iranian school principals, one can imagine positive consequences such as more correct implementation of educational programs and improving the educational quality of schools, reducing educational costs and generally achieving educational goals while increasing effectiveness and efficiency in the Iranian education system. So curriculum leadership, as one of the most important key elements in reforming and improving the educational system, needs more attention, and the role of principals in curriculum leadership in schools is vital. In this regard, it is necessary to analyze the leadership components of the curriculum for Iranian school, and achieving it is the main goal of the present study.The current research is a part of applied research, which is qualitative in terms of approach and has been carried out using the method of content analysis. Qualitative content analysis is a research method that is used to discover people's understanding of everyday life phenomena and interpret the content of subjective data. The qualitative content analysis method is not only a tool and technique for data analysis, but also a research method that is used by various researchers to conduct research and collect data, in other words researchers stated that the research method of content analysis has epistemological assumptions and has a structure for collecting, analyzing data and organizing data in order to achieve a model or theory. Considering the mentioned explanations, it can be said that qualitative content analysis is an independent research method that is used in order to describe and summarize data, infer from them and develop a model. The studied community of this research included all experts in the field of the studied subject, such as faculty members with expertise and relevant resumes, experienced staff managers and experts of education departments, school principals and expert teachers across the country. In order to identify the subjects, successive purposeful snowball sampling method was used. The criterion for determining the sample size was to reach data saturation, and theoretical saturation was achieved after 19 interviews. The research tool was an in-depth and semi-structured individual interview. Simultaneously with the interviews, their opinions were recorded with prior permission. It should be noted that the interviews lasted 49 minutes on average. Using four related concepts, including the concepts of credibility, transferability, verifiability, and reliability, the reliability of the research was investigated. In order to analyze the data, qualitative content analysis with a directional approach was used. According to the theory of Hsieh & Shannon, content analysis approaches are divided into three categories: conventional or conventional content analysis; summary or cumulative content analysis, and directional content analysis. Sometimes there are theories or previous researches about a phenomenon that are either not complete or need more analysis. In this case, the qualitative researcher chooses the method of content analysis with a directional approach. Data content analysis was done using three stages of open, central and selective coding. In this way, first in open coding, all the notes from the interview were re-read and the main concepts were extracted. In the axial coding phase, according to the semantic affinity of the extracted concepts, the axial categories (components) were formed, and finally, in the selective coding, using the technique of constant comparison of the results and the course of the story, the relationship between the categories with each other and with the main category was determined. And finally, the research model was presented (Figure 2). The results showed that curriculum leadership includes 13 components such as organizational (A), learning (B), scientific and technological (C), management (D), collaborative (E), communicative (F), factors based on experiences (G), cognitive (H), ideological (I), De bureaucratic (J), financial (K), opportunity development (L) and physical development (M). This research brings practical recommended for planners and policy makers in the field of curriculum leadership. Of course, it is necessary to explain that in this research, the curriculum as an independent and integrated subject has been exposed to the judgment of the interviewees, and maybe if the curriculum was presented to the participants in this research, different results would have been obtained in the conceptualization of curriculum leadership. And its components were obtained. Therefore, it is recommended that readers consider this challenge as an important limitation. Among the most important research suggestions, we can mention the analysis of the lived experiences of the principals in the leadership of the curriculum in schools, as well as the analysis of the strategies for developing the participation of all stakeholders in the leadership of the curriculum in Iranian schools.

The aim of the current research was to investigate the role of Focusing on Instruction and Optimizing Instructional timeof teacher in the classroom on the Educational performance with the mediation of academic satisfaction. The descriptive research method was correlational. The statistical population included all secondary school teachers and students of Babol city, among whom 50 teachers and 336 students were selected as a statistical sample using a Three-stage cluster sampling method. The instrumental tool for the data collection included three questionnaires of Focusing and Optimizing Instructional time (Stronge, 2018), Educational performance questionnaire (Pham & Taylor, 1999), and academic satisfaction questionnaire (Diener & etal, 1985). Pearson correlation coefficients and path analysis model were used to analyze the data. The results showed that Focusing on Instruction (p < 0.01, β = 0.457) and Optimizing Instructional time (p < 0.01, β = 0.241) have a positive effect on the Educational performance of teachers in the classroom. The results showed that students' academic satisfaction has a mediating role in the effect of Focusing on Instruction (p<0.01, β=0.137) and Optimizing Instructional time (p<0.01, β=0.143) on Educational performance. Therefore, teachers can maximize the amount of Instruction and learning by focusing and optimizing the Instruction time, so as to increase the success rate and academic satisfaction of the students in the classes.
   Optimizing teaching time and focusing on teaching in the classroom as one of the key elements of educational planning has a special place and importance in improving the quality academic performance and academic satisfaction of students because focusing on teaching, planning The teacher directs the behavior of the class and the optimization of teaching time leads to the development of an integrated curriculum by the teacher and avoids the teacher from overemphasizing one content area at the expense of neglecting other areas.
 The aim of the current research is to investigate the role of focus on education and optimization of teacher training time in the classroom on academic performance with the mediation of academic satisfaction. For this purpose, the current research seeks to answer the following question: 1. Does academic satisfaction of students play a mediating role in the effect of focusing on education and optimizing education time on academic performance?
According to the purpose of this research, it is an applied research, and in terms of its implementation, it is a descriptive-survey research of the correlation type. The statistical population includes all teachers (765 people) and students (10,463 people) of the second secondary school in Babol city, using a three-stage cluster sampling method, 50 teachers and 336 students Students were selected as samples. First, 8 schools (4 girls' and 4 boys' schools) were randomly selected from the second secondary schools of Babol city, then 4 classes were randomly selected from each school. Then 12 students were randomly selected from each class.
Based on the obtained results, focusing on training and optimizing teachers' training time in the classroom has an effect on academic performance, so it can be said that the research hypothesis has been confirmed and the conclusion is that focusing on teacher training and optimizing training time in The class has a positive effect on students' academic performance (β=0.457, p<0.01; β=0.241, p<0.01). Also, the results showed that students' academic satisfaction is influenced by focus on education and optimal Teaching time has a mediating role on academic performance. Therefore, it can be said that the hypothesis of the research has been confirmed and it can be concluded that students' academic satisfaction is influenced by focus on education (p < 0.01, β = 0.137) and optimal Teaching time (p < 0.01, β = 0.143) has a mediating role on academic performance.
The results of the current research are in line with the research findings (Curby, et al., 2013; CoSpear-Swerling & Zibulsky, 2014; Lee, 2011; Gettinger & Walter, 2012) who showed in their research that effective teachers of cohesion and organization in classes They consider their lessons important and consider the student's attention spans when designing lessons; Effective teachers strengthen their focus on teaching by devoting time to teaching and the learning process and by having expectations for student learning, and the quality of teaching is directly related to student learning; And it is also in line with the research findings (Brophy, 2011; Gettinger & Walter, 2012;) which showed that effective teachers take help from the management to minimize the external disturbing factors in order to preserve the teaching time and increase the time spent on learning. be
In the analysis of the results of this research, the results of Taylor et al (2009); Stronge (2018) and Stronge, Ward, & Grant (2011) confirm it, it can be said that teachers can maximize the amount of teaching and learning by careful and thoughtful use of time. Also, whenever the training time is maximized (training time optimization), the student's success rate in classes will increase. Consequently, one of the characteristics seen in the classrooms of effective teachers is the prioritization of instruction, a process that is accomplished in part through time allocation.
Also, in the analysis of these results such as the research results of Stronge & Xu, 2015); Baumert et al., 2010); Estes, Mintz & Gunter 2010; Cangelosi, 2014; Rivkin & Schiman, 2015; Gettinger & Walter, 2012 and (Kane et al, 2011) it can be said that effective teachers use various techniques and strategies such as (maintaining regular procedures and routines, managing and performing executive tasks quickly and In an effective way, preparing the content and materials in advance, the logical sequence of the learning process by establishing new knowledge based on previous knowledge, adjusting the time and speed of teaching the content area according to the performance and growth of the student, doing tasks and planning. with colleagues in a collaborative way in order to promote the coherence of learning in students, limiting interruptions in lessons through the use of appropriate behavior management techniques, and allocating class time in a logical and defensible manner for teaching each lesson and between teaching lessons) In addition, they provide a framework to not only maximize instructional time but also maximize student opportunities for each assignment.
In the analysis of the results of this research, which is confirmed by the results of Park, & Park (2011) and Landrum (2020), it can be said that students who express a positive opinion about their academic capacity and ability, complete their educational assignments better and as a result, get better grades in the courses. Therefore, academic satisfaction has a key role in the education process and can be influential in the growth and development of the educational system in any society. Also, it can be claimed that academic satisfaction expresses the status of the educational system, and on the other hand, the academic satisfaction component has a facilitating role in the learning process and can help a person to have a desirable life in the future. to help (Park, & Park, 2011).
    According to the findings of this research as well as the research conducted in other countries, based on the positive effect of focusing on education and optimizing the education time on academic satisfaction and academic performance, it is suggested that in the ready time The training of teachers in Farhangian University and in-service courses, the necessary strategies and skills to focus on teaching and optimizing the teaching time by the teacher in the classroom should be addressed. It is also suggested to the teachers to maximize the teaching time by organizing the classroom in order to influence the academic performance and academic satisfaction of the students.

The purpose of the present study was to identify and investigate the challenges of face-to-face education in the post-corona era from the perspective of teachers. The research method was qualitative with an interpretive phenomenological approach. For the interview, the participants were selected by the purposeful sampling method. The criteria for participating in the interview was the willingness of the teachers to express their opinions on the subject of the research. The sampling process ended when data saturation was reached during the interview. The method of Strabert and Carpenter (2003) was used for data analysis. In this way, the findings were presented to the participants and their opinions were received. In order to maintain the verifiability of the research, in all stages, the documents obtained by obtaining the opinions of the participants were preserved, which makes the reliability of the data and their verifiability possible. After analyzing the findings, the factors and reasons for the behavioral and educational changes of students after the corona era in education in five categories: causes related to the teacher, causes related to the school; causes related to family, causes related to virtual space; reasons related to the student; were classified. In Iran and in most developing countries, education is still traditional and attending physical classes. Undoubtedly, before the corona pandemic, the decision-makers and decision-makers, as well as the administrators of the educational system, were aware of the fact that in any case, part of the present and future lives of children and students will be in the virtual space, and this issue is inevitable and also They knew that with the advancement of different technologies; Education will also change and the boundaries of teaching and learning will change. But no one imagined the sudden and forced change. On the other hand, the spread of the new corona virus was considered as a threat to the health and life of millions of people around the world. The corona pandemic caused this process to suddenly and forcefully shed its skin and crawl out of the traditional way and enter a new world. Although he was not very familiar with it, the infrastructure of education was not prepared. Corona changed many of our mental schemas. Many teachers who in the past did not have a positive opinion about the use of mobile phones and virtual relationships, in the era of Corona, we went to tools and a world that we prohibited teenagers and young people from. Our views on the harms of cyber space were adjusted and the examples that existed before were reviewed and we actually entered virtual education and the new way of education became an excuse to enter the vast, exciting and even dangerous virtual world. Time and place lost their true meaning and a kind of disorder ruled their educational life while one of the goals of going to school; Education is the concept of discipline and lawfulness that the student must spend a certain time in the educational place and follow certain rules. Such challenges continued during the virtual education period until the situation almost returned to normal and face-to-face education. and the special conditions of the post-corona virus era caused behavioral changes, the result of which is the entry of teachers and students into the field of new challenges, and from the point of view of the majority of teachers, the educational conditions are not favorable, and perhaps it can be called the post-corona virus educational crisis. Research method, the qualitative method was an interpretive phenomenological approach. To conduct the interview, the participants were selected by the purposeful sampling method. The criteria for participating in the interview were the willingness of the teachers to express their opinions on the subject of the research. Based on the findings of this research, various factors affecting students' behavioral change are divided into five categories: causes related to the teacher, causes related to the school; family-related causes, student-related causes; the reasons related to the tests were classified. Among the reasons related to the teacher, some teachers are not familiar with media literacy and educational hardware and software. They didn't consider it more than a pest or their level of familiarity with educational aids used in virtual space was not enough to use it correctly. In this way, the teachers lost the necessary authority. The second factor was the school. The physical space and available facilities and equipment were compared and the inequalities became more obvious and affected the students' motivation and caused them to change their behavior. The third factor was the expectations of the school office, non-attendance training due to the fact that the tests are online, the students' grades and percentage Acceptance was in a better condition from a quantitative point of view. The expectation of the school office is that in face-to-face education, grades and percentage of acceptance will not drop quantitatively, and this is practically not possible. The next factor was the parents and family. Family members have also been involved in virtual training. Especially a member of the family, who has stood by the student's side during the online training moments and has gone step by step with him, and with unprofessional interference in the education matter, sometimes appeared in his place in the class and took the exam student's place during the online test. Among the reasons related to the student, disorder was one of the most important factors. Not being bound to fixed daily hours and the floating time of education in the post-corona era has also continued and turned into damage. In virtual education, due to the lack of face-to-face communication and interpersonal interactions, the lack of motivation and excitement among students, we witnessed educational boredom and reluctance to attend class and their non-participation. Students' writing problems have also increased. In addition to not knowing the correct spelling of words, they have also become slow writers. The unknown time has caused excessive disturbances in non-educational hours. Reminding and even re-teaching the subject, which is tiring and boring for a number of students and causes unexpected behaviors, according to the teachers, this problem, existed before, but now it has intensified. There have been behavioral changes of students, and these behavioral changes can be mentioned as the challenge of face-to-face education after Corona. In order to overcome this challenge, it is necessary for the parents of students, school staff and teachers to have more interaction, like-mindedness and coordination. Holding training sessions for parents by the association of parents and teachers can be helpful.