نشریه مطالعات مدیریت و رهبری در سازمان های آموزشی
سال سوم شماره 2 (پیاپی 10، تابستان 1402)

This study aimed to identify the main and sub-components of a business model based on training and developing human resources at the Agricultural Bank of Khuzestan province. The research utilized a qualitative approach involving interviews with 15 experts and managers at the Bank. Data was collected through in-depth, semi-structured interviews. Qualitative content analysis using the interview editing method was conducted to extract key concepts and categories from the interviews. The ISM method was also used to analyze relationships between components. The statistical population in the qualitative and ISM sections included 15 experts with relevant scientific background and experience working in the Bank of Agriculture, who were selected using a purposeful and non-probability sampling method. In-depth interviews were conducted with them, which were semi-structured. The first step of the current study was to identify the main and sub-categories of the research using the qualitative content analysis method (interview editing approach, summarizing them, and interpreting concepts and words). MAXQDA software was used for qualitative analysis. By extracting the main and sub-categories of the research using the results of qualitative content analysis and the ISM method, the final model was presented. In total, the pattern obtained consists of 12 main categories and 60 sub-categories. Leadership strategy was identified as the most basic component of business with the approach of human excellence.

The main goal of the research was to designing a conceptual pattern of the development of public culture in the elementary school education system with a qualitative approach and based on the grouned theory on paradigmatic data. The participants of the research were experts in the field of curriculum and social sciences (3 people in the field of social sciences and 9 people in the curriculum ) and with scientific rank in the country's universities, who were selected by theoretical and purposeful snowball type. It continued that the process of exploration and analysis reached the point of theoretical saturation. The research data were collected through the study of the theoretical scope of the research, study backgrounds and interviews with experts, and were analyzed during three stages of open, central and selective coding in the form of a paradigmatic and conceptual pattern. After the coding stage, they were theoretically validated using the Delphi and brainstorming techniques by experts in the field of curriculum. According to the findings of the research, the mentioned pattern was formed in 5 dimensions and consisting of 17 components and 347 indicators around the central category of the pattern, as the development of public culture in the curriculum.

The Covid-19 pandemic has posed many challenges for students, bringing about negative impacts. Resilience has been a key factor in facing these challenges. This study was conducted to design a student resilience pattern in response to the pandemic in the target population of Islamic Azad Universities in the city of Tehran. A qualitative method was adopted, using the systematic grounded theory approach. Data were collected purposefully and theoretically through in-depth semi-structured interviews with 24 participants, including students, faculty members, and experts. Data were analyzed using open, axial, and selective coding in ATLAS.ti 9 Qualitative software. Findings revealed 147 codes and 36 subcategories from 10 main categories. Based on a paradigm model, the higher education students' resilient response to the Covid-19 pandemic was identified as a central phenomenon. Causal conditions were categorized into three main categories:  individual (six subcategories and 26 codes), organizational (six subcategories and 31 codes), and social (four subcategories and 12 codes); contexts were classified into two main categories: internal (five subcategories and 15 codes) and external (three subcategories and 14 codes); and strategies were categorized into three main categories: prediction and prevention (two subcategories and seven codes), response and coping (four subcategories and 16 codes), and adaptation and compatibility (two subcategories and 11 codes). Consequently, consequences led to two main categories: short-term (two subcategories and seven codes) and long-term (two subcategories and eight codes).

The main aim of this research was to identify the dimensions and components of the organizational agility model of educational managers based in education departments of Lorestan province.The current research is descriptive-correlational in terms of applied purpose.The statistical population of educational managers in education departments of Lorestan province was 153 people. Statistical sample Using Krejcie Morgan table, 115 people were selected by relative stratified random sampling method (98 males and 17 females). The method of studies was in two forms, library and field. The data collection tool was a closed-ended questionnaire.The reliability of the questionnaire with Cronbach's alpha test is 0.91 overall and cultural factor 0.72, service factor 0.77, process (organizational) factor 0.74, knowledge factor (technology) 0.76, managerial factor 0.82 and human factor was 0. 81. To analyze the research data, Confirmatory factor analysis method based on SPSS software and structural equation model (path analysis) based on LISREL software were used to analyze the research data. The results showed that the value of the chi-square ratio to the degree of freedom is 2.06 and less than 3, and also, other fit indices are in the acceptable range, which indicates the appropriate fit of the model. The path coefficients of the effects of the structures and the significance of the estimated parameters for cultural factor 0.40, service factor 0.65, process (organizational) factor 0.69, knowledge factor (technology) 0.67, managerial factor 0.50 and The human factor was 0.40, that the index of the process or organizational factor has had the greatest impact on organizational agility.In general, it can be said that the organizational agility of educational managers in education departments of Lorestan province includes six components: cultural factor, service factor, process or organizational factor, knowledge or technology factor, managerial factor and human factor.

The purpose of this study was to predict adolescents' personal responsibility based on perceived parenting styles and spiritual intelligence.  The descriptive research method used was correlational design. The statistical population included all secondary school students of the third district of Qom province (9934) who were studying in the academic year 2019-2020. The statistical sample consisted of 372 members of the aforementioned statistical population, which were selected using an available sampling method, using Karjesi and Morgan's table to determine it. The tools used included the standard questionnaire of personal responsibility for teenagers Mergler and Shield (2016), the perceived parenting scale of Grolink et al. (1997) and the spiritual intelligence questionnaire of King (2008). SPSS version 20 statistical software and simultaneous multiple regression tests and Pearson correlation coefficients were used to analyze the data. The results of the multiple regression analysis showed that about 18.9% of the variance of teenagers' personal responsibility is predicted by perceived parenting styles and subscales of spiritual intelligence. Additionally, the results showed that mother and father involvement, support for autonomy, and warmth had a positive correlation with personal responsibility. Critical existential thinking, production of personal meaning, and transcendental consciousness were also positively correlated with personal responsibility, but expanded consciousness was not significantly related. Critical existential thinking, production of personal meaning, and transcendental consciousness were also positively correlated with personal responsibility, but expanded consciousness was not significantly related.

The aim of this research was to compare procrastination, learning strategies, and academic emotions between normal and learning-disabled students. The statistical population included normal and learning-disabled students of Qom city in the academic year 2019-1400, who had incorrect writing problems (learning disabilities in spelling). The statistical sample included 60 people (30 normal students and 30 students with learning disabilities). The method of the research was a causal-comparative approach. The tools used were the Takman's academic procrastination questionnaire (1991), Bofard's self-regulation questionnaire (1995), and the Pekruns' academic emotions questionnaire (2005). Data analysis was conducted using multivariate variance analysis test, and two independent samples t-test, using SPSS version 25 software. The results showed that the average academic procrastination of students with learning disabilities was higher than that of normal students. The mean of cognitive strategies, metacognitive strategies, pleasure, and pride of students with learning disabilities was lower than that of normal students. The average anxiety, shame, anger, frustration, and fatigue of students with learning disabilities was higher than that of normal students.