نشریه رویکرد فلسفه در مدارس و سازمان ها
سال دوم شماره 4 (پیاپی 7، زمستان 1402)

The current research was conducted with the purpose of explaining resilience using the teachings of Imam Sajjad (AS). Resilience is a category that has been proposed as a mental or emotional strength that gives a person the ability to deal with crises and enables a person to quickly return to the pre-crisis situation. There are differences between resilience and the Quranic concept of patience and tolerance in the Islamic tradition. It seems that these concepts have a lot in common in their internal components and creating factors.

This research is one of the library researches that was carried out using the descriptive-analytical method. The scope of the research included texts related to the teachings of Imam Sajjad (AS) using a targeted approach. The data collection tool included questionnaires related to the concept of resilience in the teachings of Imam Sajjad (AS).

Based on the results of this research, factors that create resilience include positive instillation, maintaining preparation, maintaining good relationships with family, seeing problems and crises as bearable, accepting unchangeable conditions, having realistic goals and moving towards them. and self-confidence, all of which have corresponding meanings in the divine tradition and verses and traditions and have been emphasized on them.

The general conclusion of the research showed that by strengthening resilience through the teachings of Imam Sajjad (AS) among educators, it is possible to help improve their resilience in schools.

This research was conducted with the aim of investigating the relationship between implicit theories of intelligence and philosophical mindset and epistemological beliefs of educational principals of girls' secondary schools in Marivan city.

The descriptive research method was of the correlation type and structural equation modeling method. The statistical population includes all the female principals of the first and second secondary schools of Marivan city, totaling 75 people, all of whom were included in the research (that is, the sample size is considered equal to the statistical population). In order to collect information, three questionnaires of the implicit beliefs of intelligence, Abdul Fattah and Yates (2006), Soltani's philosophical mentality (1375) and Schumer's epistemological beliefs (1990) were used. Data were analyzed using structural equation modeling.

The findings showed that there is a positive and significant relationship between the theory of incremental intelligence and the theory of innate intelligence with the philosophical mindset and epistemological beliefs of the educational principals of girls' secondary schools in Marivan city (P<0.05). Also, the components of philosophical mindset and epistemological beliefs have the ability to predict the implicit beliefs of intelligence.

Based on the results, it can be stated that the educational authorities, benefiting from the implicit theories of intelligence, can provide the necessary background for the development of philosophical mentality and the improvement of the epistemological beliefs of managers.

The current research was conducted with the aim of the impact of quantum leadership and foresight of the country's educational system on the academic performance of elementary school students in Bushehr city.

The statistical population of the current study was 220 elementary school teachers in Bushehr city in the academic year 1402-1401, of which 140 were selected according to Morgan's table and using available sampling method. The data collection tools included Azimi and Rozavi's Quantum Management Skills Questionnaire (2013), Future Leadership Questionnaire by Kanger and Kanango (1988), Pham and Taylor's Academic Performance Questionnaire (1999) and Rahmani's Student Learning Quality Assessment Questionnaire (2016). It was provided electronically to the subjects and data analysis was done using Spearman's correlation test and regression analysis in SPSS software.

The results showed that according to the Spearman correlation test, the correlation between quantum leadership and foresight with academic performance was 0.998 and 0.932, respectively, and also the correlation between quantum leadership and foresight with the students' learning level. It was equal to 0.869 and 0.729 respectively. The results of the regression test showed that about 88.3 and 97% of the changes in the academic performance variable were explained by the changes in the quantum leadership variable, respectively. But in connection with the discussion of students' learning, it was found that about 29.6 and 38.6 percent of the changes were explained by quantum leadership and foresight, respectively. Finally, all research hypotheses were confirmed and the relationship between variables was positive and significant.

The general conclusion of the research showed that by strengthening the teaching of positive thinking skills among teachers, it is possible to improve their job satisfaction in schools.

The present study was conducted with the aim of investigating the effect of positive thinking skills training on the job satisfaction of elementary school teachers in Tangistan.

The current research method was quasi-experimental with a pre-test and post-test design with a control group. The statistical population of the present study was 471 primary school teachers in Tangistan. The sample size of the research was 30 people by sampling method. The data collection tool included Smith, Kendall and Hallin's job satisfaction questionnaire (1959).

The average score of each component of job satisfaction, i.e, the nature of work, colleagues, promotion, salary, work environment and supervision in the participants of the experimental group in the post-test stage is more than the control group, in other words, it can be said that the positive skill training Thinking led to the improvement of each component of job satisfaction, i.e, the nature of work, colleagues, promotion, salary, work environment and supervision in the participants of the experimental group compared to the control group.

The general conclusion of the research showed that by strengthening the teaching of positive thinking skills among teachers, it is possible to improve their job satisfaction in schools.

This research was conducted with the aim of the effectiveness of the Emotional Release Technique (EFT) on the expression anxiety of the second secondary students of Baghe Malek city in 2021-2022.

The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all the male students of the second secondary level of Bagh-e Malek city in 6 public schools with a volume of 1261 people, 30 people were selected as a sample by random cluster sampling and based on the cutoff score of the questionnaires. 15 people were randomly replaced in the experimental group and 15 people in the control group. The experimental group was trained in emotion release technique during 6 sessions of 50 minutes. The data were collected and analyzed using SPSS-23 software using the public speaking anxiety questionnaire (PSAS) by Barsolumi and Houlihan (2016).

The results of multivariate analysis of variance showed that the mean of the cognitive, physiological, and total expression anxiety components in the experimental group decreased compared to the control group, but no significant difference was observed in the behavioral anxiety component between the two groups. Also, the results of covariance analysis showed that the emotion release technique has a significant effect on cognitive anxiety Eta = 0.31, behavioral Eta = 0.23, physiological Eta = 0.23 and expression anxiety Eta = 0.42.

The general conclusion of the research shows that paying attention to the training of emotion release technique for students with expressive anxiety is one of the necessities of the research and it is recommended to hold courses in this field in educational centers.

The main objective of this article is to examine the importance of enhancing research enthusiasm and academic satisfaction. Research enthusiasm refers to the interest and motivation for learning and academic progress, while academic satisfaction refers to the contentment and happiness of students with the learning and educational process.

This article has employed a descriptive-analytical method using data collection tools such as surveys and documentary techniques. In this regard, it first explains the concepts of research enthusiasm and academic satisfaction. Then, it introduces strategies for enhancing research enthusiasm and academic satisfaction among students.

The research findings regarding enhancing research enthusiasm highlighted the impact of various factors, including philosophy education, research-oriented schools, resources and facilities, teachers' thinking and teaching styles, effective teacher-student interactions, engaging and diverse educational approaches, project-based learning, presentations, and assessment methods. Furthermore, the research findings for promoting academic satisfaction were categorized into three main groups: 1) cognitive factors related to studying (stress management), 2) factors related to family and peers (establishing communication and collaboration with family), and 3) factors related to the school (teachers, creating a positive learning environment, and utilizing diverse teaching methods).

In conclusion, by employing these strategies, it is possible to enhance students' research enthusiasm and academic satisfaction, encouraging them to achieve better performance and greater motivation in their educational journey.