نشریه علوم تربیتی از دیدگاه اسلام
سال یازدهم شماره 2 (پیاپی 21، تابستان 1402)

This research has been done with the aim of analyzing the lived experiences of chastity trainers, so that it is possible to analyze the opportunities and challenges of this important profession. The community of the present research is considered to include chastity educators related to elementary and secondary schools in Mashhad, and 17 of them were selected purposefully from the "maximum diversity" type and according to the data saturation criterion and repetition of information, semi-structured interviews were conducted with them. After conducting the interviews, exploring the experiences of chastity trainers and analyzing the information, the findings of the research were placed in the form of 103 concepts and 21 categories, and finally, the compiled categories are under the six themes of individual promotion, interactive promotion, knowledge and skill promoter, knowledge and skill hindrance, interactive hindrance, and structural and cultural hindrance were placed. The analysis of the findings indicates that what drives coaching is the interaction and interaction of the sum of the promoting factors, and the sum of the inhibiting factors is also the cause of inhibition and ineffectiveness of the task of the coach.  From this point of view, the result of the group of promoting factors, together with the group of inhibiting factors, along with other factors, determines the success or failure of the society, in chastity and desirable sexual education, and as a result, the emergence of healthy or destructive sexual behaviors will be in the next generation.

The aim of the current research is to analyze the content of secondary Arabic books based on the amount of attention paid to the components of revolutionary education in them, and to conduct this research, we have used qualitative and quantitative content analysis methods. The research community in the qualitative content analysis section includes the text of the second step statement and the statements of Imam Khamenei, and in this area, using the purposeful sampling method, all related documents have been examined in the years 1368 to 1401. In the section of content analysis of textbooks, the Arabic books of the secondary humanities major were considered, and due to the nature of the subject and due to the limitation of the statistical community, the enumeration method was used for the sample. The data collection tool is a researcher-made checklist, which includes the components of revolutionary education based on the statement of the second step, with a validity of 0.88, and its reliability using Scott's reliability coefficient is 0.89. Based on the results of the research, seven categories of foundations and principles, strengths, opportunities, threats, strategies, policies and goals of the Islamic Revolution constitute the most important components of revolutionary education from the perspective of the Supreme Leader. He results of the content analysis show that revolutionary education is mentioned 245 times in the books in question, of which 82 cases (33.47 percent) refer to the 10th grade, 86 cases (35.11 percent) refer to the 11th grade. And 77 cases (31.42 percent) are assigned to the twelfth grade. The highest amount of attention to the components of revolutionary education is seen in the 10th grade Arabic book and the lowest amount of attention is seen in the 12th grade Arabic book. The amount of attention to the concepts of revolutionary education in the basics and principles section, 130 cases (53.06 percent), the strengths of the revolution, 30 cases (12.24 percent), threats one case (0.40 percent), strategies 79 cases (24. 32 percent) and policies were five cases (2.04 percent) and the opportunities of advancement and the goals of the Islamic Revolution were not paid attention to.

The purpose of the current research is to identify the components of transformational leadership based on the biography of Prophet Ibrahim (PBUH) in the Holy Quran with considerations in the field of education. The qualitative method of text analysis was used to conduct the research, and the source of data was the Holy Quran and specialized management and Islamic texts. In the first part of the article, specialized management resources, theoretical foundations, and research background in the field of transformational leadership are examined, and the second part, identifies the components of transformational leadership in the life of Prophet Ibrahim (PBUH), the verses and narrations related to his life in the books A commentary has been reviewed and quoted. Based on the findings of the research, the components of transformational leadership can be divided into three main areas: First, the characteristics of the transformation agent (including honesty, expressing love and respect with determination, knowledge and awareness, and courage and bravery). ; Second, the driving factors of the transformation process (including starting at the individual and relative level, paying attention to personal gains and losses, identifying threats and risks, expressing strong arguments, reasoning skills, referring to nature and reason, using methods). Accompanying to encourage the audience to think, using the step-by-step method, acquitting the opinion and not the opinion owner and using questioning literature). Third, the factors inhibiting the transformation process (including the fear of weakening interests and power, misplaced prejudices, ignorance, and the illusion of being harmed by transformation). As a result, educational leaders at low levels, like prophets, have a serious mission in the field of reforming and guiding society and creating transformation in it. The necessity of transformation in the field of education is the existence of transformative educational leaders who, in addition to having special characteristics, pay attention to promotional and inhibiting factors and use them in their educational programs.

The main purpose of the current research was to investigate the components of moral intelligence in the books of the gifts of heaven (Heavenly Gifts) in the elementary school, and we used a descriptive method of content analysis to conduct the research. The textbooks of the gifts of heaven (Heavenly gifts) for the primary period of the second to sixth grades have been selected as the statistical community. Sampling was done using the enumeration method and the sample size was equal to the population size. The data collection tool was the moral intelligence checklist, which was prepared based on the structures and components of Borba's theory of moral intelligence and was approved by five experts. The agreement index between these experts was calculated as 4.5. The units of analysis were text (sentences and paragraphs, tables and marginal comments), questions and pictures, and in order to verify the validity and reliability of the data, we used the parallel reading and interpretation process. Data analysis has been done using the method of Shannon entropy equations. The results of the research show that in general, the components of self-control, empathy, conscience, respect, fairness and kindness have not been given balanced and proportional attention in the textbooks under review; Also, the findings show that in the content of the textbook "Gifts of Heaven", (Heavenly Gifts) the component of kindness is given the most attention compared to other components, and on the other hand, the least attention is given to the component of self-control; Based on this, the balanced ratio in the distribution of the components of moral intelligence in the textbooks of the gifts of heaven (Heavenly Gifts) for the primary period has not been observed, and therefore, the distribution of the components of moral intelligence in these books needs to be reviewed and rewritten.

Along with the changes made in the education system of our country, after the fundamental transformation document was compiled, changes were made in the education of the elementary school, which caused challenges. In this regard, the main goal of the present research was to represent the experiences of teachers of multi-level rural primary schools in Qom province regarding the challenges of the looping system. This research was conducted qualitatively using the phenomenological method and the statistical population of the research included all the teachers of multi-grade rural primary schools who continuously taught students of several grades in the same school for more than three consecutive years leading to the academic year 1401-1402. Sampling has also been done using the criterion-oriented method by the principle of theoretical saturation through in-depth and semi-structured interviews, and the data has been analyzed using the thematic analysis method. To validate the data, two strategies of member review and homogeneous analysis were used, and to check the reliability of the writings, it was tried not to change the meaning of the codes during the coding process. The findings show that the experience of rural teachers in the looping system has been identified in three general themes, including professional challenges, organizational challenges, and relational challenges, and these three general themes have led to the extraction of sixteen sub-themes. The recommendations of this research are the provision of specialized in-service training for looping system education, creating the necessary platforms, and raising the level of parents' awareness about strengthening the relationship between home and school.

The aim of the current research was to design and validate a value-creating educational model. The required data were collected in two parts: qualitative (based on thematic analysis) and quantitative (based on the survey method). In the qualitative part of the statistical society, including related texts and researches, and in the interview part, there were 18 expert teachers with higher education who were selected by purposeful sampling (snowball). In the quantitative part, the statistical population included all the primary school teachers of Sahne city in the number of 250 people, of which 150 people were selected by stratified random sampling in order to complete the questionnaires. The data collection tool in the qualitative part was a semi-structured interview and in the quantitative part, the researcher made a questionnaire with 66 items extracted from the interview. Thematic analysis method was used to analyze and classify the data in the qualitative section. Then, in the quantitative part, the data was analyzed using confirmatory factor analysis in AMOS software. The findings showed that the model of value-creating education has 7 dimensions (goals, instructor, instructor, content, curriculum, teaching-learning, evaluation), 26 components, and this model has a good fit. The general conclusion is that transformation in the education system is an inevitable necessity and values education should be emphasized; Therefore, it is better to implement this teaching and learning model in schools to reduce the gap created between students' and teachers' understanding of Islamic values.