پژوهشنامه تربیتی
سال نوزدهم شماره 1 (پیاپی 77، زمستان 1402)

This study was conducted with the aim of identifying the components of learning management in secondary schools. The research method was conducted with a qualitative approach and grounded theory method. The research sample for the semi-structured interviews was 12 active experts in the field of educational management to identify the indicators of the study management model in secondary schools, who were selected in a targeted manner. The validity of the qualitative part was of construct and convergent validity and was approved. Qualitative data analysis in this study was done with the foundational data analysis method and with three stages of coding. MAXQDA software was used for qualitative content analysis. From the analysis of the qualitative data of the research, in the open coding stage, the initial conceptual codes were obtained. The findings showed that the paradigms resulting from the qualitative data analysis of the foundation are: indicators of contextual categories: indicators of encouragement and persuasion to innovation, efforts to improve skills, improving teachers' responsibility, realistic education, exploratory education, problem-solving education and critical thinking education.

The aim of the current research is to provide a model for developing the decision-making ability of school principals of the first year of secondary school in Khuzestan province with an emphasis on power and discretion. The current research method is a combination of qualitative and quantitative research. The intended statistical population in the qualitative section was formed by experts in the field of education in managerial positions, who were selected as a sample size with a targeted method, and interviews were conducted with them. Also, in the quantitative part, the statistical population includes all the principals of the first secondary level in Khuzestan province (2147 people) using the random cluster sampling method that divides the secondary schools into four sections (north, south, east and west) Kochran's formula, the sample size was determined to be 326 people. The tool of data collection in this research was a researcher-made questionnaire. To analyze the data, ground theory approaches and structural equations were used with MAXQDA, SPSS-PLS software. The results showed that the main dimensions of the model are causal, contextual, intervening factors, strategies and consequences, and they include 74 sub-components, and the results of the research model show that the model is appropriate, that is, the model presented According to the developed goals, it increases attention to empowering managers in decision-making. Therefore, causal factors, contextual factors, strategies, intervenors and consequences have formed the dimensions of the desired model, and schools should pay attention to these main components along with the determined sub-components.

This research was conducted with the aim of investigating the effect of the thinking style of educational managers on their transformational leadership style among non-profit secondary school managers in the first district of Tehran. This research is based on quantitative methods, it is practical in terms of its purpose, and it is a survey-type correlational research in terms of strategy. The tool for collecting field data was a standard questionnaire. including the Sternberg Thinking Styles Questionnaire (1997) and the Transformational Leadership Questionnaire of Arin Bass and Avolio (2000). The statistical population includes principals of non-profit secondary schools in the first district of Tehran, which were 250 people, and the sample size was determined to be 148 people with the help of Morgan's table. The sampling method was done in a random stratified manner. According to the results obtained, it was found that there is a significant relationship between the legislative, executive and judgmental thinking styles of non-profit secondary school principals in the first district of Tehran with their transformational leadership style including mental persuasion, ideal influence, inspirational motivation and individual consideration. In this way, the legislative thinking style has a positive relationship with the transformational leadership style, and the executive and judgmental thinking style has a negative relationship with the transformational leadership style.

The purpose of the present study was the efficacy of Brown's parent education model on emotional responsivity, positive adolescent development, responsibility and happiness in 12- to 15-Year-old adolescents who were out of parent control. The study method was quasi-experimental along with pre-test-post-test design and two-month follow-up period with the control group. The statistical population encompassed all parents who had 12- to 15-Year-old out of control adolescents and their children in Isfahan in the summer 1400. Therefore, 40 subjects were selected and assigned into two experimental and control groups (20 subjects in control group and 20 subjects in experimental group) randomly through inserting citation on consoling centers and inviting them to participate in the study and by using availability sampling method and by considering the exit and entry criteria. The experimental group participated in the training course for 8 sessions in 90 minutes; but there was no intervention for control group. The measurement instrument comprised of the Emotional Responsivity Questionnaire by Matuo & Nock, the Positive Adolescents Development by Goldof et al., the Responsibility by Salkowski et al, The Happiness by Argyle, Martin and Kresland (1989), and the Murray Parent-Child Conflict Questionnaire by Murray and Strauss (1990). To collect data, the mixed-design analysis of variance model was used. The result indicated that Brown's parent education has a significant effect on variables of emotional responsivity, positive development, responsibility and happiness in 12 to 15 years-old adolescents who were out of parent control and the effects of education has remained constant over time.

The accreditation tool for curriculum evaluation has different factors. By choosing new approaches and methods, you can be influential in most factors. According to the theory of constructivism, all knowledge is constructive and relative. Learning is the process of building knowledge. The objective of the effectiveness of constructivism is to strengthen problem solving, critical thinking, analysis, creation and evaluation.

descriptive and correlational. Statistical sample: All secondary school religion and life teachers and Quranic school principals, both male and female, who were working in second secondary schools in Tehran in the academic year of 1402-1401. Sampling Method A sample of 213 participants of this course was selected by random cluster method. The data collection tool was a researcher-made questionnaire based on the theoretical foundations, and the method of data analysis was the structural equation test, and its validity and reliability were confirmed by Cronbach's alpha test. The method of analyzing the test data is structural equations.

1- Causal factors affecting the model, including the ability of the curriculum designed to achieve the goals of the program, 2- Intervening factors: the requirement of a teacher leader, 3- Strategic factors: creating a questionable environment, 4- Background factors: providing opportunities Learning in learners, 5-consequences: creating a questioning spirit in learners. Paths and causal relationships between external and internal constructs were confirmed in validation by confirmatory factor analysis

The aim of this study was to evaluate the effectiveness of communication skills training on increasing the school bonding on Secondary school male students. The statistical population of this study included all male students of the first high school of Gorgan. 50 People was selected with two-step cluster sampling method and randomly assigned to experimental (25) or control group (25). The members of the experimental group received 8 sessions of 90 minutes receiving communication skills training according to Harji and Dixon's viewpoints, but the control group received no intervention. The data collection tool was a link to the school questionnaire (Springer & Associates, 2009). Multivariate covariance analysis (MANCOVA) was used to compare the averages. The results of covariance analysis showed that the communication skills increase the school bonding of students' in three dimensions: the supporting school relationships, student-school bonding, and student-student bonding. Therefore, it seems appropriate to consider communication skills in schools more seriously.

The present study was conducted with the aim of determining the relationship between school well-being and social desirability with social resilience of Delfan secondary school students. The research was done by descriptive-correlation method. The statistical population of all high school students of Delfan city in 1401-1402 was 650 people. The sample size was estimated according to the table of Krejci and Morgan (01970) 365; the stratified random sampling method was used and to collect data, the school well-being standard questionnaires (AWBQ) Tominin-Sweeney et al. (2012), academic emotions (AEQ) ) Pakran et al. (2002) and Crown and Marlowe's social desirability (1964) were used and SPSS 26 software was used to analyze the data. The results showed a significant and direct correlation between the variables of school well-being and social desirability and social resilience. There is.The present study was conducted with the aim of determining the relationship between school well-being and social desirability with social resilience of Delfan secondary school students. The research was done by descriptive-correlation method. The statistical population of all high school students of Delfan city in 1401-1402 was 650 people. The sample size was estimated according to the table of Krejci and Morgan (01970) 365; the stratified random sampling method was used and to collect data, the school well-being standard questionnaires (AWBQ) Tominin-Sweeney et al. (2012), academic emotions (AEQ) ) Pakran et al. (2002) and Crown and Marlowe's social desirability (1964) were used and SPSS 26 software was used to analyze the data. The results showed a significant

The present study was conducted with the aim of measuring the effectiveness of self-actualization training on personal growth and academic persistence of female students of Amol Farhangian University. The research method was semi-experimental with pre-test, post-test and control-test in two experimental and control groups. From among the statistical population of the present study, a statistical sample of 30 female students (15 in the experimental group and 15 in the control group) was selected through g power software in the academic year of 1400-1401. Brannigan's self-actualization questionnaire was used to collect data, Rubicchek et al.'s questionnaire was used to measure individual growth and Martin and Marsh's academic persistence questionnaire was used to measure academic persistence. Descriptive statistics and inferential statistics (repeated measurement variance analysis) were used for data analysis and the data were analyzed using SPSS software. The results showed that there is a significant difference between the average scores of the variables in the pre-test, post-test and follow-up stages, and it can also be said that the changes in these variables during the pre-test, post-test and follow-up stages were not the same in the two control and experimental groups, so we can conclude that self-actualization training has been effective on personal growth and academic persistence.

The aim of the present study was to investigate the effectiveness of treatment based on realistic acceptance and commitment on exam anxiety and distress tolerance of 10th grade students in Amol city. The current research design is semi-experimental with pre-test-post-test along with the control group and is practical in terms of purpose. The statistical population included all male students studying in the 10th grade of Amol city in the academic year of 1402-1401. Using the targeted sampling method, according to the entry and exit criteria, 32 students who had higher exam anxiety and lower distress tolerance were selected and randomly placed in the experimental and control groups. The research tools included standard test anxiety questionnaire and distress tolerance questionnaire. The experimental group received 8 sessions of therapy based on realistic acceptance and commitment. The data were analyzed using covariance analysis. The findings showed that there is a significant difference between the experimental and control groups in terms of exam anxiety and distress tolerance (p>0.001). Therefore, it can be concluded that the treatment based on realistic acceptance and commitment has been effective in reducing exam anxiety and increasing distress tolerance of tenth grade students in Amol city, and this intervention can be used as a suitable method to improve exam anxiety and distress tolerance.

The purpose of this research is to determine the effective factors on improving the performance of educational managers with the mechanism of strengthening interpersonal trust. The research method is phenomenology and the current research community includes university professors and experts as well as experts and senior educational managers of Iran Milk Industries Company (Pegah). Also, in this research, by using the purposeful method of judgment, the opinions of fifteen experts have been used, therefore, in order to identify the effective factors on improving the performance of educational managers with the mechanism of strengthening interpersonal trust, a semi-structured interview tool has been used in that collection. Using the theme analysis method, data analysis and results showed that the effective factors on improving the performance of educational managers with the mechanism of strengthening interpersonal trust are: planning based on strengthening interpersonal trust; organization based on strengthening interpersonal trust; leadership based on interpersonal trust; And control is based on strengthening interpersonal trust.

The main purpose of this study was to investigate the components of the desired curriculum elements of future schools affected by new technologies. In conducting the research, a mixed approach (qualitative and quantitative) was used. A number of 20 experts in the field of education in Ardabil province were selected by purposive sampling, judgmental method based on the principle of theoretical saturation. In the first stage, to collect data Semi-structured interviews were used and data analysis was performed using a three-stage systematic coding method (grand theory). The structure of the theory (causal, intervening, main phenomenon, context, strategies and consequences) is categorized into six structural categories. In the second stage, with the statistical population of all secondary school principals in the second year of Ardabil, quantitative data were collected by a researcher-made questionnaire based on qualitative data. Slowly The results of data analysis showed that continuous improvement of curriculum elements (objectives, content, activities, grouping, scheduling, etc., along with change, in emerging technologies, is necessary for the future of the educational system from the experts' point of view and the research results show It gives a significant effect of curriculum elements on future schools and there is a significant difference between the current situation and the desired situation.