نشریه ایده های نو در تعلیم و تربیت
پیاپی 7 (تابستان 1402)

The present research was conducted with the aim of explaining the self-efficacy of teacher creativity based on the variables of positive and negative emotions and successful intelligence in teaching. The descriptive research method was correlation type. The statistical population of the research consisted of elementary school female teachers of Khoi city, 234 teachers participated in the research as a sample. The creativity self-efficacy questionnaires of Lee (2008), Chen's teacher excitement (2016) and Palos' (2013) successful intelligence-based teaching were used to collect data. Data analysis was done using Pearson's correlation coefficient and multiple regression by stepwise method. The results of the data showed that teachers' creative self-efficacy can be predicted based on positive and negative emotions and the components of successful intelligence in teaching (analytical-creative, practical, ability to repeat and memorize). As a result, by strengthening the teacher's emotions and successful intelligence in teaching, the self-efficacy of teachers' creativity can be increased.

The purpose of the current research was to determine the role of emotional schemas in predicting adolescent resilience. The current research is fundamental in terms of its purpose and in terms of the method of carrying out a descriptive and correlational study. The statistical population of the present study was made up of all high school students of Shahr Khoi. In this research, 174 people were selected from among the secondary school students of Khoy city, approximately 1500 people, using Morgan's table, and using the Leahy emotional schema questionnaires (LESS) (2002) and the M questionnaire (2003). They answered that it was prepared voluntarily. The results were analyzed by Spss software version 26. The results presented in this research indicated that emotional schemas are able to predict resilience in adolescents (P = 0.001).

This study was conducted with the aim of investigating the feedback (opinions and views) of humanities students from face-to-face, online and combined teaching methods after returning to face-to-face classes. While there is much research regarding the forced shift to online education during the Covid-19 pandemic, little research has been conducted on examining student acceptance of different teaching methods or comparing them. This research was qualitative and using thematic or thematic analysis strategy. The research population was the students of public universities in Tehran city, who were studied using theoretical purposive sampling method based on theoretical saturation with the number of 24 participants. were collected through semi-structured interviews. Themes and concepts related to three methods of face-to-face, online and hybrid training during the covid-19 pandemic. Data analysis codes were descriptive. Through the coding process, reaction patterns were used to inform the themes and categories obtained in relation to the research questions. The face-to-face learning community from the students' perspective included communication with professors, socialization, and active student participation. The main drawback of face-to-face education is the timetable. Also, online training is flexible location and timing and acceptance and familiarity with digital technology. Its disadvantages are technical problems and lack of practical classes. The majority of students give combined education over the other two. The feedback of the students regarding the teaching method is face-to-face and online teaching and combined teaching. The practical teaching methods of the university and the methods of using applied methods (face-to-face and online) have been discussed

In recent decades, educational leadership has been gradually accepted and given special attention in the set of managerial roles around the world. The basis of this change is rooted in research that has great importance and credibility on the effect of educational leadership on student learning, school quality, and school improvement. In other words, in recent years, the leadership role of school principals has been emphasized unprecedentedly, and while in the past school principals mainly acted as managers, the recent reforms in schools have made them leaders of learning and change. The purpose of this research is to examine the relationship between the educational management of managers and the self-efficacy of teachers. The present research is practical in terms of its purpose. Also, in terms of the method, according to the main goal of the research, which is to determine the relationship between the educational management of managers and the self-efficacy of teachers, in terms of the relationship between the variables, this research is descriptive of the correlation type. The results of the present research show the positive beliefs of teachers regarding the activities It was collective and class compared to individual activities. Management is considered as personal theories about the nature of knowledge and how to acquire it. A person's beliefs about the nature of knowledge can affect a person's beliefs about the process of knowing.