نشریه مدیریت بر آموزش سازمان ها
سال سیزدهم شماره 1 (بهار 1403)

This research was conducted with the aim of providing a quality improvement model for second secondary schools in Tehran. In terms of purpose, the research is applied, and in terms of the type of data, it is mixed exploratory and it was done qualitatively-quantitatively. The participants of the qualitative part include experts in the field of educational management, and the participants of the quantitative part include managers and teachers. In the qualitative part, according to the principle of data saturation, 10 people were selected using the purposeful sampling method, and in the quantitative part, based on Cochran's formula, 364 people were selected by random sampling. The data collection tool in the qualitative part is a semi-structured interview and in the quantitative part, a researcher-made questionnaire, whose validity and reliability were confirmed by factor analysis. To analyze the data in the qualitative part, from open and axial coding and in the quantitative part, SPSS-22, Smart-PLS, Liserel statistical software and Cohen's kappa tests, triangulation method, Cronbach's alpha, average variance extracted (AVE), root matrix, Kolmogorov Smirnov test, exploratory and confirmatory factor analysis and single sample t were used. The research results identified 6 dimensions, 16 components and 65 indicators as follows: Management and leadership dimension with 3 components and 11 indicators. The dimension of belief in collective wisdom with 3 components and 12 indicators. The dimension of improving the level of health, hygiene, and safety in the school with 4 components and 13 indicators. The dimension of human power empowerment with 2 components and 6 indicators. The dimension of establishing the teaching and learning system with 2 components and 9 indicators. The dimension of extra-program activities is with 2 components and 14 indicators. The results showed that the current state of improving the quality and effectiveness of secondary schools is lower than the average of the society. Therefore, 21 implementation mechanisms and 6-part models were presented and their suitability level was approved by experts with 95% confidence.

The aim of this study was to investigate the effect of animation on learning and analysis power of primary school students in Esfarayen from the perspective of teachers. The present study is applied in terms of purpose and non-experimental and descriptive-survey in terms of method. The statistical population of the study included all primary school teachers in Esfarayen city, 984, of which 564 were female and 420 were male. Using multi-stage cluster sampling method and based on Cochran's formula, 277 people participated in this study, considering the ratio of men to women, 158 women and 119 men. The data collection tool in this study was a researcher-made questionnaire that was obtained through interviews with education specialists, experts, principals and primary school teachers in Esfarayen. Its content validity was obtained by sending it to 8 professors in the field of education and receiving their opinions and confirmatory factor analysis was used to evaluate construct validity its reliability was confirmed by Cronbach's alpha of 0.77. In this study, second-order confirmatory factor analysis was used. The model parameters were estimated by maximum likelihood method using AMOS26 software. To evaluate the effect of animation on students 'learning and analytical power from teachers' point of view, one-sample t-test was used. Findings showed that animation affects students' learning and analytical power from the perspective of teachers. The greatest effect of animation in the dimension of learning is related to learning pleasure (Beta = 0.894) and in the dimension of analytical power is related to analysis (Beta = 0.927). It can be concluded that the more teachers use animation (dynamics) in education, the greater the learning rate and the stronger the analytical power of students.

The main purpose of this research was to investigate the effect of organizational structure on organizational performance and organizational learning capacity with the mediating role of organizational identity among public primary school teachers of girls in District One of Urmia City in the academic year 2022-2023. The current research is applied research in terms of its goals, and according to the nature of the subject and the goals of the descriptive research, it was a correlational and structural equation model. The statistical population of the research included all the teachers of public primary schools for girls in the first district of Urmia city (500 people). 217 people were selected as a sample using the simple random sampling method and through Morgan's table. Robbins questionnaire was used to measure organizational structure, Talbot questionnaire was used to measure organizational performance, Chiva et al. Using Cronbach's alpha, 0.93, 0.97, 0.91, and 0.89 were obtained, respectively. Data were analyzed using Pearson's correlation coefficient and structural equation model using SPSS28 and Smart PLS4 software. The findings of the research showed that organizational structure does not have a direct effect on organizational performance. There is a direct effect between organizational structure and organizational learning capacity. There is a direct effect between organizational structure and organizational identity. There is a direct effect between organizational identity and organizational performance. Organizational identity has no direct effect on organizational learning capacity. There is an indirect effect between organizational structure and organizational performance with the mediating role of organizational identity. There is no indirect effect between organizational structure on organizational learning capacity and the mediating role of organizational identity. These findings not only provide insight into the relationship between the major components of an organization but also assist organizational managers and decision-makers in adopting the best management strategies and policies to enhance performance and foster organizational learning within their organizations.

The aim of the current research was the interactive role of human resource development activities and job self-efficacy on the learning capacity of the organization and the job performance of primary education teachers in Miandoab city. This research was applied in terms of purpose, descriptive-correlation in nature, and field-type in terms of data collection. The statistical population of the research includes all primary education teachers of Miandoab city, numbering 2010 people in the academic year of 2019-2020. The sample size was 320 people selected using simple random sampling method and Morgan's table. The sample size was 320 people selected using simple random sampling method and Morgan's table. To collect data, the standard questionnaires of human resource development activities, teacher performance, organizational learning capacity and occupational self-efficacy) were used. The validity of the tools was checked and confirmed using face and content validity and the reliability of the tools with Cronbach's alpha method. In order to analyze the research data, Pearson's correlation method and multiple regression were used by SPSS 22 software. The results showed that there is a relationship between human resources development activities and the organization's learning capacity, human resources development activities and job performance, human resource development activities and job self-efficacy, job self-efficacy and the organization's learning capacity, and job performance and the organization's learning capacity. There is a positive and meaningful. Also, the findings showed that human resource development activities and job self-efficacy do not play an interactive role in predicting the organization's learning capacity, but human resource development activities and job self-efficacy play a role in predicting job performance. Therefore, it can be concluded that the development of personal and professional skills of teachers improves their performance in fulfilling their responsibilities.

This research has been done based on empowerment theory with the aim of predicting the performance of school principals in empowering teachers and school staff based on spiritual intelligence and spirituality at workplace with the mediation of organizational intelligence. The correlation research method was based on the structural equation model. The statistical population of the research included was all the principals of the senior girls’ public high schools in Tabriz educational districts, with a total of 270 people. The sample size was 159 people based on the table of Krejcie and Morgan with stratified random sampling. Organizational intelligence questionnaire, Spiritual intelligence questionnaire, Spirituality at workplace, as well as the researcher-made questionnaire of school principals' performance in empowerment were used to collect data. Evaluation of the validity and reliability of the questionnaires with the first and second order confirmatory factor analysis test has shown valid values. The results of the structural equation model showed the ability to predict principals' performance in empowerment based on spirituality at workplace and spiritual intelligence with the mediation of organizational intelligence with a coefficient of determination of 0.73 and the ability to predict organizational intelligence based on spiritual intelligence and spirituality at workplace with a coefficient of determination 0.92 was high and significant. Spiritual intelligence, spirituality at workplace and organizational intelligence has a significant direct effect and total effect on the performance of principals in empowering. Spiritual intelligence, spirituality at workplace with the mediation of organizational intelligence has a significant indirect effect on the performance of principals in empowering. Spiritual intelligence, spirituality at workplace has a direct effect and a significant total effect on the organizational intelligence of principals.

The goal of this research was to identify the components of effective teaching the field of educational administration. The research was conducted using a qualitative method with a Phenomenography approach. Data were collected through triangulation, including: observation of classrooms, a semi-structured interview with 14 professors in the field of educational administration who participated in the research with the intensity sampling method and study syllabus was approved by the Ministry of Science, Research and Technology. The data were analyzed using qualitative content analysis. To determine the validity of the data, in addition to the triangulation technique, three curriculum experts checked the data and confirmed their validity. The findings showed that the teaching method of the specialized courses of the master's degree in educational administration is mostly theoretical, not practice-oriented, and the students are not involved in the subject. Effective teaching components were categorized into 7 categories: The importance of teaching educational administration, teaching in the dialogue method in practice, the learner involved in teaching and learning, educational technology as a teaching partner, network-oriented content, the class as a learning cafe and systematic view of teaching components. The findings showed that effective teaching in the field of educational administration requires moving beyond the classroom. Therefore, it is suggested to rewrite the content of the field of educational administration focusing on the presence of students in educational environments.

This research was conducted to determine the role of four dark traits of personality and organizational procrastination in the leadership styles of school principals. The current research method was correlational research. The statistical population of the research included all principals and vice-principals of schools (all levels) of Maku Free Zone (Shot, Poldasht, and Maku cities) in 2022, to number 220 people. All managers participated in the study.The reliability of the questionnaires was calculated using Cronbach's alpha coefficient of 0.83, 0.89, and 0.88, respectively, and the validity of the questionnaires was confirmed using the Factor Analysis method. Data collection tools included a four-dark personality traits scale, a multifactorial leadership scale, and an organizational procrastination questionnaire. Data analysis was done using multiple regression analysis in SPSS version 26. The regression analysis results showed that dark personality traits and organizational procrastination could predict transformational leadership style negatively and exchange and non-intervention styles positively (p≤0.05). According to the findings, it can be suggested that dark personality traits and organizational negligence play a significant role in reducing the transformational leadership style and increasing the exchange and non-intervention styles of managers, which requires more attention in management planning.

The present research is aimed at investigating the consequences of selection and appointment methods of school principals on their performance in Karkheh city. This research is an explanatory combination. In the quantitative part, a researcher-made questionnaire with face validity and Cronbach's alpha coefficient of 0.97 was used.  According to Morgan table, the sample size was 132 persons, and to get more accurate results, the questionnaire was distributed among 186 teachers. In the qualitative section the interviews with 18 selected executives and principals based on the selection and appointment methods were continued until theoretical saturation was reached.  One-sample T-test was used to analyze quantitative data. In the qualitative part, open and axial coding was used. In the quantitative part, the average performance of principals was determined in four aspects including guiding teachers to improve their efficiency and effectiveness, creating a calm and intimate environment, providing the necessary facilities and equipment, and strengthening religious beliefs among above average students and establishing constructive relationship between the school and below average community.  In the qualitative part, after collecting data and then open and axial coding, the weaknesses of the selection and appointment method were identified in 3 main factors including "criteria", "execution", and "skills”. The results of the quantitative analysis showed that the performance of principals who were selected based on the selection and appointment method was satisfactory.  Also, the weaknesses of the selection and appointment method were determined by the qualitative results of the research. Through overcoming those weaknesses, proper selection of the principals will improve.

This research aimed to investigate the effect of the extended stages of the management model of P4C (philosophy for children) focusing on the research community, on the development of reasoning (thinking) skills of sixth-grade students, using a semi-experimental method of pre-test-post-test type with a control group. From the sixth grade of Ammar Boys Primary School (Alborz Province), as an available sample, a class of 30 people was randomly selected as the experimental group and a class of 30 people was chosen as the control group. Classroom teaching in the experimental group was by implementing the developed stages of the management model of P4C, focusing on the research community during a period of six weeks, with two sessions per week. Reasoning Skills Questionnaire including 50 three-choice questions that indicate 22 skills in reasoning with validity and reliability approved by experts was used. The results of descriptive and inferential statistics comparing the two experimental and control groups using the mean, standard deviation, and covariance analysis showed the significant and positive effect of the mentioned model on the development of reasoning skills of sixth-grade male students. Therefore, the research on the generalization of the application of the mentioned model in the official curricula of sixth-grade students in our country was recommended.

Career plateau is one of the most important factors that poses a severe risk to teachers' career success in the organization. Quiescence and stasis in a teacher's professional career path call for management and realignment. This study aimed to explain the role of school principals in reducing the career plateau among teachers. This qualitative research was conducted on 25 teachers, principals, and heads of educational groups who were selected through purposive sampling and completed with the snowball technique until the limit of theoretical saturation. The data were collected using semi-structured interviews, and the coding technique in three open, central, and selective levels was utilized in inductive content analysis. The research validity was confirmed by the survey method by the participants. The reliability was also checked using the agreement method between two coders (81%), which was appropriate. Based on data analysis, three dimensions were compiled for the role of principals in reducing career plateau among teachers. 1- Support strategies, 2- development strategies, 3- supervisory strategies. The dimension of managers' support strategies included: creating a peaceful and favorable atmosphere, increasing teachers' motivation and counseling. The dimension of development strategies included: persuading, and committing teachers to learn, grow, and develop professionally, creating diversity and challenges in the work environment, coaching, and peer guidance. The dimension of supervisory strategies included: monitoring and detailed educational guidance, evaluation, and early intervention. The identified components and dimensions provided a set of the role of Principals in reducing this job phenomenon in teachers, which can be considered by education experts in dealing with the negative effects of career plateau in schools. Identifying the role of managers to deal with the phenomenon of career plateau in teachers has helped to manage this phenomenon and the career path of teachers and can help principals to adopt appropriate and timely solutions to adjust this phenomenon.