نشریه پیشرفتهای نوین در مدیریت آموزشی
سال پنجم شماره 1 (پیاپی 15، بهار 1403)

The main purpose of this research is to investigate the effect of ethical leadership on knowledge concealment and psychological ownership of knowledge in Sapco Company. This research is practical in terms of classification based on the goal, and it is a descriptive survey research in terms of classification based on the method. The statistical population of the research is 1350 employees of Sapco company. The sampling of this research is a simple random method. The minimum required sample size according to Cochran's formula is 300 people. The data collection tools in this research were standard questionnaires whose validity was confirmed through face and content validity and their reliability was confirmed through Cronbach's alpha coefficient and composite reliability. The collected data were analyzed through spss and Smart-PLS software, and research hypotheses were investigated with the help of structural equation modeling. The results of the research showed that ethical leadership has an effect on knowledge concealment and psychological ownership of knowledge.

This research was conducted with the aim of investigating the effect of self-efficacy on organizational commitment and job performance of managers. The research was a survey type. The statistical population of the research is all principals of primary schools in Varamin city, using Morgan's formula, 113 people were selected as the sample size using Morgan's table. In order to collect data, the self-efficacy questionnaire of Scherer et al. (1982), Patterson's job performance questionnaire (1990) and Allen and Mir's organizational commitment questionnaire (1991) were used, and spss software was used to analyze the data and test the hypotheses. Descriptive statistics section focused on central and dispersion indicators, and in the statistical inference section, correlation coefficient and regression tests were used to test hypotheses. The final results of the hypotheses test showed that self-efficacy affects managers' organizational commitment. Also, selfefficacy affects managers' job performance.

The purpose of the present study was to investigate the relationship between the development of competitive advantage with knowledge sharing and organizational innovation with the mediating role of organizational culture among primary school teachers in Do Shahrekord district. The method used in this research was applied in terms of purpose and descriptive-correlation in terms of data collection method. In this research, the statistical population includes all the elementary school teachers of district 2 of Shahrekord city, which are about 1500 people, of which 305 people were considered as the sample size using Morgan's table and stratified random sampling. In order to collect information, four questionnaires were used: Lee et al.'s Competitive Advantage Questionnaire (2006), Hui et al.'s Knowledge Sharing Questionnaire (2010), Prajgo and Sohl's Organizational Innovation Questionnaire (2003), and Hofstede's Organizational Culture Questionnaire (2013). The analysis of the information obtained from the implementation of the questionnaires was done through SPSS 16 software in two descriptive and inferential sections (Kolmogorov-Smirnov test, Pearson correlation test, multiple regression test). The findings of the research showed that there is a significant relationship between the development of competitive advantage with knowledge sharing and organizational innovation with the mediating role of organizational culture among primary school teachers in Do Shahrekord district. Development of competitive advantage, knowledge sharing and organizational innovation are important factors that can play an important role in improving performance and gaining competitive advantage for organizations, including schools and teachers. In this process, organizational culture also plays an important role as a mediating factor in the interaction between knowledge sharing and organizational innovation with teachers' competitive advantage.

Artificial intelligence is widely used and has useful features for sharing in various services. With the increasing use of innovation, Artificial Intelligence (AIA) programs create a more attractive environment in government institutions and educational institutions. The purpose of the research is how users feel about the educational use of artificial intelligence. Data collected from a survey of 387 university students in different countries have been used to validate the model and hypotheses. The characteristics of using artificial intelligence in education, such as perceived adaptability, trialability, comparative advantage, ease of doing business, and technology export, are included in the conceptual model. The practical implications of the present research are vital in that it leads relevant educational concepts to understand the importance of each component and enables them to carry out plans and efforts in accordance with the order of relative importance of the factors. Management concepts give educational departments insight into how to apply artificial intelligence to their system to improve the growth of services provided and facilitate the process for all users. The conceptual model of the research, which links both the characteristics of the person and the characteristics of the technology, is what makes it novel. The findings show that diffusion theory variables perform better than the other two variables ease of doing business and technology export.

The aim of the present study was to investigate the relationship between family cohesion, academic support and academic resilience with the link with the school and its components (commitment, ability, belonging and belief in rules). The method of the present research is descriptive of the correlation type. The statistical population of this research consisted of all 11th grade high school students who were studying in the academic year 1402-1401. From this community, 350 people were selected by multi-stage random sampling method. To measure the research variables, Samani's family cohesion scale, Sands and Plunkett's academic support scale, Samuels' academic resilience questionnaire, and the Brown and Evans school connection scale were used. The data of the research were analyzed using Canonical correlation coefficient and multiple regression analysis using two entry and stepwise methods.The results showed that between the linear combination of family cohesion, academic support components (support from peers, father, mother and teacher) and academic resilience components (future orientation, communication skills and problem-oriented/positivity) with the components of connection with school (commitment, ability, belonging and belief in rules) in students, there is a significant relationship and the set of predictor variables have the ability to predict the criterion variables in this research. Also, the results of the stepwise regression analysis showed that the total predictor variables were 0.41, 0.25, 0.24, 0.36, and 0.26 percent of the components of commitment, ability, belonging, and belief, respectively. The rules and variables explain the connection with the school, which is significant at the P = 0.001 level.

Using educational animations can help develop students' social skills due to their attractive and eloquent content.Considering that animations have individual characters, students can be inspired by the behaviors of animation characters and apply positive behaviors in their social relationships. In this study, the effect of educational animations on children's social skills was investigated. The current research was conducted in terms of the purpose of applied research and in terms of the research method, it was semi-experimental and using a pre-test-post-test design with a control group. The statistical population of the present study was the students of Arhashim School in Tehran, 60 of whom were randomly selected from the statistical population based on the entry and exit criteria using available sampling method and divided into two experimental groups (n=30) and control group (n=30). were assigned The experimental group was subjected to educational animation program during 8 sessions once a week and the control group did not receive any intervention. All participants completed Matson's social skills questionnaire in two stages before and after the implementation of educational animations.The data obtained from the implementation of the research were analyzed by comparing the average of two independent societies and using SPSS software.The results of the research hypothesis test showed that the use of educational animations has a significant effect on the different dimensions of social skills of students. The use of educational animations has a significant effect on appropriate social behavior and reducing antisocial behavior of students. The use of educational animations has a significant effect on reducing students' aggressiveness and impulsive behavior, as well as students' selfconfidence. Finally, the use of educational animations has a significant effect on students' communication with their peers.