نشریه مدیریت تعالی آموزشی
پیاپی 2 (تابستان 1403)

The present study aimed to formulate a conceptual model of the competencies of managers in Islamic civilization-building universities. This research was conducted using grounded theory and is a qualitative study. Initially, primary factors were extracted through a literature review, followed by semi-structured interviews with 16 professors in the fields of educational management and theology (Islamic civilization). Data were gathered and organized conceptually, and the meanings and characteristics of the competencies of managers of Islamic civilization-building universities were identified and extracted through three stages of coding. Finally, a research model was presented. The reliability and trustworthiness of the interviews were confirmed using retesting and intra-topic agreement methods. The results indicated that the competencies of managers in Islamic civilization-building universities include the following: causal conditions (individual, interpersonal, organizational), central phenomena (individual, interpersonal, organizational), strategies (participation in international scientific conferences and forums, attention to religious and Islamic values, cultural development, linking science and industry, reforming laws and regulations, practical training, virtual management, combating intellectual poverty, justice-seeking, succession planning), context (specialization, adherence to religious and Islamic values, concern for development, national security and identity, national unity, empathy, avoidance of political conflicts), intervening conditions (national policies influencing university policies, overlap of economic, political, and scientific activities, laws related to wages and salaries), and outcomes (in both individual and organizational categories).

The present study was conducted with the aim of investigating the relationship between organizational culture components and psychological empowerment of primary school teachers in Qom province. The method of the current research was descriptive-correlation and applied in terms of purpose. The statistical population of the research included primary school teachers of Qom province, whose number was estimated to be 6378. Sample size was estimated by GPower software and 362 people were selected by simple random method. Two standard questionnaires were used to collect data. The reliability of the questionnaires was evaluated using Cronbach's alpha method, and the value of the alpha statistic of the empowerment questionnaire was 0.77 and the value of the alpha statistic of the organizational culture questionnaire was 0.93, which indicates the appropriate reliability of the tool. Statistical analysis of data was done through Pearson correlation test and multiple regression using SPSS27 software. The findings showed that using simultaneous regression analysis, a significant model was obtained (adjusted R square = 0.622, P < 0.001, F = 60.365). This model justifies 62.2% of the variance. The findings showed that there is no significant relationship between guidance and direction, patterns of communication and relationships, and management support with the empowerment of primary school teachers in Qom province. Also, there was a negative and significant relationship between the two components of reward and identity with teacher empowerment. Positive and significant relationship was seen between other components of organizational culture and teacher empowerment, and the risk-taking component had most significant effect.

Motivation is one of the key factors in improving students' performance. In this regard, the aim of the present study was to determine students' motivational profiles using a person-centered approach and to compare self-regulated learning strategies based on these profiles. This research is a descriptive-causal comparative study. A total of 186 male students from the first secondary school level in Qom completed Elliot and McGregor's Achievement Goal Orientation Scale and Pintrich and De Groot's Self-Regulated Learning Strategies Scale. Data analysis was conducted using cluster analysis and multivariate analysis of variance (MANOVA) through SPSS software. Based on the results of the cluster analysis, three motivational clusters were identified for the students: 26.3% were in the amotivation cluster, 48.9% were in the multiple motivation cluster, and 24.3% were in the mastery-performance oriented cluster. Self-regulated learning strategies in the amotivation cluster were lower than those in the other clusters (P<0.001). As a result, these findings can assist educational authorities in designing intervention programs to enhance or maintain students' motivation throughout their academic years.

Ethical leadership in organizations, particularly in educational centers and institutions, plays a pivotal role in fulfilling functions and achieving desired objectives. Therefore, the aim of the present research was to evaluate the perceived ethical leadership of school principals in the city of Isfahan from the perspective of teachers. This research is descriptive-survey in nature, with the statistical population comprising teachers in Isfahan. Using Cochran's formula and cluster random sampling, 313 participants were selected as the sample. Data were collected using the standard ethical leadership questionnaire by Kalshoven et al. (2011) with 38 items across seven components. The validity of the questionnaire was assessed through face and construct validity. The reliability of the questionnaire was estimated at 0.89 using Cronbach's alpha for ethical leadership. Data analysis was performed at both descriptive and inferential levels using SPSS and Amos Graphics software. The results indicated that the status of ethical leadership of principals, from the teachers' perspective, is above average. This means that the school principals under study are in a favorable condition regarding public orientation, ethical guidance, role clarity, integrity, concern for stability, power sharing, and fairness. Additionally, a significant difference was found in teachers' perception of ethical leadership styles based on their years of service.

The aim of the present research was to determine the status of professional ethics among primary school teachers in District 4 of Qom Province's Education Department. This research is applied in terms of its objectives and descriptive-survey in terms of data collection. The statistical population included 1,625 primary school teachers from District 4 of Qom Province who were teaching during the 2021-2022 academic year. The sample consisted of 311 teachers, selected through stratified random sampling based on Cochran's formula. Data were collected using the standard professional ethics questionnaire by Ghanbarpour, Abbasian, Arasteh, and Nowabrahim (2018), with a reliability score of 0.963 based on Cronbach's alpha. Descriptive and inferential analysis of the data was conducted using one-sample t-tests, independent sample t-tests, and Levene's test through SPSS software. The results showed that the status of professional ethics, moral spirituality, ethical character, and self-awareness of teachers is above average. Ethical responsibility towards students, ethical responsibility towards parents and supervisors, professional ethics of teachers, ethical responsibility towards the profession and colleagues are in a favorable condition. The ethical responsibility towards the organization and administration is also above average. There was no significant difference in the professional ethics of male and female teachers, nor was there a significant difference in professional ethics across different educational levels.

The aim of the present study was to evaluate the status of intellectual capital at the Qom branch of Islamic Azad University from the perspective of faculty members. This research is applied in terms of its objectives and descriptive-survey in terms of data collection. The statistical population included 176 faculty members of Islamic Azad University, Qom Branch, of whom 110 were selected as the sample through stratified random sampling based on Cochran's formula. Data were collected using Bontis' 42-item intellectual capital questionnaire, with a reliability score of 0.93 based on Cronbach's alpha. For data analysis, both descriptive methods and inferential tests, including one-sample t-tests and ANOVA, were employed using SPSS software. The results indicated that, overall, the status of intellectual, human, and structural capital in the Qom branch of Islamic Azad University is favorable, but relational capital is below average. Among the faculties, the Faculty of Humanities had the highest intellectual and structural capital, the Faculty of Medical Sciences had the highest human capital but the lowest structural capital, the Faculty of Basic Sciences had the highest relational capital, and the Faculty of Engineering had the lowest intellectual, human, and relational capital. The status of intellectual capital in the faculties of Medical Sciences and Basic Sciences did not differ significantly. Despite the relatively favorable status of intellectual capital at the Qom branch of Islamic Azad University, achieving the higher objectives of intellectual capital requires more managerial planning and attention.