نشریه نوآوری های مدیریت آموزشی
سال نوزدهم شماره 2 (پیاپی 74، بهار 1403)

The purpose of this research was to investigate the factors affecting the organizational pathology of knowledge production in Islamic Azad University. The method of the present research was a quantitative survey type, and applied in terms of the goal. The statistical population of the present study included all full-time professors of the Islamic Azad Universities in the North, South, East, West, and Central regions, including the Islamic Azad Universities of Sari, Isfahan, Kerman, Khorramabad, and Shiraz, with a total number of 1389. 305 people were selected as the sample size by random sampling method based on Cochran's formula. The research tool was a researcher-made questionnaire, the validity of which was based on the professors' point of view, and its reliability was calculated (0.89) based on Cronbach's alpha. For data analysis, confirmatory factor analysis and structural equations were used with Pls Smart3 software. The findings showed that strategy, structure, and process variables directly and strategy variable indirectly explain 96.8% of knowledge production pathology through structure and process variables. Also, the structure and the process variables explain respectively 49.6 and 58.4 percent of the pathology of knowledge production. 38.7% of the changes in knowledge production is related to the direct effect of the strategy, 39% of the changes in knowledge production is related to the effect of structure, 32% of the changes in knowledge production is related to the direct effect of the process, 70.5% of the changes is related to the structure of the direct effect of strategy, 36.5% of the changes is related to the process of the direct effect of strategy, and 46.3% of the changes of the process variable is related to the direct effect of the structure.

Today, the conditions governing the organizations and educational institutions have made competitiveness and responding to the demands of customers and clients inevitable. Since the education organization deals with a wide range of human resources for their management, an organizational agility strategy is necessary. The purpose of this research was to develop a model of organizational agility for education managers (in Lorestan province ). The method of the current research was a qualitative Delphi technique, and it was an applied research in terms of purpose. The research population included the university professors in the fields of education management and curriculum planning in Lorestan province in 2019-2019, 14 of whom were selected through purposive sampling method. The research tool was primarily semi-structured interviews and in the next stage it was conducted by developing a two-step panel technique questionnaire. After conducting the interviews and identifying the indicators and components of organizational agility, two stages of the Delphi panel were conducted; the agreement coefficient between the experts was estimated 0.76. The findings showed that there are 56 indicators and 6 main components (cultural factor, service factor, process factor (organization), knowledge factor (technology), management factor, and human factor) for organizational agility. Based on the findings, it can be concluded that organizational agility for education, considering its large population, is necessary to respond to the needs of teachers, students, and parents. Paying attention to these components (cultural, service, process (organizational) factors, knowledge (technology), managerial and human factors) can lead to organizational agility to a great extent.

The main goal of this research was to present a paradigmatic model of educational leadership development for directors of higher education centers in Fars province. The method of the current research was of a qualitative type with a foundational data method and applied in terms of purpose. The statistical population of this research includes all experts, experts, managers and educational leaders in the higher education centers of Fars province. Sampling continued until data saturation was reached and interviews were conducted with 13 members of the statistical population. A semi-structured interview tool was used to collect information. The validity of the tool was checked with face validity and reliability with the agreement coefficient between the coders.The results of this research showed that the central category (educational leadership development) is a function of causal conditions (educational system structure, organizational perspective, leadership skills, leadership style), background conditions (leader's personality traits, organizational culture, and technology). and the intervening conditions (leadership abilities, leadership attitude, financial resources of the organization and organizational factors). These factors provide the conditions for applying actions and interactions (strategies) (team and collaborative work, meritocracy, training for leaders, resource management, leadership development, improving the organization structure and knowledge management) that result (employee empowerment, performance improvement organizational, improving the quality of education, developing research, improving leadership skills, improving employee participation, organizational decisions, optimal allocation of resources)It can be concluded that the paradigmatic model of educational leadership development of directors of higher education centers in Fars province has multidimensional conditions that educational planners can pay attention to.

The purpose of the current research was to validate the curriculum model based on the quantum physics paradigm in schools using the Delphi method. The present research method is quantitative and based on Delphi technique and fuzzy calculations and is practical in terms of purpose. The statistical population included experts and specialists who had executive records in the field of curriculum planning and quantum physics. The sample size was determined based on the Delphi technique and 12 people were selected in a targeted manner. The research tool was a researcher-made questionnaire, whose validity was calculated with face validity and reliability with Cronbach's alpha test. Delphi technique and Excel software were used for data analysis. The findings showed that the criteria identified for the curriculum model based on the quantum physics paradigm in this research are a total of 26 main categories including (ability to see purposefully (0.8933), ability to think paradoxically (0.8381), ability to feel empowered (8580. 0), the ability to intuitively recognize (0.8778), the ability to respond (0.8736), the ability to trust the flow of life (0.8782), the ability to live in relationships (0.8625), specialized knowledge (0.8807), skill base (0.8542), conflict with tradition (0.8625), attitude of teachers and managers (0.8542), lack of knowledge of quantum approach (0.8667), creative teaching (0.8703), recognition and awareness of Students (0.9020), teaching based on intuition (0.8113) and participation of students in class and involving students (0.8740) and 54 subcategories. Based on the results, it can be concluded that the curriculum includes a wide range of components and indicators that the planners of the educational system can use the most desirable and efficient elements to design the curriculum by comparing different results.

The purpose of the current research was to validate the model for school-based management to increase the efficiency and effectiveness of education in Ahvaz secondary schools. The present research method was quantitative-survey and practical in terms of purpose. The statistical population was the principals of secondary schools in Ahvaz city in 1401, whose number was 150, and the sample size was 80 selected by random sampling. The main tool for data collection was a researcher-made questionnaire consisting of 21 items, which was designed based on the initial conceptual model. Reliability was checked with Cronbach's alpha and the value was 0.85. Structural equation modeling method and PLS Smart software were also used for data analysis. The findings showed that the standardized regression coefficient of the variable effect of social factors on the effectiveness of education in schools was 0.471 and the t-statistic value was 29.34; The standardized regression coefficient of the variable effect of structural factors on the variable of effectiveness of education and training in schools is equal to 0.230 and the value of t-statistic is equal to 14.61 and the standardized regression coefficient of the variable effect of managerial factors on the variable of effectiveness of education and training in schools is equal to 0.340 and The value of the t-statistic for this coefficient is 24.62 and is more than 1.96, which shows that this coefficient is significant at the 5% error level. It can be concluded that the proposed model of school-based management validation is suitable for increasing the efficiency and effectiveness of education in Ahvaz secondary schools and its results can be used in the educational and management planning of schools.

Professional development is one of the approaches of educational management that has received attention in educational systems today. Therefore, the main goal of this research was to investigate the relationship between the professional development indicators of Farhangian University lecturers and background variables (gender, education and service history). The present research method was quantitative (descriptive-correlation) and practical in terms of its purpose. The statistical population included 214 lecturers of Farhangian University of Alborz, and 136 people were selected as the sample size based on Cochran's formula. Also, the sampling method was a random stratum with respect to the share of each stratum. The research tool was a researcher-made questionnaire that was designed based on the literature and research background. To determine the validity of the questionnaire, content validity was used and reliability was calculated with Cronbach's alpha coefficient and the value was 0.89. Descriptive statistics (frequency, percentage and mean) and inferential statistics (independent t-test and analysis of variance) were used for data analysis with Spss24 software. The findings showed that there is no significant relationship between professional development and gender (P<0.05). The relationship between professional development and education level was also not significant for the learning component and for other professional development components. Also, the results of the one-way variance analysis according to the work experience of the individuals showed that the significance value for the components of guiding the teaching and learning processes, guiding innovation, improvement and change and development of Farhangian University lecturers is less than 0.05, as a result, there is a significant difference between the mean of the components according to the work experience of the individuals. There is. There was no significant difference for other main components of the professional development.

The purpose of this research was the paradigm model of electronic content production training to prepare teachers to teach in the virtual space of elementary schools in Bushehr province. The present research method was qualitative and practical in terms of purpose. The statistical population included managers and experts of electronic content production training centers and faculty members of Farhangian universities and professors of the educational management department in Bushehr universities. The sampling method in qualitative approach was non-random (targeted) and in the form of snowball.In order to determine the sample size, considering that the criterion of sample adequacy in qualitative research was theoretical saturation, for this reason interviews were conducted with 15 experts until theoretical saturation. The data collection tool was a semi-structured interview. For data analysis, the method of foundational data theory, coding and analysis was used.The findings showed that the central category of the quality of education is the production of electronic content to prepare teachers to teach in the virtual space, a function of causal conditions (1-learning environment, 2-content editing, 3-planning, 4-implementation and support), background conditions (1-infrastructures technical 2-teachers' basic knowledge and skills) and intervening conditions (1-evaluation 2-educational strategies of the organization).These factors create the conditions for the implementation of actions and interactions (1-determining the topics of content production in educational books of educators 2-creating motivation in teachers 3-holding consecutive courses while serving 4-improving technical infrastructures 5-using educated and experienced teachers 6-training in time and suitable place) provides the consequences (1-1-increasing academic performance 2-creating educational justice 3-increasing the quality of education 4-increasing teacher productivity). And finally, the findings of the confirmatory factor analysis of the quantitative part showed that the presented model has a suitable scientific validity.

The research about the quality of education in schools is one of the most important issues that, on the one hand, provides appropriate feedback for the analysis of educational issues, basic decisions and strategic planning to the officials and those involved in education. And on the other hand, teachers being aware of the quality of their performance during teaching will be able to modify the educational methods and methods and, as a result, increase the quality of their teaching. Therefore, the purpose of this research was to develop a model for improving the quality of secondary schools in Ahvaz city using the foundation data method.The research method was qualitative and practical in terms of purpose. In the first stage, a qualitative study with a grounded theory approach was conducted with semi-structured interviews with 25 experts in the field under investigation, and in the next stage, in order to validate the obtained model, a questionnaire was given to 18 experts in this field. Also, the validation of the model was done using the content validity method of Lavish. The research tool was also a semi-structured interview, which was validated with face validity and reliability with the method of coefficient of agreement between the coders, and its value was 0.90.The results of the analysis and validation of the model in 5 main dimensions are: causal conditions with 1 main category and validity of 0.94, contextual conditions with 2 main categories and validity of 0.88, intervening conditions with 2 main categories and validity of 85 0.0, strategies with 2 main categories and validity of 0.80 and consequences with 2 main categories and validity of 0.70. The findings of the research have shown that the model of improving the quality of education in Ahvaz schools has a good validity.

The purpose of this research was to analyze the model of transparency in education in Khuzestan province. The present research method, the method of this research was descriptive-quantitative and practical in terms of purpose. The statistical population of this research in the quantitative part was all education employees of Khuzestan province, which was considered as the sample size from Morgan's table (384 people) to determine the sample size. The sampling method was a simple stepwise and random cluster. The research tool was a researcher-made questionnaire, whose validity was checked with face validity and reliability with Cronbach's alpha test. To analyze the data, the methods of factor analysis and path analysis were studied, and at this stage, statistical software such as SPSS and Smart pls3 were used. The findings showed that organizational transparency in the education organization of Khuzestan province with a significance level of 0.000 and a coefficient of 0.826 has a significant impact on organizational transparency strategies in the education organization of Khuzestan province. Organizational transparency strategies in Khuzestan education organization with a significance level of 0.000 and a coefficient of 0.867 have a significant effect on the consequences of organizational transparency in Khuzestan education organization. Background conditions with a significance level of 0.000 and a coefficient of 0.064 have a significant effect on organizational transparency strategies in the education organization of Khuzestan province. Causal conditions with a significance level of 0.000 and a coefficient of 0.889 have a significant effect on organizational transparency in the education organization of Khuzestan province. Also, the intervening conditions with a significance level of 0.000 and a coefficient of -0.219 have a significant effect on organizational transparency strategies in the education organization of Khuzestan province.

The main purpose of this research was to determine and rank the management and training components of potential non-working human resources of the Red Crescent population of Bushehr province. The method of the current research was quantitative and survey and practical in terms of purpose. The statistical population of this research was all employees and volunteers of the Red Crescent of Bushehr province. To determine the sample size, Morgan's table was used and the number of 108 employees and volunteers of the Red Crescent of Bushehr province, 302 people, was selected as the statistical sample size. The random sampling method was simple. A researcher-made questionnaire tool was used to validate the research model. The OPA method was used for data analysis and the obtained themes were prioritized with Lingo software. The findings showed that in order to prioritize the components of the human resource management and training model using the OPA technique and Lingo software, the components of the training-oriented structure (0.246), determining training needs (0.215), planning training programs (0.164), Commitment of senior management (0.087), pillars of education (0.083), strict implementation of educational programs (0.075), strategies to improve education (0.061), evaluation of education results (0.032), volunteer-oriented (0.022) 0) and attracting potential volunteers (0.014) were ranked from one to ten respectively. In the end, the results of the importance-performance analysis showed that the indicators of education promotion strategies, education-oriented structure, education pillars and evaluation of the results of education programs are located in the "focus here" area. In other words, these components are highly important from the point of view of the members of the statistical sample, but the performance of the organization is low; Therefore, more attention should be paid to this area.