نشریه مدیریت تعالی آموزشی
پیاپی 3 (پاییز 1403)

The objective of the present study is to examine the ruling regarding the obligation of upbringing from a jurisprudential perspective. The research method is document–analytical and qualitative, with data collection based on evidences derived from Kitāb, Sunnah, ijmāʿ, and ʿaql. The findings indicate that upbringing is a continuous and dynamic process aimed at the holistic development (physical, cognitive, psychological, affective, social, etc.) of the child, facilitating his/her attainment of existential perfections. In Islam, upbringing possesses an intrinsic normative essence and must be pursued as a means of drawing near to God; across all schools of thought, its implementation is regarded as an inescapable imperative. Jurists, based on ijtihadi evidences in various spheres of upbringing—particularly in religious and moral education—have ruled the obligation of upbringing. This duty has either been deemed an independent obligation or rendered obligatory as a prerequisite to another duty, with jurists considering it, at the very least, as a wājib kifāyah. Consequently, the upbringing of children—based on specific evidences—has been deemed obligatory for two groups: the family and the government. The family is incumbent not only with the duty of guardianship but also with engaging in all spheres of upbringing, especially in the religious and moral education of children. Likewise, the ruling authority is obligated to provide the societal framework for upbringing and, by employing educational institutions, to adequately promote religious and moral instruction among the populace. Moreover, as jurists have declared the undertaking of upbringing obligatory, its neglect by parents, legal guardians, educators, and those entrusted with educational institutions is considered haram. Undoubtedly, the realization of this imperative necessitates criminalization and the provision of enforceable guarantees by the legislator.

The objective of the present research was to predict the mental health of students based on the achievement goals and metacognitive strategies of the students at Mināb University of Educators. The research method was descriptive correlational, and the statistical population comprised all 2,200 students of Mināb University of Educators. The sample was selected from this population through simple random sampling, and—using the Krejcie and Morgan table—it consisted of 327 individuals. For data collection, three questionnaires were employed: the Achievement Goals Questionnaire by Midl Ten and Migli (1997), the Metacognitive Strategies Questionnaire by Pentrich and DiGroot (1990), and the Mental Health Questionnaire (Goldberg and Hillier, 1978). To test the research hypotheses, the data were processed using SPSS version 23. The findings indicated that there exists a significant positive relationship between achievement goals and metacognitive strategies with the mental health of the students at Mināb University of Educators. A significant positive relationship was also observed between the dimensions of achievement goals (mastery, approach–performance, and avoidance–performance) and mental health. The regression analysis results revealed that the achievement goals variable predicts approximately 93% of the variance in mental health, while the metacognitive strategies variable predicts about 87% of the variance. Furthermore, the results indicated that the dimensions of achievement goals predict around 94% of the variance in mental health, with the avoidance–performance dimension—with a beta coefficient of 0.565—contributing most significantly to the prediction of mental health.

The objective of the present research was to examine the impact of the use of social networks, source control, and academic skills on the academic achievement of students after the COVID-19 pandemic. This research was descriptive and employed a correlational method. The statistical population consisted of the students of Islamic Azad University, Qom Branch, in the academic year 1402–1403. Sampling was conducted using a voluntary method, and 90 students of Islamic Azad University, Qom Branch, responded to the questionnaires on academic skills, source control, and social networks. The students’ grade point average was adopted as the indicator of academic achievement. Ultimately, 82 respondents were analyzed using multiple regression analysis. The reliability of the questionnaires on academic skills, source control, and the use of social networks was evaluated, yielding reliability coefficients of 0.902, 0.765, and 0.884, respectively. In the present study, a significant relationship was observed between academic skills and academic achievement after the COVID-19 pandemic. Moreover, no significant relationship was found between the use of social networks, source control, and academic achievement. Academic skills exhibited a direct and positive relationship with academic achievement; however, the extent of the use of social networks and source control were not direct predictors of academic achievement. The findings of this research have practical implications for university administrators and educational policymakers. In view of the importance of academic skills in academic achievement, the design and implementation of educational programs to enhance students’ academic skills is imperative

In today's turbulent work environment, knowledge-based teachers, especially at lower levels of educational management, face numerous challenges that can affect their motivation and commitment, increasing their inclination to leave full-time positions and turn to part-time work. Therefore, examining this anomaly can impact the country's educational performance. In this regard, the present study relies on Self-Determination Theory to investigate the motivations of this group of teachers for changing their employment status. Through a field study method, 40 part-time teachers in an emerging economy were interviewed, and the data obtained from the interviews were analyzed using map analysis. The results indicate that factors related to the individual, colleagues, and the nature of the job play a key role in teachers' decision-making to change their employment status. Environmental and external anomalies, as a main stimulus, affect the social environment and employees' work motivation, creating feelings of job insecurity, anxiety, and reduced job satisfaction. In contrast, part-time work, by offering greater flexibility, provides an opportunity to reduce these pressures and create a balance between personal and professional life. This study can offer new insights into addressing such challenges.

The aim of the present research was to predict the philosophical mindset of principals based on the spiritual intelligence and organizational silence of secondary school teachers in Qom city. The research method is descriptive-correlational. The statistical population included all principals and teachers teaching in secondary schools in Qom city in the academic year 1403-1402, totaling 304 principals and 2,985 teachers. The sample size, based on correlation, was estimated at 52 principals and 104 teachers, selected through stratified random sampling. Data collection tools were three questionnaires: the Philosophical Mindset Model by Philip Smith (1401), Spiritual Intelligence (King, 2008), and Organizational Silence (Vakola & Bouradas, 2005), with reliabilities of 0.73, 0.88, and 0.87, respectively. Inferential data were analyzed using simultaneous multiple regression statistical methods. The results indicate that the presented model can effectively predict the philosophical mindset of principals based on teachers' spiritual intelligence. According to the output of this regression model, the results show that variables such as personal meaning production, existential thinking, transcendental awareness, and expansion of consciousness have a relatively appropriate impact on principals' philosophical mindset. Additionally, teachers' organizational silence has a significant effect on principals' philosophical mindset. In conclusion, the philosophical mindset organizes awareness and abilities and comprehends the systematic structure of the organization and the entire organization towards overall goals.

The aim of the present study was to examine the teaching of philosophy and its role in the creativity and artistic thinking of upper elementary students. The research approach was quantitative, and the research method was quasi-experimental, including pre-test, post-test, and control group. The statistical population included all sixth-grade female students in District 4 of Qom city who were studying in the academic year 1402-1401. The statistical sample consisted of two classes: one class taught using a specific method (experimental group: 30 students) and another class taught using traditional methods (control group: 30 students), subjected to the Shapiro–Wilk and Levene's tests. Convenience sampling was used to select the statistical sample. Research data were analyzed at both descriptive and inferential levels using SPSS software version 23. The results showed that teaching philosophy in upper elementary schools led to the improvement of three dimensions of artistic creativity, namely curiosity and courage, modeling and ideation, and students' innovation. However, no such effect was observed for the dimension of imagination and aesthetics. Additionally, the levels of students' artistic thinking dimensions, including artistic precision, artistic questioning, self-expression and artistic attitude, utilization of imagination, innovation, and artistic creativity, were enhanced following philosophy instruction. The results of the main hypothesis test indicated that teaching philosophy in upper elementary schools leads to the improvement of students' creativity and artistic thinking.