فهرست مطالب
Iranian Journal of Educational Sociology
Volume:8 Issue: 1, Mar 2025
- تاریخ انتشار: 1403/12/11
- تعداد عناوین: 9
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Pages 1-8Purpose
This study aims to design a marketing model to attract international students to higher education institutions in Iran. The necessity of this research is underscored by the fact that international students comprise less than 0.3 percent of the student body in Iran's higher education system.
MethodologyThe research was conducted at major universities in Iran that host foreign students, including Tehran University, Imam Khomeini International University, and Ferdowsi University. A sample of 367 international students and 23 academic and executive experts were randomly selected using a cluster sampling method. Two researcher-made questionnaires were employed, tailored separately for each group. The reliability of the research instrument was confirmed with a Cronbach's alpha coefficient of 0.958.
FindingsThe results categorized the proposed model into four levels, 15 dimensions, and 96 components. The macro level includes political, cultural, scientific, and economic dimensions. The higher education level comprises internal and external dimensions. The university level is segmented into seven dimensions: place, people, program factor, prominence, price, prospectus, and promotion. The individual level includes personality and motivational dimensions. Confirmatory factor analysis (first and second order) was conducted on the student questionnaire. For the expert questionnaire, all dimensions and levels were ranked and weighted using the TOPSIS method. In the resulting "marketing astrolabe" model, the university level holds 41% weight, the higher education level 25%, the macro level 23%, and the individual level 11%.
ConclusionThe developed marketing model highlights the critical components and their respective weights in attracting international students to Iranian universities, providing a strategic framework for improving international student enrollment.
Keywords: Higher Education, Iran, Foreign Student, Marketing Mix -
Pages 9-21Purpose
The aim of this research was to identify and rank the components of a development-oriented, progress-centric organization based on an education-oriented model (case study: Islamic Republic of Iran Broadcasting).
Methods and Materials:
The research method was fundamental-applied in terms of its goal, cross-sectional in terms of data collection time, and mixed with an exploratory approach in terms of data type. The qualitative study population included academic experts, managers, and specialists in management, mass communication, and human resources from the Islamic Republic of Iran Broadcasting in Tehran. Using the principle of data saturation and non-probability purposive sampling, a sample size of 22 individuals was selected. The quantitative study population consisted of 103 senior managers of the organization, from which a sample of 79 individuals was determined using Cochran’s formula and simple random sampling. To collect data, semi-structured interviews and the Delphi technique were used in the qualitative phase, while a researcher-made questionnaire was employed in the quantitative phase.
FindingsThe prioritized dimensions affecting a dynamic media organization included three main dimensions: progress-centric with 17 components, development-oriented with 11 components, and education-oriented with 11 components. Data analysis in the qualitative phase utilized the Delphi technique and coding with MAxqda software, while in the quantitative phase, the AHP ranking technique and structural equation modeling with PLS software were applied. The findings indicated that the education-oriented model had an impact on the development-oriented organization (0.759) and the progress-centric organization (0.787). Additionally, the development-oriented and progress-centric organization models influenced the media dynamism of Islamic Republic of Iran Broadcasting, with coefficients of 0.353 and 0.609, respectively.
ConclusionThis study highlights the importance of development-oriented, progress-centric, and education-oriented organizational models. Effective management, continuous learning, and strategic leadership are crucial for organizational success. Implementing these models can enhance adaptability, innovation, and competitiveness, making organizations better equipped to handle changing environments and achieve long-term goals.
Keywords: Education-Oriented, Development-Oriented, Progress-Centric, Dynamic Media -
Pages 22-31Purpose
This study aims to identify the dimensions and components of a KM model tailored for secondary school principals in Tehran, addressing the need for systematic handling of knowledge assets to create value and achieve strategic goals.
MethodologyThis qualitative research involved 24 secondary school principals from various schools in Tehran. Data were collected through semi-structured interviews, allowing for in-depth exploration of participants' experiences and perspectives. The interviews were conducted in Persian and transcribed verbatim. Data analysis was performed using NVivo software, following a thematic analysis approach to identify significant themes and sub-themes related to KM practices. The sample size was determined based on theoretical saturation.
FindingsThe thematic analysis revealed nine main themes critical to effective KM practices: Knowledge Management Processes, Technological Capabilities, Organizational Culture and Structure, Human Resource Management, Strategic Management, Managerial Support, Learning and Innovation, Efficiency and Effectiveness, and Knowledge Architecture. Each theme comprised several categories and concepts essential for fostering a knowledge-sharing environment and enhancing educational outcomes.
ConclusionThe study concludes that effective KM practices are crucial for secondary school principals in Tehran to navigate their roles' complexities and improve educational outcomes. By understanding and implementing the identified dimensions and components of the KM model, school leaders can foster a culture of continuous learning and innovation, enhance organizational performance, and create an environment conducive to knowledge sharing and application. These findings align with existing KM theories and models, providing practical recommendations for enhancing KM practices in schools.
Keywords: Knowledge Management, Secondary School Principals, Educational Administration, Organizational Culture, Technological Capabilities, Human Resource Management, Strategic Management, Learning, Innovation -
Pages 32-41Purpose
This study aims to identify and validate succession planning strategies for elementary school managers, providing a comprehensive framework to support leadership transitions in educational settings.
MethodologyThis mixed-methods study employed both qualitative and quantitative approaches. The qualitative phase involved semi-structured interviews with 25 experts in human resource and educational management, selected through purposive sampling. Data were analyzed using thematic analysis to identify key succession strategies. The quantitative phase included a survey of 380 educational managers from Tehran, selected via stratified random sampling. The survey instrument was developed based on the qualitative findings and validated through confirmatory factor analysis. Data were analyzed using SPSS and SmartPLS software.
FindingsThe qualitative analysis identified seven key strategies for succession planning: familiarization of managers, participation, organizational learning, trust building, foresight, independence of education, and systemic vision. These strategies were supported by detailed actions such as mentoring programs, collaborative decision-making, and continuous professional development. Quantitative analysis confirmed the importance and effectiveness of these strategies, with high mean scores and strong support among respondents. Confirmatory factor analysis demonstrated the reliability and validity of the measurement model for these strategies.
ConclusionThe study highlights the critical importance of a multifaceted approach to succession planning in educational management. By implementing strategies such as familiarization, participation, organizational learning, trust building, foresight, independence, and a systemic vision, schools can ensure smooth leadership transitions, maintain organizational stability, and promote continuous improvement. The findings provide a robust framework for educational leaders and policymakers to enhance leadership succession planning in schools.
Keywords: Succession Planning, Educational Leadership, School Management, Leadership Development, Organizational Learning, Strategic Planning, Trust Building -
Pages 42-52Purpose
The objective of this study was to design and evaluate a hybrid learning model tailored for secondary education.
Methods and Materials:
This quantitative study employed a descriptive-survey design. A total of 247 secondary school teachers were selected through stratified random sampling. Data was collected using a researcher-developed questionnaire, which assessed various components of hybrid learning, including teaching methods, technology integration, student engagement, and learning outcomes. The questionnaire contained 30 Likert-scale items, and its reliability was confirmed with a Cronbach's alpha of 0.87. Data analysis was performed using SPSS-27, employing descriptive and inferential statistical methods, including t-tests and regression analysis, to evaluate the effectiveness of the hybrid learning model.
FindingsThe results indicated that the hybrid learning model was perceived as moderately effective across various components. Teachers rated "Improvement in Learning Quality" and "Use of Technology" highly, while "Teacher Competence" and "Performance Evaluation" were rated moderately. The model showed significant potential in enhancing student engagement and learning outcomes, particularly through the integration of technology in the classroom. Additionally, the one-sample t-test confirmed the overall validity of the model, with statistically significant results for all evaluated components.
ConclusionThe hybrid learning model demonstrated effectiveness in improving educational quality and student engagement in secondary education. However, its success depends on factors such as teacher competence, technological infrastructure, and professional development. While the model shows promise, further research is needed to address the challenges related to implementation and optimize its effectiveness across different educational contexts.
Keywords: Hybrid Learning, Secondary Education, Technology Integration, Student Engagement, Learning Outcomes, Teacher Competence, Instructional Strategies -
Pages 53-59Purpose
This study aims to identify and categorize the professional competencies required for Arabic language teachers to enhance teaching effectiveness and student outcomes in Al-Muthanna.
Methods and Materials:
This qualitative study employed thematic analysis based on Attride-Stirling's (2001) framework. Data were collected through semi-structured interviews with 25 participants, including university educators and experts in educational sciences. Participants were selected via purposive sampling based on their expertise in teacher competencies. The data were analyzed to extract basic, organizing, and global themes, focusing on professional, aesthetic, democratic, and identity-building competencies.
FindingsThe study identified key competencies categorized into four dimensions: (1) Professional Competencies: encompassing individual differentiation, effective communication, information literacy, and facilitative teaching; (2) Aesthetic Competencies: incorporating creative teaching styles, engaging tone, and artistic skills; (3) Democratic Competencies: emphasizing student monitoring, inclusive communication, and classroom management; and (4) Identity-Building Competencies: fostering enthusiasm for the Arabic language and its cultural significance. Additionally, general competencies (ethical and personal), educational competencies (content, pedagogical, and technological knowledge), and leadership competencies (self-leadership and leadership of others) were highlighted as essential.
ConclusionEnhancing Arabic language teachers' competencies requires strategic planning, teacher development programs, and recognition of exemplary educators. Implementing a comprehensive competency framework can improve educational quality and position Al-Muthanna's educational system to compete on regional and international levels.
Keywords: Professional Competency, Teachers, Arabic Language, Education System Of Al-Muthanna -
Pages 60-74Purpose
The purpose of this study was to model the factors affecting the implementation of knowledge management in universities in Iraq.
Methods and Materials:
The research method, based on its objective, was descriptive, and a survey strategy was employed. The statistical population included all faculty members in educational sciences, totaling 48,985 individuals. A random sampling method was used, and based on Cochran's sample size formula, 384 participants were selected for the study. A researcher-developed questionnaire was used as the research instrument. Content validity, convergent validity, and discriminant validity were utilized to establish the questionnaire's validity. Cronbach's alpha formula was employed to determine the reliability of the questionnaire. Data analysis was conducted using factor analysis and structural modeling tests.
FindingsOverall, the results indicated that the factors affecting the implementation of knowledge management in universities in Iraq included organizational structure reconstruction (factor loading 1), organizational welfare (factor loading 0.98), organizational technology (factor loading 1), organizational leadership culture (factor loading 1), organizational excellence (factor loading 1), organizational knowledge processing (factor loading 1), constraint removal (factor loading 0.99), and stakeholder quality improvement (factor loading 1.01). Additionally, the results showed that the studied model had an acceptable fit at the level of P < 0.001.
ConclusionThe study concludes that implementing knowledge management in Iraqi universities requires addressing multiple strategic factors, including organizational knowledge processes, removing constraints, enhancing welfare and leadership culture, achieving organizational excellence, leveraging technology, restructuring organizational structures, and improving stakeholder service quality. Effective strategies in these areas can significantly improve knowledge management practices and foster innovation and development in higher education institutions.
Keywords: Knowledge Management Implementation, University Administrators, Iraq -
Pages 75-86Purpose
This study aims to investigate the problem-solving skills applied by Iranian EFL teachers, considering the variables of gender and teaching experience (novice vs. experienced).
Methods and Materials:
The study employed a mixed-methods approach. In the qualitative phase, semi-structured interviews were conducted with 30 EFL teachers (15 male, 15 female) from private language institutes in Hormozgan Province, Iran. The data from these interviews were analyzed using MAXQDA software. In the quantitative phase, a self-constructed questionnaire was administered to 200 EFL teachers to validate the qualitative findings. The questionnaire covered six components of problem-solving skills: setting clear expectations, establishing a positive learning environment, active listening, positive reinforcement, managing behavior, and collaborating with parents. The collected data were analyzed using descriptive statistics and MANOVA.
FindingsThe results indicate significant differences in problem-solving skills based on gender and experience. Female teachers scored higher than male teachers across all six components (e.g., female teachers had higher means in active listening: M = 3.06 vs. M = 2.15; F = 47.66, p < .05). Similarly, novice teachers scored higher than experienced teachers in all areas (e.g., novice teachers scored higher in managing behavior: M = 3.01 vs. M = 2.16; F = 41.84, p < .05). The MANOVA results demonstrated large effect sizes for both gender and experience differences (partial η² = .320 and .321, respectively).
ConclusionFemale and novice teachers exhibited stronger problem-solving skills in managing classroom dynamics, particularly in areas like active listening, behavior management, and parent collaboration. These findings suggest the importance of targeted professional development programs to enhance problem-solving skills, especially for male and experienced teachers.
Keywords: Problem-Solving Skills, EFL Teachers, Gender Differences, Novice Teachers, Experienced Teachers, Classroom Management -
Pages 87-99Purpose
This study aims to design a blended learning model tailored for the post-COVID era, focusing on the mediating role of e-learning maturity.
Methods and Materials:
This applied research used a descriptive-survey approach for data collection, combined with a qualitative-exploratory method. Data were collected cross-sectionally from a sample of 122 academic experts in distance education planning and educational technology, each with at least 15 years of experience. Purposive sampling with snowballing was applied until theoretical saturation was achieved. Data were gathered through literature reviews and semi-structured interviews, validated by experts, and ensured for reliability through repeated responses.
FindingsKey components identified for the blended learning model included: educational processes (e.g., operationalizing knowledge, collaborative learning approaches), progress processes (e.g., flexibility, customized development goals), support processes (e.g., technical and emotional support), evaluation processes (e.g., performance and creativity evaluation), quality control processes (e.g., technology-based quality monitoring), and management processes (e.g., resource allocation and educational management).
ConclusionThe proposed blended learning model provides a comprehensive framework for post-COVID education, emphasizing e-learning maturity to enhance adaptability, effectiveness, and quality in educational practices.
Keywords: Blended Learning, Post-COVID Era, E-Learning Maturity, Educational Technology, Distance Education