فصلنامه پژوهش در برنامه ریزی درسی
پیاپی 23 (پاییز 1388)

The aim of this research was to study the professional competencies of the general school teachers in order to present an appropriate conceptual framework and that the research method was, survey. From literature review and previous researches, 8 principal componentes and 99 sub-componentes were extracted, on the basis of which the first questionnaire was prepared. The validity of the questionnaire was approved by the experts and its reliability was estimated by Cronbach's Alpha coefficent, which was 0.96. The statistical population of the research was the elementary and guidance school teachers (general education) in Isfahan, 400 persons were selected from 6880, on the basis of relative random sampling. Descriptive and inferential statistics (factor analysis, dependent t test, independent t test and one sample t test) were used to analyse the data. The results analysis showed that there was a significant difference between the present situation and teacher's favorable competencies and in all componentes, there was a significant difference)P≥0.001(The present status competencies of the general education teachers showed that in personality and professional moral dimensions, they were higher than average, but in educational, behavioral- cognitive and manageiral dimensions on average, and in technology, professional development and teaching componentes were weak. After factor analysis, the components were divided in to 9 categories and 90 items, renaming of which was done with regard to sub componentes. Based on the factor analysis results, a conceptual framework was desigened for teachers competencies. experts and educational specialists confirmed the appropriateness of framework componentes by means of 4/63 of 5.

The aim of the present research carried out by means of a descriptive-measuring method was to review the role of university in creating social capital in order to present a model for improving the State high education system. Statistical universe In this research were full-time faculty members of Islamic Azad University Kerman Branch 2008-09 (N=620). Of them, 175 were selected using a relative random sampling. Tools used in this research were two researcher-made questionnaires. Reviewing the literature and research background, 54 variables and sub-components were extracted accordingly, the first questionnaire was compiled to determine the status quo of social capital. The content validity of the questionnaire was confirmed and approved by clear-sighted people and its reliability was, after performing the test among some of the faculty members, calculated using Kronbach Alpha (98%). Data analysis was done at two descriptive and deductive levels (correlation coefficient and factor analysis). After factor analysis was finished, 7 main components and 54 sub-components (namely organizational identity, capability making, cooperation and public benefit, knowledge sharing and creating intellectual capital, trust and correlation, cooperative management and awareness) were recognized. The Results revealed that the main components of trust and correlation had the highest average and components of cooperative management had the lowest one. The Sub-components of commitment and belonging, leadership power rate and management, benevolence, generosity, creating relationship between knowledgeable people and those who need their knowledge, accessibility to required people and groups had the highest average, while the sub-components of glorification and appreciation, justice, tendency toward collective objective, fostering innovation and creativity, correlation in the entire organization and cooperative management had the lowest average, reflecting undesirable conditions in these areas. The results also showed that there was no significant difference between the respondent's opinions concerning variables of sex, education and working record. There were some differences, however, regarding the variables of scientific rank and university location regarding scientific rank, the highest social capital was related to (professors) and the lowest to teachers. Also, concerning the place of service, Zarand Town and Kerman City had the highest and lowest social capital respectively. According to findings of the first questionnaire, the second one was compiled in 5 parts (philosophy and objectives, theoretical fundamentals, perceptual framework, executive steps and evaluation system). Then, it was valued (96%) using a Mathematical expectation.

The aim of this Research is to show the extent organizational intelligence in organization for research and educational planning. So with attention components organization intelligence is appointed by situation each of component separately. In this research descriptive survey method applied and studied personnel's of organization for research and educational planning. Statistical society includes 312 people with bachelor and higher degree that with using formula Cochran are chosen by samples bulk 228 people. Data show content and face validity is confirmed and its reliability is. 97.Analysing data is used descriptive and inferential statistic includes frequency, percent, mean and t-test. Research's result show organizational intelligence in society is studying experimental mean 2.82 is lower than theorical mean 3. The most mean is related to strategic vision with 3.17and lowest is related to organizational structure and appetite for change with 2.66.At the end, solutions are presented for improving organizational intelligence in organization for research and educational planning.

The purpose of this research was to evaluate the contents of Persian language book (1) of the junior high school from the viewpoint of the teachers of Mobarakeh (Esfahan) city. The statistical population was the same as the sample population, which was totally 64 teachers. The research design was a descriptive-correlative survey and the instrument for collecting the data was a researcher-made questionnaire. The specialists substantiated the validity of questionnaire and the reliability of the questionnaire proved to be 0.88 using the Cronbach's alpha coefficient formula. The data was analyzed through descriptive statistics (distribution, percentage, mean, variance, and standard deviation) using the SPSS software. The findings revealed that the designated time for teaching the textbook, doing regular class activities, and doing self-evaluation questions at the end of each lesson was less than the time required compared to the scope of the content. The data also showed that little attention was paid to the pupil's mental competence, pupil's level of reinforcing their self-assessment, pupil's daily needs and requirements, and the vertical sequence of the book content.

The present research aims to study the relation between self-regulated learning strategies and strategies of Motivation for learning, and academic achievement of students. The method used is of correlation studies in nature. The statistical universe consisted of 8341 third and over third semester non-medical students who were busy studying during the second semester of the academic year 2008-2009 of Ardebil Islamic Azad University. The statistical sample consisted of 319 students (193 girl students and 126 boy students) who were selected using the random sampling method. The sample size was computed using Kukran formula. The research instrument of the research consisted of a 24-question questionnaire of Zimmerman and Pons (1986) Self- Regulated Learning Strategies (SRLS) with a reliability of (α= 0.89) and a 44-question achievement questionnaire of Ekelze (1983) with a reliability of (α= 0.91). The overall educational average of students during the previous semesters was also considered as an index for their academic achievement. The data was analyzed using multiple regression Enter Model method. The findings from the research showed that the variables of self-regulated learning strategies and strategies of motivation for learning were significant foretellers for the academic achievement of students (P<0.01). The strategies of motivation for learning among the students whas above average (P<0.01). However, self-regulated learning strategies of students were not significantly different from the average (P>0.05). Considering the structure of educational environments, the compiling method of educational contexts and also teaching models used by professors lacked highness concerning self-regulated learning strategies of students seems a logical concept.

The purpose of the study was to explore the relationship between principal's empowerment and job commitment. The participants in this study were 135 in number (female=72, male =63) at secondary school in Semnan province. Two instruments were used to collect the data. The empowerment was measured by using the School Participant Empowerment Scale (including 6 dimensions namely: decision- making, professional growth, status, autonomy, impact, self-efficacy). The job commitment (included 4 dimensions namely: professional commitment, organizational commitment, attachment to the work values and job involvement) was measured by the designed-researcher questionnative. The data were analyzed by using the Pearson product- moment correlation technique, and regression. The findings showed that there was a significant relationship between the principal's empowerment and job commitment also there was a significant relationship between three dimensions of empowerment (professional growth, status and decision-making) and job commitment. There was a significant relationship between the principals’ perception of their empowerment with three dimensions of job commitment (professional commitment, organizational commitment, attachment to the work values). The multiple regression analysis indicated that the dimensions of empowerment (except autonomy) were a significant predictor of job commitment.

The current survey investigates the organizational climate of Isfahan University of Technology (in five dimensions organizational culture, social system, human relations, facility services, and educational system) and its relation to the undergraduate student's mental health during 2008-2009. The research design was a descriptive correlation. The statistical population for this study comprised the entire IUT's undergraduate students with a population of 6994 students of which 500 students were selected through random classified sampling. The instrument for collecting the data was a researcher- made questionnaire namely the organizational climate questionnaire comprised 52 questions and the standard mental health questionnaire with 90 questions. Each student received both organizational climate along with a mental health questionnaire. The reliability of the two above questionnaires proved to be 0.86 and 0.97 respectively, utilizing the Cronbach's alpha coefficient. The validity was also substantiated based on the opinions of the specialist of the IUT consulting center and corresponding professors. Both descriptive analysis (frequency, percentage, average value, and standard deviation) and inferential statistics (Pearson correlations coefficient, multi-variable regression, independent t-test, analysis of variance, Schefe test, and conical correlation test) were used for analyzing the data. The findings revealed that there was a statistical meaningful relation among all the organizational climate factors (with the exception of educational system) with student's mental health at p ≤ 0.05 level. Also regarding beta coefficient, most student's mental health predictors were organizational

The present study was aimed at investigating the instructional, financial, administrative, and information technology problems of the distance learning centers as far as the viewpoints of the teachers and the students of Esfahan high schools were concerned. The research population included 4021 male/female students and 402 high school teachers during the academic year 2008-2009 (1387-1388). The population included 300 students and 110 teachers as the research subjects selected through multi-phase cluster random sampling. The study was a descriptive survey.To achieve the purposes of the study, two researcher-made Likert-scale questionnaires were administered to the subjects. The face validity and the content validity of the instruments were well established at the experts’ discretion. To examine their reliability, the Cronbach Alpha was used the resulting coefficients were quite satisfactory (for teachers’ α=0.88 and for students’ α=0.87).The data analysis included the application of the Analysis of Variance (ANOVA), the student t-test and the Independent t-test. The research findings revealed that as far as the students’ viewpoints were concerned, all types of the problems were greater than the average at the confidential level of probability (P≤0.05) whereas the teachers believed that only the instructional problems and information technology were greater than the average. The findings also revealed that from the viewpoints of the students, there were significant differences in the amount of information technology problems in terms of gender differences. Moreover, a significant difference was found in assessing the amount of problems from the viewpoints of the teachers and students.