فصلنامه تعلیم و تربیت
سال بیست و هفتم شماره 3 (پیاپی 107، پاییز 1390)

A sample of 180 8th graders in Semnaan, randomly selected and assigned to six experimental cells, was given a set of math problems which were solved either completely or incompletely, and accompanied by either no explanation or explanation; while half of those with no explanation required the respondents to provide explanation. Following this exercise, all participants were tested on their knowledge of the same topic addressed in the solved problems. Analyses of the scores on this test revealed that both modes of presentation and explanation, separately and together, affect both near and distant transfer. One important implication for the educational designers is that the prerequisite for effective learning is concentration of learners on understanding functional relationships and underlying principles.

In the age of information explosion, self-regulated learning which requires intrinsic motivation is of such importance that when coupled with the concept of emotional intelligence becomes very significant element in self-directed learning. To explore the relationship between motivational beliefs, emotional intelligence, and self-regulated learning, a sample of 214 male and female high school students majoring in three different areas was randomly selected. Two questionnaires were used to gather data on their emotional intelligence, motivational beliefs, and learning strategies. The analysis of the collected data yielded a significant relationship between beliefs, strategies, and EI, in such a way that the variance in EI was well explained by the other two variables.

To determine the strength of the hypothesized relationship, a sample of high school principals and teachers was given two questionnaires: one for the principals and the other for teachers. The latter surveyed their opinions on the extents to which their principals do their tasks and their minds are philosophical. Results, while showing a positive relationship between the two constructs as perceived by teachers, are indicative of the importance of having a philosophical mind for principals. The data from the other questionnaire were also indicative of a high level of philosophical mind set among the principals interviewed.

A randomly selected sample of 159 staff members at Semnaan Boroughs of Education was given three questionnaires to assess their views on the morality of their principals and the extent of their own commitment and attachment to their jobs. Statistical analyses of the collected data yielded the following All principals and staff demonstrated a higher than average levels of morality, commitment, and attachment. Furthermore, despite a significant correlation between morality, commitment, and attachment, only the social morality dimension proved to be a significant predictor for organizational commitment and occupational attachment.

To determine the current extents of principal's powers and ways of expanding them, views of 46 educational experts and 150 administrators were explored. The smaller was interviewed, while the other group was given a questionnaire to complete. Results show that in the respondent's opinion there is no need for an increase in the principal's powers when it comes to student's and school and society affairs. However, in the areas of staff related affairs and those related to educational facilities of the schools expansion of powers is needed. Furthermore, all respondents shared the view that the most basic problem is that of inappropriate and inadequate selection and training procedures which undermine any expansion of powers or steps toward school independence.

Creativity is the basis of development and educational administrators are among the most important agents of improvement in schools as their style of leadership can serve as a creativity motivator for teachers. To show this relationship, a sample of female prep-school teachers was randomly selected and their views on their principal's leadership style and their own creativity were assessed. Results show that the more principal's styles of leadership are perceived to be pro-development, the more creative teachers perceive themselves. Although this relationship is not that strong, the role of charisma, delegation of power, and spiritual encouragement statistically seem to be significant. Furthermore, teachers with higher level of education showed more creativity.

To identify ways of removing hurdles and increasing people's motivation and participation in education, and especially in school construction, a national sample of 263 male and female donors was interviewed. According to the interviewees, participation in education is not adequately institutionalized and serious planning and organization in this area is lacking; neither the pious people nor the staff at educational organizations are familiar enough with the concept of participation and ways of engaging in it; most people are used to free education and take the governmental support for education for granted. These facts along with the rampant bureaucracy and absence of an information dissemination system were identified as the main hurdles. Elimination of handicapping regulations and further encouragement of potential donors, as well as training programs for the educational staff were among recommendations of the respondents.