محمد حسنی

This research is with a mixed approach. The study population quantitatively consisted of all Urmia’s high school principals and assistant principals (n=452). Cochran’s formula was used to determine this quantity. 204 subjects were chosen as the study sample through stratified random sampling. Qualitatively, the study population who consisted of education pundits was chosen by a purposive sampling—snowball. That is to say, 13 subjects were chosen by the theoretical saturation technique. To collect the quantitative data, a researcher-made questionnaire ensuring a face and content validity of 0.88 was developed by the experts. The qualitative data were collected according to semi-structured interviews. The data analysis was performed by two software programs—SPSS and MAXQDA. The results of the quantitative findings suggested that the challenges and obstacles to the leadership of professional learning communities are not in satisfactory condition in schools. Furthermore, the results of Friedman’s rank test indicated that the highest rank mean relates to the organizational challenges and obstacles, while the lowest rank mean was depicted by the individual challenges and barriers. According to the results of the qualitative findings, four strategies were suggested to address the challenges and obstacles to the leadership of professional learning communities as follows; organizational strategies, educational and selection strategies, cultural strategies, and leadership strategies.

Purpose: The aim of this research was investigate the effect of participative management and self-regulation on conflict management of managers with mediate role of spiritual transcendence. Methodology: The present study is applied in terms of purpose and in terms of implementation, it was descriptive-correlation. The research statistical population was the male and female teachers of one and two districts of Urmia city in 2019-20 academic years. According to the Cochran’s formula, 343 people were selected as the sample by the stratified sampling method based on the service area. The research instruments was the questionnaires of participative management (Feyzi & et al, 2009), self-regulation (Bouffard & et al, 1995), conflict management (Thomas & Kilmann, 1974) and spiritual transcendence (Piedmont, 1999). Data were analyzed with methods of Pearson correlation coefficients and structural equation modeling in SPSS-19 and Smart PLS-3 software. Findings: The findings showed that participative management and self-regulation on spiritual transcendence, and participative management, self-regulation and spiritual transcendence on conflict management had a positive and direct effect. Also, participative management and self-regulation with mediating spiritual transcendence on conflict management had a positive and indirect effect (P<0.05). Studies have shown that the research the model had the fit well. Conclusion: Spiritual transcendence was a good mediator between participatory management and self-regulation with conflict management, so according to the results to improve conflict management of managers can improve the level of their participative management, self-regulation and transcendence through training workshops.

Purpose: Regarded to the importance of professors' effectiveness, the purpose of this study was structural modeling of the impact of entrepreneurial thinking and professional commitment on professors' effectiveness with the mediating role of satisfaction from organizational climate among professors of Islamic Azad University of Urmia Branch. Methodology: This study in terms of purpose was applied and in terms of implementation method was cross-sectional from type of quantitative. The research population was the professors of the Islamic Azad University of Urmia Branch in the 2020-21 academic years, which based on the Cochran's formula the sample size was estimated 227 people who were selected by stratified random sampling method according to different colleges. The research instruments of the present study were the Questionnaires of entrepreneurial thinking (Scarborough & Zimmerer, 1990), professional commitment (Allen & Meyer, 1990), professors' effectiveness (Salimi & Ramezani, 2014) and satisfaction from organizational climate (Bontis, 1998). Data were analyzed by structural equation modeling in SPSS-21 and SmartPLS-2 software. Findings: The results showed that entrepreneurial thinking and professional commitment had a positive and direct effect on satisfaction from organizational climate and professors' effectiveness and satisfaction from organizational climate had a positive and direct effect on professors' effectiveness. Also, entrepreneurial thinking and professional commitment had a positive and indirect effect on the professors' effectiveness with the mediating role of satisfaction from organizational climate (P<0.01). Conclusion: According to the results of this research, to improve the professors' effectiveness can be used by promoting entrepreneurial thinking, professional commitment and satisfaction from organizational climate.

هدف از پژوهش تبیین نقش سبک تربیتی و پایگاه اجتماعی _ اقتصادی خانواده و عوامل مدرسه بر عملکرد تحصیلی با میانجیگری احساس تعلق به مدرسه است. نمونه پژوهش شامل 492 دانش آموز متوسطه که با استفاده از نمونه گیری تصادفی طبقه ای انتخاب شدند. برای گردآوری اطلاعات از پرسشنامه های استاندارد استفاده شد. برای سنجش سبک تربیتی ازپرسشنامه Royan et al. (1989) با ضریب پایایی آلفای کرو نباخ 87/0 ، برای پایگاه اجتماعی- اقتصادی از پرسشنامه (Samaeri (2013 با ضریب آلفای کرونباخ 87/0 ، عوامل مدرسه ای از تلفیق شاخص های امکانات و خدمات مدرسه و برای عملکرد تحصیلی از پرسشنامه Taylor (1999) با ضریب آلفای کرونباخ 93/0 و برای احساس تعلق به مدرسه ازپرسشنامه ی , Betty, Barry Watt(2005) با ضریب آلفای کرونباخ 850/0 استفاده شد. درمجموع روایی وپایایی تمام ابزار های تحقیق موردتایید نهایی قرار گرفت . داده های گردآوری شده با استفاده از نرم افزارهای spss و pls Smart با روش های آماری، مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد که سبک تربیتی و پایگاه اجتماعی-اقتصادی خانواده وعوامل مدرسه ای بر پیشرفت تحصیلی تاثیر مثبت ومعنی داری دارند ومتغیراحساس تعلق به مدرسه نقش میانجی دارد و باید درمدیریت و برنامه ریزی برای کاهش نابرابریهای آموزشی لحاظ شوند.