مهدی باقری

Purpose: The efficiency of various organizations, especially educational organizations, depends to a large extent on the accountability of their principals. Therefore, the aim of the present research was to analyze the dimensions and components of promoting the accountability of secondary school principals. Methodology: This was an applied qualitative study. The study population included academic experts in educational management and educational sciences of Hormozgan province in 2020-2021. According to the principle of theoretical saturation, the sample size was estimated to be 10 individuals who were selected by purposive sampling method. The data collection instrument included a semi-structured interview. The validity of the above instrument was confirmed by the triangulation method and its reliability was calculated 0.85 using intercoder agreement coefficient. Finally, data analysis was carried out by open, axial and selective coding method in MAXQDA ver. 2018. Findings: The results of the present research showed that promoting the accountability of secondary school principals consisted of 32 indices, 9 components and 3 dimensions as follows: social accountability with two components of commitment to others and justification of an action to others, organizational accountability with four components of monitoring mechanisms, reporting, downward accountability and internal accountability, and functional accountability with three components of individual accountability, transparency and participation. Finally, the model of promoting the accountability of secondary school principals was drawn. Conclusion: According to the results of the current research, in order to promote the accountability of secondary school principals, it is necessary to promote social, organizational, and functional accountability dimension and their indices and components.

Purpose: The aim of this study was to investigate the role of individual and collective components on the formation of social trust in high school students. Methodology: The present study in terms of applied purpose and in terms of performance, it was mixed (qualitative and quantitative). The research population in the qualitative section was experts, experts and specialists in the field of education and training and in the quantitative section were the principals and deputies of the second secondary school in Tehran in the academic year 2019-20, whose number was 380. The research sample in the qualitative section according to the principle of theoretical saturation were 15 people who were selected by purposive sampling method and in the quantitative section according to Cochran’s formula were 190 people who were selected by multi-stage cluster sampling method. To collect data, review of research texts and literature, semi-structured interview and researcher-made questionnaire (110 items) were used. The validity of the interview was confirmed by a review of 10 faculty members and its reliability was calculated by the subject internal agreement coefficient of 0.86. It was obtained from 0.70. Data were analyzed in SPSS and AMOS software by content analysis, factor analysis and structural equation modeling. Findings: Findings showed that in the formation of social trust, two components, individual and collective, played a role. Determination, self-control and collective component had nine dimensions of social commitment, social participation, social support, social respect, and social discipline, loyalty to values, behavioral validity, social development and friendly relations. Conclusion: The results showed that individual and collective components played an effective role in the formation of social trust in high school students

Purpose: The aim of this study was to Presenting Human Resource Selection Model in Education with Tricycle Model. Methodology: This study was applied in terms of purpose and exploratory in terms of data type. The statistical population of the qualitative part of the research included university experts and senior managers of education and training of the whole country in the academic year of 2018-2019. Using the principle of theoretical saturation, 23 experts were selected based on purposeful sampling method. And the deputies of the Education Organization in the whole country were 900 people in 1397-98, and using the Cochran's formula, 270 people were selected based on the relative class sampling method. In order to collect the data, two interview tools and a researcher-made questionnaire including 87 items were used. Its validity was examined in three formal, content and structural methods and its reliability (Cronbach's alpha and hybrid reliability) was above 0.7. The data analysis method in the qualitative part of the theoretical coding was based on the method of basic data processing theory and in the quantitative part the methods of confirmatory factor analysis and modeling of structural equations were used using Lisrel-v8 software. Findings: According to the findings, the factors influencing the selection of human resources, including the behavior of the professional citizen, job performance and innovation, and the constituent components of human resource selection included, contextual, structural and behavioral components. Also, all the components identified in the current situation were evaluated as desirable. In addition, in this study, the mechanisms, contexts and barriers to human resource selection were identified. Conclusion: Strategies for developing an operational plan to improve human resource development in the education organization; Paying attention to meritocracy in delegating work responsibilities; Continuous evaluation of employee performance; The removal of infrastructure and credit barriers to staff access to Internet and scientific networks. Finally, it is possible to improve the choice of human resources according to the amount of components of the behavior of a professional citizen, job performance and innovation.