درخت حوزه‌های تخصصی

Purpose: Descriptive evaluation, if successfully implemented can play an important role in promoting the academic success and performance of elementary students. As a result, the present study was conducted with the aim of presenting a model of effective factors on successful implementation of descriptive evaluation in the primary education system of Iran. Methodology : The present study in terms of purpose was quantitative applied and in terms of implementation method was descriptive from type of quantitative. The research population was the heads and deputies of public universities, faculty members and experts of the Educational Research and Planning Institute, professors of education, doctoral students of education and faculty members and experts of the Research, Evaluation, Validation and Quality Assurance Center of Education in the 2020 year. The research sample based on Krejcie and Morgan table was estimated 178 people who were selected by stratified random sampling method with respect to job position ratio. The research instrument was a researcher-made questionnaire of effective factors on successful implementation of descriptive evaluation in the primary education system of Iran (129 items) which its content validity was confirmed by experts and its construct validity was confirmed by exploratory factor analysis method and its reliability was obtained by Cronbach's alpha method for the whole 0.89 and for factors higher than 0.70. Data were analyzed by methods of exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software. Findings : Findings showed that the effective factors on successful implementation of descriptive evaluation in the primary education system of Iran have ten factors and two dimensions of manpower (including four factors of teachers' ability, motivational factors, structural factors and factors related to students) and curriculum (including six factors of multidimensional curriculum, fit of curriculum with facilities, fit of curriculum with needs of individual and community, content of curriculum, flexibility of curriculum and students' satisfaction from curriculum). Other findings showed that the model of effective factors on successful implementation of descriptive evaluation in the primary education system of Iran had a good fit and both manpower and curriculum had a direct and significant effect on it (P<0.05). Conclusion : According to the model of the present study, for the successful implementation of descriptive evaluation in the primary education system of Iran, it is possible to improve the situation through the dimensions of manpower and curriculum and related factors.

Purpose: The purpose of the present study was to provide a model of happiness for students of primary schools in Tehran. Methodology: In terms of the basic purpose, the present study was exploratory mixed (qualitative-quantitative) in terms of the nature and type of study. The statistical population of the current study included all specialists in the field of happiness, such as psychologists and sociologists, educational sciences, and quantitatively, all managers, educational assistants, and sports teachers in Tehran, which included (220 men and 280 women). Therefore, in the qualitative dimension, the sample size of the research was 16 experts in this field, and in the quantitative dimension, 334 people (144 men, 190 women) were selected using the cluster random sampling method. The measurement tool of the current research is a semi-structured interview form in the qualitative dimension, which was developed using open coding and axial coding. The formation of the said form was finalized with the help of interviews and Delphi technique from experts through selective coding. The validity and validity of this matter was confirmed with the help of experts. The research tool in the quantitative dimension was a 121-question questionnaire, which was compiled by transforming the saturated interview form by experts and by giving weight to the indicators. The reliability of the questionnaire was calculated through Cronbach's alpha and was equal to 0.958. Its validity was obtained with the help of content and confirmatory validity, which was relatively high. The research data were analyzed through the coding process based on the systematic design of the theory derived from the data of Strauss, Corbin (1998). Findings: The method of data analysis in the qualitative dimension including the open coding method, axial coding was done, and after the theoretical saturation of the experts, the model of happiness based on 3 dimensions, 11 components and 121 indicators was finalized. In the quantitative dimension, it was confirmed with the help of factor analysis test, which consisted of 3 dimensions, 11 components and the final model of the happiness pattern was confirmed. Conclusion: Based on the findings, the final model of the dimensions of the happiness model includes, in order, family (parental relations, education, economy), school (teacher, principal, classmates, employees) and environment (culture governing the society, security, rules and regulations, media ha) is.

Purpose: This study aimed to examine the role of informal learning and the organizational learning capacity in learning motivation and professional ethics of faculty members in the Eastern Azerbaijan ′s Universities. Methodology: It used survey approach. Statistical population included 2500 individuals of faculty members in Eastern Azerbaijan from which 400 people were selected using random sampling. Data was collected using four standard questionnaires. To analyze data and examine the relationships of the variables, correlation method and stepwise regression were used. Findings: Results showed a positive and significant correlation between informal learning variables and learning motivation and professional ethics. Also, a positive and significant correlation was found between organizational learning capacity, learning motivation, and professional ethics. Maximum correlation coefficient belonged to informal learning and learning motivation (r=0.73). Based on the findings, the regression model for predicting learning motivation and professional ethics through informal learning and learning capacity is significant. Conclusion: Regarding the findings, it can be concluded that any increase in informal learning and organizational learning capacity is associated with increased academic motivation and professional ethics; hence, attention to informal learning and learning capacity in East Azarbaijan universities It can be of great importance in increasing the learning motivation and professional ethics of the faculty members of the universities of East Azarbaijan.

Purpose: The aim of this research was designing a model for increasing organizational justice with the approach of cultural ethical values in education staff. Methodology: This study was applied in terms of purpose and combined (qualitative and quantitative) in terms of implementation method. The research population in the qualitative section was the management experts of the Islamic Azad University of Neishabour and the managers and deputies of the weekly districts of Mashhad and in the quantitative section were the education staff of the weekly districts of Mashhad in the 2019-20 academic years. The research sample in the qualitative section was 30 people who were selected according to the principle of theoretical saturation by available sampling method and in the quantitative section were 257 people who were selected by stratified random sampling method. Data were collected by methods of phishing, interviews and researcher-made questionnaire whose face validity and structure were confirmed and its reliability was obtained by Cronbach’s alpha method for all dimensions above 0.80. Data of in the qualitative section were analyzed by Delphi method and in the quantitative section were analyzed by descriptive statistical indicators and structural equations in SPSS-26 and AMOS-23 software. Findings: The findings of the qualitative section showed that organizational justice has four components of distributive (4 subscales), procedural (3 subscales), interactive (2 subscales) and linguistic (2 subscales) and cultural ethical values has four components of cultural values (3 subscales), ethical leadership (4 subscales), professional ethics (3 subscales) and ethical Climate (2 subscales). The findings of the quantitative section showed that the components of both factors were confirmed, subscales and components had a significant effect on the model of increasing organizational justice with the approach of cultural ethical values and the model had appropriate fitness indicators. Conclusion: Based on the results, the final model of increasing organizational justice with the approach of cultural ethical values in education staff that this model can have practical implications for education professionals and use it to improve the education organization

Purpose: The main purpose of this study was to develop a model of factors affecting students' creativity and to evaluate its validity. Methodology: The research design was an exploratory (qualitative-quantitative) mix. In the qualitative part of the target population, all teachers of the sixth grade of elementary school in the 5th district of Tehran and professors of psychology and educational sciences were prestigious universities in the country, which were selected by purposive sampling of 10 teachers and 10 specialists. In a small part of the population considered in this study, all female primary school students in the sixth grade of the 5th district of Tehran in the year 1998-97, 350 of them were selected as a sample and in random clusters. In the qualitative part of the research, a semi-structured interview was used to obtain information and in the quantitative part, a researcher-made questionnaire was used. The validity and reliability of the questionnaire were confirmed. Factors with very minor changes in exploratory and confirmatory factor analyze using LISREL software and SPSS / 26 were accepted. Findings: The research findings showed that seven main factors namely students' interests and abilities, teacher characteristics, textbook content, learning style, educational space and school facilities, family and management style and principals' attitudes are effective in students' creativity. Conclusion: In general, since the first step in upgrading and improving any structures is to identify the factors affecting it, the findings of the present study help to develop theories of creativity, design of educational interventions, and general policies.

Purpose: The purpose of this study was to present a comprehensive model of empowerment in the Social Security Organization. Methodology: This research was based on the applied purpose and in terms of quantitative and qualitative research method (mixed) and in terms of data collection was descriptive-survey. The statistical population of the study consisted of two groups of experts and thinkers. The first group consisted of university professors whose field of study and field of study was related to the field of research and the second group included organizational experts with a master's degree or higher with managerial and experimental backgrounds related to human resources in the qualitative section after counting the criteria and indicators extracted. From the theoretical foundations, a researcher-made questionnaire based on the Looshe and Likert spectrum was prepared and after passing the Delphi survey, a conceptual model was extracted. Then, in the quantitative part, exploratory factor analysis method was used to identify the model factors and confirmatory factor analysis method was used to fit the model. In order to check the validity of the questions, purposive sampling method was used among organizational and academic experts, of which 15 people were included as a statistical sample. In the second and third stages of validity of the questions, to strengthen the screening process, the snowball method was used to compile the sample, which after saturating the data of 32 final experts for the exploration section and building a conceptual model participated. Statistical analysis was performed using SPSS software to cluster the indicators and create research components and Smart PLS software to confirm the research model. Findings: The results of this study identified 11 components and 37 indicators as the most important factors of comprehensive empowerment and showed that individuals will be empowered individually when intra-individual intelligence, creativity-oriented education, psychological self-knowledge, internal performance, knowledge-based decision making and individual self-efficacy. Together, they will be empowered in the collective, team, and organizational spheres when the culture of bureaucracy, internal reward, fundamental self-efficacy, and interactive policy come together. Conclusion: After exploratory factor analysis and component classification, the fit of the model obtained from the previous step was investigated and confirmed with a good fit.