درخت حوزه‌های تخصصی

Purpose : Given the role of different organizational syndromes in the decline of school performance, the present study was conducted aimed to rank and compare organizational syndromes in Iranian schools according to the opinion of principals, deputies and teachers. Methodology : This study was applied in terms of the objective and quantitative in terms of the method. The study population included the principals, deputies and teachers in Isfahan and Yasuj in the academic year 2019-2020. The research sample according to Krejcie and Morgan Table was n = 375 who were selected by multi-stage cluster sampling method and considering the volume ratio of cities. The research tool was a researcher-made questionnaire of organizational syndromes in Iranian schools with 78 items. Its content validity was confirmed by experts, its construct validity was confirmed by exploratory factor analysis and its reliability was calculated by Cronbach's alpha of 0.93. The data were by Friedman and independent t-tests using SPSS-25 software. Findings : The results showed that the organizational syndromes of narcissism, lack of communication, discrimination and politicking, group thinking, structural alienation, tension and distress, structural mastery, caution, pressure, terrorism, neglect, immobility, explosiveness, incompatibility, non-commitment, impulse and silence had a higher rank in Iranian schools. Other results showed no significant difference between organizational syndromes and teachers in Iranian schools according to the opinion of principals, deputies and teachers (P <0.05). Conclusion : According to the results of the present study and the negative role of syndromes in the decline of school performance, it is necessary to design and implement programs to reduce syndromes by improving intra- and extra-organizational relationships and activities in Iranian schools.

Purpose: This study endeavored to find out the possible relationship between reflectivity and impulsivity as cognitive learning styles and vocabulary/ grammar development as sub-skills among EFL learners.  Methodology: Two intact classes of the third-grade students were selected by the researchers and Oxford Placement Test was run for homogenizing them. After that, Barrat’s (2005) Impulsive/ Reflective questionnaire was given to the participants and they had to respond the translated items in a limited time. Regarding the score scale provided by the questionnaire, the participants were labeled as reflective and impulsive ones. Next, a standard grammar/vocabulary test, extracted from their book, administered to them and the scores were recorded by the researchers. Then, the scores of the questionnaires and tests sent to SPSS software for analyzing and interpreting the data. In inferential statistics, the researchers used correlation test to examine the possible relationship between the students' learning styles and their sub-skills development.  Findings: Results of the study indicated a positive relationship between the students' sub-skills achievements (vocabulary/ grammar) and their learning styles (reflectivity/ impulsivity). In other words, reflectivity and impulsivity had effect on the students' performance in sub-skills, as the reflective students presented better performance and made fewer errors than the impulsive ones in vocabulary and grammar tests.  Conclusion: According to the results, it can be concluded that the higher the reflectivity of the learners is, the more successful they tend to be in such tests. It is expected that the findings of the research indicate the importance of learning styles in educational environment.

The main purpose of this study is to identify and rank the criteria for evaluating the performance of Azad University faculty members using the Analysis Network Process method. The research method is mixed. The sample size of the qualitative section was 15 managers of departments who were purposefully selected by theoretical sampling strategy. Data collection was a semi-structured interview. The data obtained from the analyzed interviews were coded using the Grounded theory. Its validity and reliability were checked and confirmed using the results of three-way consensus. Data analysis was performed in three stages of open, axial, and selective coding. In open coding, concepts and cues were extracted from the interviews. In the selective coding stage, three categories (training, research, consulting services) were compressed and considered as the main dimensions of performance evaluation, and then four sub-components were conceptualized for each dimension. A total of twelve categories were conceptualized and then the dimensions and components were ranked using super design software. The sample size was a quantitative section of 30 faculty members who were randomly selected and the tool for collecting quantitative findings was a researcher-made questionnaire. It was an Analysis Network Process. Findings showed: The factors of consulting services, research and education are in order of priority. In education, respectively, components of teaching quality, spiritual competence, psychological competence and managerial competence, in research, respectively, components of communication competence, competence of new technologies, competence of innovation and creativity, entrepreneurship and cognitive competence. Intercultural competence, foreign relations competence, and the most and least important in the group that experts can use the above dimensions and components in evaluating the performance of faculty members.

Purpose: Thesis writing always has been associated with many challenges in different fields and areas and based on this, the present research was conducted with the aim of presenting a pattern of managing the challenges of thesis writing in the educational-research field. Methodology: The current research in terms of implementation method was qualitative and in terms of purpose was applied. The research population was students and graduates of the PhD period of humanities fields at the Islamic Azad University in 2020-21 academic years, which from them number of 12 people were selected as a sample according to the principle of theoretical saturation and with the purposeful sampling method. Data were collected by semi-structured interviews whose validity by 15 professors was obtained by the relative content validity coefficient method 0.84 and its reliability by the Holsti coefficient method was obtained 0.83. Finally, the data were analyzed by methods of open, axial and selective coding and thematic analysis in MAXQDA-18 software. Findings: The findings showed that managing the challenges of thesis writing in the educational-research field had 74 indicators, 13 components and 4 dimensions. The educational gap dimension has includes three components of computer and software training gap, the lack of familiarity with new research methods and the gap in the practical thesis writing course, choosing the subject dimension has includes three components of lack of paying attention to interdisciplinary subjects, lack of suitable guide for choosing subject and not lack of paying attention to students' interests, cooperation of professors dimension has includes five components of back-promising, restrictions on the selection of supervisors, scientific disability of supervisors, lack of access to professors and lack of commitment and responsibility and educational content dimension has includes two components of lack of access to first-hand sources and lack of easy access to content. Finally, pattern of managing the challenges of thesis writing in the educational-research field was drawn using the theme network method. Conclusion: According to the results of this research, planning it seems necessary to managing the challenges of thesis based on the identified dimensions, components and indicators.