حمیدرضا آراسته

Purpose : Considering the role of professional ethics in the success and effectiveness of other practices, the purpose of this study was determine the share of each of the environmental and organizational components in students' professional ethics. Methodology : The present study in terms of purpose was applied and in terms of implementation method was cross-sectional from type of quantitative. The research population was faculty members of the Islamic Azad University of Tehran province in 2018 year with number 5921 people, which according to the Krejcie and Morgan table number of 365 people were selected as a sample by multi-stage cluster sampling method. The research instrument was a 31-item researcher-made questionnaire whose content validity was confirmed by 12 experts and specialists and content validity index obtained 0.790 and its reliability was obtained by Cronbach's alpha method for components of environmental 0.881 and organizational 0.943. Data were analyzed by exploratory factor analysis and structural equation modeling in SPSS and PLS software. Finding : The results of exploratory factor analysis showed that students' professional ethics had two components of environmental (9 items) and organizational (22 items) that the factor load of all items was higher than 0.50. Also, the results of structural equation modeling showed that the model of students' professional ethics had a good fit and according to the standard coefficients of the paths, the share of environmental and organizational components in students' professional ethics was 0.250 and 0.327, respectively. Conclusion : Considering the share of environmental and organizational components in students' professional ethics, planning is necessary to improve their professional ethics through both environmental and organizational components and the indicators of each of them.

The current research aimed to identify the linchpin components for school principals. In the current study, the researcher used the qualitative method of cornerstone content analysis based on the research objective and problem. The research field was formed by all schools’ principals in Tehran. The purposive sampling method was used to select research participants. To collect data, non-reactive measures (various documents such as articles, books, research results of others, reports, etc.) and semi-structured interviews with key informants were used. At the beginning of the interview, general explanations about the research and its objectives were presented to the interviewee and then the interview was started. The purpose of the researcher conducting these interviews was to identify the development’s linchpin components and their symptoms. The duration of each interview was between 30 and 45 minutes; the ideas raised during the interview process were noted down. Qualitative data were analyzed by using the three-step inductive thematic analysis method of Clarke and Braun (2006). In the inductive thematic analysis where there are logically no pre-defined themes, patterns are revealed during the analysis by placing open codes or similar sub-themes within a main theme. Also, to check the validity of the obtained findings, qualitative validation criteria of "validity" and "reliability" as well as "external audit" were used. The findings showed the 13 components to develop the linchpin components of school principals: network communication; strategic planning; collaborative/interactive/ leadership and management based on collective wisdom; expertise and deep knowledge; critical thinking and problem-solving; creativity and innovation; developmental thinking (self and others); (boundary) breaking structure; ethics/professional ethics; insight and inspiration; acceptance of differences and the uniqueness of humans; generosity and the art of work and emotional connection