مهدی باقری

Purpose: Instructional and educational leaders of schools can play an important role in improving the academic and even non-academic conditions in primary schools. As a result, the current research was carried out with the aim of designing and compiling the supervisory pattern of instructional and educational leaders in primary schools. Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from type of correlation. The population of the current research was instructional and educational leaders and teachers of primary schools in Hormozgan province included 124 and 4800 people, respectively, which 300 people of them were selected as a sample based on the Krejcie and Morgan table with using stratified random sampling method. In this study, in order to collect data were used a researcher-made questionnaire of the supervision of instructional and educational leaders in primary schools, and the data obtained from its implementation were analyzed with the methods of exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software. Findings: The findings showed that the supervisory pattern of instructional and educational leaders in primary schools has 39 items in 8 factors of leadership in educational improvement, leadership in curriculum improvement, leadership in employees improvement, theoretical and scientific skill, technical and technological skill, ethical and professional skill, management and leadership skill and communication skill; So that the factor load of all items (expect on item) and factors was higher than 0.50, the average extracted variance of all factors was higher than 0.60, and the Cronbach and combined reliability of all factors was higher than 0.80. Also, the supervisory pattern of instructional and educational leaders in primary schools had a good fit and each of the 8 factors had a direct and significant effect on the supervisory pattern of instructional and educational leaders in primary schools (P<0.001). Conclusion: The results of this study have many practical implications for the experts and planners of the education system, and they based on the aforementioned findings can take an effective step towards improving the supervisory pattern of instructional and educational leaders in primary schools.

INTRODUCTION: This study was investigated to represent and measure the impact of social responsibility components on crisis prevention in a conceptual model. Therefore, according to the research model, this study proposed 17 hypotheses about the existence of social responsibility among the employees of organizations involved in helping the victims of natural and man-made disasters, which would lead to crisis prevention. METHODS: This applied research was performed based on the descriptive-survey research method with a correlational approach using field study to collect data. The statistical population of this study consisted of 250 managers and experts of the Crisis Management Organization and the general departments of crisis management of the provinces (subdivisions of the Provincial Governments). The samples were selected using the relative stratified random sampling method, and the final sample size was determined at 150 individuals using Cochran's formula. To collect information, a 17-item researcher-made questionnaire was employed consisting of three main components (i.e., macro environment, organizational factors, and individual factors) and items for each of these three components. The responses were rated on a 5-point Likert scale (from 1=very low to 5=very high). Kolmogorov-Smirnov test was used to check the normality of the distribution of variables. Data were analyzed using SPSS version 26 and the t-test and confirmatory factor analysis modeling was used in AMOS24 software FINDINGS: The results showed that the significance levels obtained for all factors, except technological and geographical factors, were less than 0.05; therefore, all these factors were different from the average of the community. On the other hand, since the mean differences were positive in all factors, all components of social responsibility, except technological and geographical factors, had an impact on crisis prevention. CONCLUSION: It can be said that the special attention of managers, authorities, and employees to the vital issue of social responsibility, especially in their daily activities, not only would help improve intra-organizational communication and increase employee motivation but also would lead to preventing crises.

Purpose: Learning is an important factor in life on which the survival and success of organizations depends. The purpose of this survey study is to investigate the causal relationships between the effective factors of participatory learning in primary schools in Bandar Abbas, Iran. The research is applied in terms of purpose.  Methodology: The participants of the study consisted of 35 experts who were selected by purposive sampling. A researcher-made pairwise comparison questionnaire consisting of 5 influential factors of student, teacher, school principal, school atmosphere, and curriculum was used to collect data. The collected data were analyzed by DEMATEL technique.  Findings: The results of the analysis based on ranking showed teacher factor at the top of ranking following with the student factor in the second rank; the third rank belonged to the school atmosphere factor, the curriculum factor was ranked fourth; the principal factor fifth. The results also showed that the teacher factor (R+J=23.91; R-J=0.35) had the most interaction (impact / influence) and then respectively, the student (R+J=23.87; R-J=-0.35), the school atmosphere (R+J=23.85; R-J=1.00), the curriculum (R+J=22.88; R-J=-0.71), and, the principal factors (R+J=22.53; R-J=-0.30) considered the most interacting of all. The school atmosphere (R=12.42) was the most influential factor on the other factors, then the teacher (R=12.13) was the next influential factor, which according to the R-J value of these two influential factors are pure. The most influential factors were the curriculum, the student and the principal, respectively.  Conclusion: According to the results, the content of textbooks should be written and compiled with a special focus on this method of teaching and learning. Also, new determining scales of the correct performance of participatory learning should be developed and used.