درخت حوزه‌های تخصصی

Purpose: The primary objective of this study was to analyze the lived experiences of male first grade high school students regarding sex education with an emphasis on providing a curriculum model. Methodology: The method of the present study was qualitative-phenomenological and applied in terms of purpose. The statistical population of the study was the male high school students of Isfahan in the academic year of 2018-19, who were interviewed by semi-structured and in-depth interviews with 17 of them by purposeful sampling method until they reached theoretical saturation. Data analysis was performed at three levels of open, axial and selective coding. To validate the findings, the researcher and colleagues first reviewed the entire coding process and then provided it to 6 professors and experts. Satisfactory and approved. Findings: The findings were classified into two main categories which are: “Objectives” and “Content”. Regarding the “Objectives” group, 4 main components (being familiar with the type of dressing and hijab, sexual recognition, responsibilities related to sexual functions, and prevention of sexual deviations) and 18 sub-components in terms of the content of the curriculum based on sexual education, 6 components (reproduction, sexual relationships, sexual maturity, sexual abuse, sexual health, and sexual information references) and 23 sub-components were obtained. Conclusion: According to the present data, it may be stated that based on the students' viewpoint, recognizing sexual issues is considered to be a need that should be adequately addressed and understood during the educational period at school.

Purpose: This aim of this study was investigate the model of organizational culture with psychological well-being with mediating of communication skills. Methodology: Present study was cross-sectional from type of correlation. The research population was education staff of Marvdasht County in 2019 years. The research sample was 400 people who were selected by multi-stage cluster random sampling method. Data were collected by the questionnaires of organizational culture (Glaser & et al, 1987), psychological well-being (Ryff, 1989) and communication skills (Burton, 1990) and analyzed by structural equation modeling method with using path analysis in SPSS-25 and AMOS-23 software. Findings: The findings showed that organizational culture had a direct and significant effect on communication skills and psychological well-being, communication skills had a direct and significant effect on psychological well-being and organizational culture had an indirect and significant effect on psychological well-being with mediating of communication skills (P<0.01). Also, the model of organizational culture with psychological well-being with mediating of communication skills had a good fit. Conclusion: Regarded to the proper fit of the model and direct and indirect relationships of variables, it is recommended to promote the psychological well-being of education staff by improving their organizational culture and communication skills through improving the status of staff and workshops

Purpose: The aim of this study was to identify the factors of formation and consequences of collective trust in schools. Methodology: The present study was conducted using a qualitative method using data foundation theory. The statistical population included education professionals and knowledge-based companies. The research sample consisted of 12 experts and experts in the field of education and collective trust, the Institute of Education Studies, the Ministry Office of the Ministry and the General Directorate of Education, experienced managers who were selected by purposive sampling method. . First, 7 people were selected using purposive sampling, and then 5 more people were selected using the snowball method. The data collection tool was a semi-structured interview. By analyzing the data theory, the basic model was extracted and then the components and sub-components were identified. Findings: The components of collective trust formation and its consequences in school were identified with 6 main dimensions, 17 pivotal components, and 85 coding. And the motivation and dynamism of the school community; The underlying conditions were: innovation and new technology, an effective educational program for teachers and school colleagues, and the consequences of the collective trust of schools were: improving the social status of teachers and administrators, students' academic success, setting educational goals and Appropriate teaching content - developing care insights in the school community. Conclusion: The results of the study showed that the causal factors and underlying collective trust in schools are: support of senior school principals and the organization, personality and professional characteristics and motivation and dynamism of the school community; Underlying conditions are innovation and new technology, an effective curriculum for teachers and school staff