درخت حوزه‌های تخصصی

Purpose: The current research proposes a model for elite’s recruitment to Iranian educational organizations based on the ethics and specific cultural contexts of Iranian society. Methodology: This is a combination of two quantitative and qualitative approaches. This is also an applied descriptive-exploratory paper. The primary pattern of research is extracted from the theoretical background and consists of four dimensions (competencies definition, effective factors analysis, competitor’s analysis, and recruitment tools). The final model was extracted and verified through interviewing the experts and the coding process. The cultural components of each dimension are also extracted and clustered according to the experimental data and according to the experts in a 4-step Delphi process. Finally, the current and desired status of the elite recruitment system in educational organizations has been studied using the gap analysis method. Ten companies were selected as sample for the selection of the community by cluster sampling and the questionnaires were distributed among managers and their human resources experts. The GAMS software is used to analyze the data and determine the effectiveness of the coding model. Effectiveness in the current paper is to determine the optimal value of the dimensions. Findings: Based on the findings, the optimum model dimensions (competency definition, effective factors analysis, competitor’s analysis, and recruitment tools) have increased in optimal condition compared to the current situation. One of the most important reasons for this is the existence of cultural barriers to the recruitment process, which impedes the effectiveness of the process and chooses the right and proper. Removing these barriers is one of the essential requirements for optimizing the proposed model. Conclusion: The results showed that there is a significant difference between the current situation and the desired level, which necessitates serious attention to the factors affecting the elite’s recruitment and the development of appropriate mechanisms for their recruitment in educational organizations.

Purpose: The aim of this study was to design an effective school model based on the model of learning organization in primary school in Tehran. Methodology: The research method was a combined research method (qualitative and quantitative) by grounded theory method and structural equation model by quantitative method. The research population was in the qualitative section of university professors specializing in primary education and in the quantitative section were experts in the field of education in Tehran in 2009-2010. Twelve people were selected as a sample in the qualitative section by purposeful method from university professors and 196 experts and specialists in education in Tehran were selected by multi-stage cluster sampling. The research tool was a semi-structured interview in the qualitative part of the interview and a researcher-made questionnaire in the quantitative part of the effectiveness of the learning schools. The data were analyzed in the qualitative part by the grounded method of exploratory theory and in the quantitative part by the structural equation model test and factor analysis. Findings: The results showed that the model of confirmatory factor analysis of the first stage and the relevant factor were: empowerment of human resources (with a factor of 0.926), establishment of teaching and learning system (with a factor of 0.910), extracurricular activities (with a factor of 0.914), Competencies of managers (with a factor of 0.910), competencies of teachers (with a factor of 0.978), educational policies (with a factor of 0.934), technological facilities (with a factor of 0.905). Conclusion: Based on the research findings, it can be said that the priority factors of effective schools are: First priority: Empowerment of human resources, Second priority: Establishment of teaching and learning system, Third priority: Extracurricular activities, Fourth priority: Competencies of principals, Fifth priority: Teachers' competencies, Sixth priority: Educational policies, Seventh priority: Technological facilities.

Pourpose: The aim of research was to design and test the strategic competencies of managers of Lorestan Province Education Department in the school year 2019-2020. Methodology: It was an applied study in terms of purpose and a mixed-exploratory (qualitative/quantitative) one in regards to the method. The statistical population in Delphi Method consisted of 17 experts familiar with the research topic and were selected by targeted sampling. The statistical population in the quantitative section comprised of all presidents, vice-presidents, and directors of education departments across the province. According to Cochran’s formula 87 subjects were selected by stratified sampling. The research tool included an author-made questionnaire with three dimensions, 9 components and 83 indicators. The validity from the lecturers’ viewpoint and reliability based on Cronbach’s alpha test was 0.92. The Delphi method with Kendall’s coefficient was used to analyze data. Model fitting and validation was made by CFA (Confirmatory Factor Analysis) and structural equations in Spss and PLs Smart. Findings: Data analysis showed that concerning significance of the model aspects, management was prioritized as factor loading (.98), organizational loading (.93), and individual loading (.90) (P<0/001). Based on t amounts, the significance of factor loadings (route coefficients) of the relationships among the components and strategic competencies aspects was above 2.57 which suggested that factor loadings of all components related to the “individual”, “management”, and “organizational” aspects were meaningful in the level of error α =0.01 (P<0.001, t>2.57). Finally, the suggested model of strategic competencies of directors of education department was 0.61 based on Goodness of Fit (GOF) standard, which was more than 0.35. Conclusion: Based on the present findings, the indigenous model of strategic competencies of managers in the education system can be considered significant.

Purpose: The purpose of this study was to present a model of teaching philosophy to children considering the role of Social Intelligence in the academic year of 2018-2019. Methodology: This research was a descriptive-correlational study in terms of data gathering method and applied method was employed. The method of this applied research was qualitative-quantitative combination of exploratory and descriptive-correlation. In this research, firstly, through the study of literature and semi-structured interviews, the model of teaching philosophy to children was extracted in a participatory manner, based on which a researcher-made questionnaire was obtained and then through a questionnaire and data analysis, first, the structural model. Following a documentary review of studies on the teaching of philosophy for children in a participatory manner in Iran and the world, as well as a survey of Tehran's teachers of education to review the status quo and conduct semi-structured individual interviews and administering a social intelligence questionnaire. Implemented Philosophy Education Questionnaire for Children The model was then evaluated to evaluate the suitability of the proposed model. The statistical population in this section of the study was academic community experts and education professionals with executive backgrounds at decision-making levels. The sampling method in the qualitative section will be purposeful. The number of interviewees was also determined based on the principle of saturation of 15 persons. The second group of the statistical population of this study included 1800 teachers in all elementary school teachers in Tehran. Cochran formula was used to determine the sample size. According to this formula, 317 individuals were considered as sample size. In this study, multi-stage cluster sampling method was used to select statistical samples in quantitative section. Social Intelligence questionnaire was employed as a measurement tool for the qualitative part. Findings: The results showed that human cognition, relation of concepts to each other, social intelligence, concept definitions, reasoning about concepts and critical thinking respectively have the highest factor loadings and factor weight on the second-order factor six-factor model of philosophy of education for children. Also result showed that the extracte factor had acceptable fitness with the model. Conclusion: children cannot differentiate between their 'feelings' and their 'self'. Teaching children philosophy in a participatory way teaches them to accept what they feel, rather than trivialize or negate their feelings that make them think they are worthless or embarrassing. One of the most successful efforts to change student learning is the Philosophy Education Program for Children.