درخت حوزه‌های تخصصی

Purpose: Present research was conducted aimed to investigate the pathology and ranking of organizational syndromes in Iran education and present its model. Methodology: This study in terms of purpose was applied and in terms of implementation method was combined (qualitative and quantitative). The research population in the qualitative section was the documents and texts of education pathology and experts in this field and in the quantitative section were the managers and teachers of Isfahan and Yasuj cities in 2019-20 academic year. The research sample in the qualitative section were 10 people who were selected according to the principle of theoretical saturation by purposive and snowballs sampling methods and in the quantitative section were 375 people who were selected according to Krejcie and Morgan table by multi-stage cluster sampling method according to the proportion of the ratio volume of cities. Data were collected by methods of take noting, semi-structured interview and researcher-made questionnaire whose psychometric indicators were confirmed. The qualitative data were analyzed with methods of open, axial and selective coding and quantitative data were analyzed with methods of exploratory factor analysis, Friedman test and structural equation modeling in MAXQDA-18, SPSS-25 and LISREL-8.8 software. Findings: The findings of the qualitative section showed that in Iran education there were 78 indicators and 17 organizational syndromes including structural alienation, discrimination and politicking, immobility, incompatibility, pressure, structural mastery, explosive, tension and distress, narcissistic, caution, impulsive, non-commitment, neglect, terrorism, group thinking, lack of communication and silence. The findings of the quantitative section showed that in Iran education, respectively the syndromes of narcissistic, lack of communication, discrimination and politicking, group thinking, structural alienation, tension and distress, structural mastery, caution, pressure, terrorism, neglect, immobility, explosive, incompatibility, non-commitment, impulsive and silence had higher rankings. Other findings showed that the organizational syndromes model had a good fit and all of them had a significant effect on organizational syndromes (P<0.05). Conclusion: According to the identified syndromes and their effect, in order to improve the performance and effectiveness of the education organization, can be reduced the negative effect of the syndromes by improving the activities and relationships internal-organization and external-organization.

Purpose: The purpose of this study was to identify the effective components on assessment the quality of educational services in education and provide a model for it. Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was articles of related to research and management experts in the field of educational services in Tehran, which according to the principle of theoretical saturation, number of 10 people of them were selected as the sample by purposive sampling method. The research tool was a semi-structured interview that lasted 30 to 45 minutes for each person and its structure and internal validity and its external reliability was confirmed. Data were analyzed with coding method in NVIVO software version 10. Findings: According to the analysis, the main theme of assessment the quality of educational services in education had 44 free themes in the form of 9 sub-themes including research activities, teachers, curriculum, school physical environment, learning resources, learning process, cultural-religious activities, cultural activities and sports activities. Conclusion: According to the results, to improve the quality of educational services in education can be done by improving the sub-themes and free themes of each of them until provide a basis for improving and promoting the education system.