درخت حوزه‌های تخصصی

Purpose: The size of a school is a crucial factor influencing educational outcomes, yet its impact on student participation and the sense of community remains complex and multifaceted. This study aims to explore how different school sizes affect these dimensions, focusing on qualitative aspects of student experiences and institutional dynamics to provide a deeper understanding of the educational landscape. Methodology: A qualitative research design was adopted, utilizing semi-structured interviews to collect data from 29 participants, including students, teachers, and school administrators from various sized schools. Theoretical saturation was reached to ensure a comprehensive exploration of the themes. Data were analyzed using NVivo software to facilitate thematic analysis and ensure systematic handling of the interview transcripts. Findings: Five main themes were identified: Student Engagement, Sense of Community, Learning Environment, Administrative Influence, and Challenges and Barriers. Sub-themes such as Academic Participation, Support Networks, Classroom Dynamics, and Policy Making illustrated the specific ways in which school size impacts educational practices and student perceptions. Smaller schools were generally found to foster a stronger sense of community and engagement, whereas larger schools provided more diverse opportunities but faced challenges in maintaining a personalized learning environment. Conclusion: The study concludes that school size significantly influences the educational environment, affecting everything from student engagement to administrative strategies. While smaller schools excel in creating a cohesive community, they often struggle with resource limitations and opportunity diversity. Larger schools, on the other hand, offer extensive resources and opportunities but may lack the close-knit community feel that enhances student engagement and sense of belonging.

Purpose: The objective of this study was to identify and delineate the competency model dimensions essential for faculty members at Farhangian Universities in Tehran. This research aimed to explore the specific competencies necessary to enhance the effectiveness and professional development of faculty in an educational setting. Methodology: This qualitative study employed semi-structured interviews to gather data from 29 faculty members across various departments at Farhangian Universities in Tehran. Participants were selected using purposive sampling to ensure a diverse representation of experiences and perspectives. Theoretical saturation was achieved to ensure the comprehensiveness of the data collected. Thematic analysis was used to analyse the interview transcripts and identify key themes and categories representing faculty competencies. Findings: Five main themes representing essential faculty competencies were identified: ethical competencies, scientific competencies, research competencies, communication competencies, and information technology competencies. Each theme comprised several categories detailing specific competencies, such as individual integrity, pedagogical expertise, research skills, interpersonal communication, and technological proficiency. Conclusion: The study highlighted a comprehensive set of competencies required by faculty members at Farhangian Universities in Tehran to effectively fulfill their educational roles. These competencies span across ethical considerations, scientific knowledge, research capabilities, communication skills, and technological adeptness. Addressing these competencies through targeted development programs could significantly enhance faculty performance and, consequently, student learning outcomes.

Purpose: This qualitative study explores the perspectives of teachers on integrating socio-political issues into classroom discussions, aiming to understand the challenges and strategies employed by educators in various educational contexts. The objective was to illuminate the factors influencing effective teaching practices concerning socio-political topics, thereby informing educational policies and teacher training programs. Methodology: This study utilized a qualitative research design, with data collected exclusively through semi-structured interviews involving 30 teachers from different educational levels and geographic locations. Participants were selected using purposive sampling to ensure a diversity of experiences and perspectives. Data analysis was performed using NVivo software to facilitate thematic analysis, ensuring theoretical saturation was achieved to validate the consistency and comprehensiveness of the findings. Findings: The analysis revealed three main themes: Teacher Preparedness, Student Engagement, and Institutional Support. Under Teacher Preparedness, subthemes included Training and Professional Development, Personal Comfort with Topics, and Curriculum Integration, indicating the need for improved resources and training. Student Engagement was characterized by varying levels of participation and the impact of classroom dynamics on learning, highlighting the influence of teaching methods and environment. Institutional Support emerged as critical, with subthemes like Administrative Guidance and Resources emphasizing the need for stronger institutional backing and adequate resources to support teachers. Conclusion: The study underscores the complexities of discussing socio-political issues in educational settings and the pivotal role of teachers in facilitating these discussions. Effective socio-political education requires comprehensive teacher training, supportive institutional frameworks, and resources that together foster an environment conducive to open and critical discussions. Addressing these factors is crucial for preparing students to participate thoughtfully in democratic processes.

Purpose: Talent management plays a crucial role in enhancing the quality of education and learning, especially within education organizations. Therefore, this study aimed to explore the relationship between the categories of talent management implementation in the education organization. Methodology: This research was applied in its objective and descriptive-correlational in its execution. The study population consisted of managers and employees of the Basra province education organization, from which 385 individuals were selected as the sample using Cochran's formula and a convenience sampling method. The research tool was a researcher-made questionnaire on talent management implementation in the education organization, comprising 63 questions. The data obtained from its administration were analyzed using exploratory factor analysis and partial least squares regression in SPSS and Smart PLS software. Findings: The findings indicated that the implementation of talent management in the education organization comprised six categories: causal conditions (with two components), contextual conditions (with three components), intervening conditions (with three components), the central phenomenon (with one component), strategies (with two components), and outcomes (with one component). The factor loading of all components was above 0.50 and significant, the content validity ratio above 0.70, and the Cronbach's alpha and composite reliability above 0.80. Moreover, the correlation coefficients of causal conditions, contextual conditions, intervening conditions, the central phenomenon, strategies, and outcomes were less than 0.45, indicating their distinctiveness. Additionally, considering the indices of communality and redundancy, the talent management implementation model in the education organization fitted well, and the effect of causal, contextual, and intervening conditions on the central phenomenon, the effect of the central phenomenon on strategies, and the effect of strategies on outcomes were significant (P<0.05). Conclusion: The designed model of talent management implementation in the education organization can assist managers, officials, and education planners in designing programs suitable for implementing talent management within the education organization.