درخت حوزه‌های تخصصی

Purpose: This study examines the influence of emotional intelligence (EI) and social competence (SC) on career readiness among senior undergraduate students. With the evolving demands of the professional world, understanding these attributes provides essential insights into preparing students for successful career integration. Methodology: A cross-sectional design was utilized involving 330 senior undergraduate students selected based on the Morgan and Krejcie table for appropriate sample size. The Career Readiness Scale (CRS), Social Competence Inventory (SCI), and Emotional Competence Inventory (ECI) were employed to measure the respective constructs. Data analysis included descriptive statistics, Pearson correlation, and linear regression analyses performed using SPSS version 27. Findings: Descriptive statistics indicated average scores of 3.45 (SD = 0.88) for career readiness, 4.12 (SD = 0.75) for social competence, and 3.98 (SD = 0.81) for emotional intelligence. Pearson correlation results revealed significant positive relationships between career readiness and social competence (r = 0.61, p < 0.01), and between career readiness and emotional intelligence (r = 0.56, p < 0.01). Linear regression analysis demonstrated that these variables collectively accounted for 38% of the variance in career readiness (R² adjusted = 0.38, F = 14.36, p < 0.01). Conclusion: The findings highlight the significant predictive power of both emotional intelligence and social competence on career readiness in undergraduate students. These competencies are crucial for educational and professional development programs aiming to enhance students' transition into the workforce.

Purpose: Good governance and organizational development can create a competitive advantage for any organization, including educational institutions. Consequently, the purpose of this study was to identify the dimensions and components of good governance and organizational development at Mazandaran University of Medical Sciences. Methodology: This study was applied in purpose and qualitative in approach. The study population consisted of experts familiar with the research field at Mazandaran University of Medical Sciences. The research sample included 10 managers and professors at Mazandaran University of Medical Sciences, selected through purposive sampling based on the principle of theoretical saturation. Data were collected using semi-structured interviews, the validity of which was confirmed based on confirmability, credibility, and transferability, and reliability was calculated using a Holsti coefficient of 0.76. Data analysis was conducted using thematic analysis in MAXQDA-2020 software. Findings: The analysis results showed that good governance comprises 20 components across five dimensions: desirable governance, value orientation, capacity building, transparency, and accountability; and organizational development consists of 19 components across three dimensions: non-financial performance, financial performance, and organizational growth. Ultimately, a model of the dimensions and components of good governance and organizational development at Mazandaran University of Medical Sciences was developed. Conclusion: Utilizing the model designed in this study can assist professionals and officials at Mazandaran University of Medical Sciences in improving conditions and creating a competitive advantage.

Purpose: The curriculum is a central element in any educational activity, and the present study aimed to design and validate an environmental education curriculum model for higher education based on the "Aker" approach. Methodology: This study used a mixed-methods approach, where the qualitative sample consisted of academic and organizational experts familiar with the research field, and the quantitative sample included curriculum specialists, textbook authors of the Ministry of Education, and environmental experts. The qualitative and quantitative research samples comprised 22 and 191 individuals, respectively, selected according to the principle of theoretical saturation through purposive non-random sampling and Cochran's formula with convenience non-random sampling. The research tools were semi-structured interviews and researcher-made questionnaires in the qualitative and quantitative sections, respectively, whose psychometric indices were confirmed. Data were analyzed using coding in Nvivo software and exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software. Findings: The qualitative findings indicated that the environmental education curriculum model for higher education based on the "Aker" approach contained 87 concepts across 10 elements; namely, 13 concepts for program logic, 15 for program objectives, 13 for educational content, 7 for teaching and learning activities, 9 for instructor characteristics, 7 for educational materials and resources, 5 for educational space and setting, 8 for grouping, 4 for instructional time, and 6 for assessment. Additionally, the quantitative findings showed that the factor loadings, average variance extracted, and composite reliability of the elements were respectively higher than 0.40, 0.50, and 0.70. The fit of the environmental education curriculum model for higher education based on the "Aker" approach was appropriate, with all path coefficients being higher than 0.50 and significant at the 0.001 level. Conclusion: According to the environmental education curriculum model for higher education based on the "Aker" approach and its concepts, planning for the design and application of an environmental education curriculum is essential.

Purpose: This study aims to develop a comprehensive model for performance improvement management among educational group managers by identifying critical factors and components that influence managerial effectiveness in educational settings. Methodology: The research adopts a descriptive-survey methodology, with a statistical population comprising 400 educational group managers from Islamic Azad University in Tehran. Using the Morgan table, a sample of 196 participants was randomly selected. Data were collected using a researcher-made questionnaire and analyzed using structural equation modeling (SEM) based on an exploratory factor analysis approach with LISREL software. Validity was assessed using composite reliability (CR) and Cronbach's alpha, with additional evaluations through Bartlett's test and KMO measure. Findings: The analysis identified six significant factors affecting performance improvement management: continuous monitoring and evaluation (R = .67, t = 9.56), knowledge management (R = .58, t = 8.27), professional development (R = .61, t = 8.70), empowerment (R = .89, t = 13.12), professional ethics (R = .71, t = 15.81), and managerial role (R = .69, t = 9.85). These factors encompass 25 specific components, such as planning, educational needs assessment, knowledge sharing, self-development skills, cognitive support, and strategic planning ability, all demonstrating significant factor loadings (p < .001). Conclusion: The findings underscore the importance of structured and continuous management practices in educational settings. Emphasizing continuous monitoring, effective knowledge management, professional development, empowerment, ethical standards, and strong managerial roles can significantly enhance the performance of educational group managers. These insights provide a robust framework for educational institutions to improve their management strategies and achieve better organizational outcomes.

Purpose: This article aims to investigate the impact of strategic human resources management (SHRM) on organizational excellence across various sectors. Methodology: This study, aimed at practical application, employs a descriptive-survey research design for information gathering, situating it within the quantitative descriptive-analytical category. The statistical population consists of managers, deputy managers, and employees of the Zahedan Education Organization, totaling 1929 individuals. The sample size was determined to be 320 participants based on the Krejcie and Morgan table, considering the total population number. A stratified random sampling method, organized by educational region, was utilized for selecting the sample. For research question exploration and data analysis, both descriptive and inferential statistical methods were applied using the SPSS 23 and Amos software programs. Findings: The SEM analysis demonstrated all paths to be significantly accepted, with p-values ranging from <0.001 to 0.003, indicating strong statistical support for the hypothesized relationships. This evidences a robust model that accurately captures the dynamics and influences within the organization, providing a solid foundation for strategic planning and implementation. Conclusion: Strategic HRM is pivotal in achieving organizational excellence, necessitating a holistic and strategic approach to managing human resources. Organizations that effectively integrate SHRM practices within their strategic planning processes can enhance performance, adaptability, and resilience, achieving a sustainable competitive advantage. Future research should explore the dynamic interactions between SHRM practices and emerging global challenges to further understand HRM's evolving role.

Purpose: This study focused on the structural modeling of competencies of high school managers in Tehran as a driver for sustainable development. Methodology: From the perspective of its objective, this research is developmental-applied, and in terms of data collection, given the nature of the study, it is descriptive-survey. The statistical population in the quantitative section includes high school managers from districts 2, 5, 6, and 8 in Tehran, who have experience in managing high schools and are active in executive and research activities in the field of education. Therefore, the sample size for the forthcoming research is 384 individuals, for which 384 questionnaires were used for data analysis. To measure the research variables, questionnaires by Shamsudin & Chutipattana (2012) and Wayla & Tolud (2021) were utilized. The reliability of the questionnaire was calculated based on Cronbach's alpha, and the validity of the questionnaire was based on confirmatory factor analysis. In the present research, the structural equation modeling method was used for data analysis. The software used for data analysis were SPSS-22 and SMARTPLS-4. Findings: According to the research findings, the professional competency model of school managers includes competency enablers, management competencies, ethics and professional behavior competencies, manager development, social indicators of managers, the establishment of work groups to enhance performance and green competency, attitudinal competencies, knowledge competencies, educational competencies, commercialization of knowledge-skills and technology competencies, hardworking spirit, consumption pattern modification, and participation in development towards national authority, which lead to the realization of results such as a hardworking spirit, consumption pattern modification, and participation in development. Conclusion: The professional competency model of school managers in high schools, with the expansion of professional competency, can assist managers and planners of educational systems in improving educational and training conditions.