درخت حوزه‌های تخصصی

Purpose: Text books play an important role in improving the moral status of students, and in the meantime, the amount of attention the text books to moral skills needs to be investigated. Therefore, the aim of this study was to investigating the amount of attention to the moral competencies of the national curriculum of the Islamic Republic of Iran in the social studies text books of the first secondary school. Methodology: This study in terms of implementation method was descriptive which in it was used the method of analyzing text books. The research population was the social studies text books of the first secondary school (7th, 8th and 9th) in the 2021-2022 academic years and all three of them were selected as a sample using the census sampling method. The research tool was taking notes of moral competencies of the curriculum in the mentioned books, which whose face validity was confirmed by curriculum experts and specialists, and whose reliability by test-retest method was calculated 0.86. The data as a content analysis were analyzed with using frequency and percentage frequency method of moral competencies of the national curriculum of the Islamic Republic of Iran in the social studies text books of the first secondary school. Findings: The findings showed that in the social studies text books of the first secondary school (7th, 8th and 9th) according to the national curriculum of the Islamic Republic of Iran were identified number of 139 competencies in the three axes of orientation and desire (62 cases), action and behavior (47 cases) and cognition and knowledge (30 cases) that the share of text books for the seventh, eighth and ninth grades was 58, 39 and 42 cases, respectively. Also, among the 19 moral competencies emphasized in the national curriculum of the Islamic Republic of Iran, the text books of the 7th, 8th, and 9th grades covered only 10, 10, and 12 cases of the competencies, respectively. Conclusion: According to the results of this study, it is necessary to create and promote moral competencies in the social studies text books of the first secondary school based on the national curriculum of the Islamic Republic of Iran.

Purpose: Ambivalence includes the ability to perform exploitative activities (attention to the present time) and exploratory activities (attention to the future time) at the same time. Therefore, the current research was conducted with the aim of drawing a scientific map of the field of ambidextrous leadership with a bibliometric approach. Methodology: This research in terms of purpose was applied and in terms of execution method was descriptive. The population of this study was conducted researches in the field of ambidextrous leadership in the Scopus database from 2007 to 2023 with a systematic method. For data analysis was used from bibliometric method with the two objectives of functional analysis and citation network analysis and with PRISMA protocol in VOSVIEWR software. Findings: The results of functional analysis showed that in the field of ambidextrous leadership, Rosing et al had the most citations (583 items) with an article entitled Explaining the heterogeneity of the leadership-innovation relationship: Ambidextrous leadership. Also, the countries of China, Australia, Germany, England and America respectively had the most research in the field of ambidextrous leadership. In addition, the findings of the citation network analysis showed that there were three clusters for authors and six clusters for countries in the co-citation pattern. Also, the synonymy pattern had 1309 links, 337 keywords and 48 clusters, which most of them were with the keywords of innovation, creativity and leadership. Conclusion: The findings of this study about the ambidextrous leadership with a bibliometric approach indicate that the results of this study can help to understand the different angles of ambidextrous leadership with the aim of increasing and promoting it.

This research sought to investigate the assumption that commodities operate as hedging and safe-haven for stocks -during various periods of stock market volatility. In this regard, market test regression models and daily data from 21/03/2009 to 19/03/2020 were used. The researcher was able to test both hypotheses of commodities as hedging and safe-haven simultaneously using these three models. According to the market test model results, "periods of relatively high and low volatility," gold coin futures contracts are viewed as a strong safe-haven for Changes in Tehran stock exchange returns, yet they lack the property of hedging. According to the results of the market test model “Low return periods," gold commodities and other petroleum products serve as safe-haven. Furthermore, “during times of crisis," commodities such as polymer, copper, and gold (cash and futures) had a consistent relationship with the stock market returns. They can be regarded as a strong safe haven for Changes in stock returns. Gold, in general, provided a safe-haven property for the stock index returns in all market test models, and it can serve as a stabilizing force for financial systems by reducing the casualties caused by extreme negative market shocks. The findings indicated that commodities can be used as risk management tools during economic and financial crises. Regarding hedging, the commodity market performed poorly compared to the stock market. Hedging does not always represent a safe haven for the stock market return, and vice versa.

Agency is a significant element in both teacher education and school improvement because it informs how teachers make sound professional decisions. As such, the present study attempted to explore (a) Iranian university instructors’ conception of teacher agency; (b) components of teacher agency; and (c) the role of initial motives on the instructors’ professional agency. To address these issues, benefiting from purposive sampling, five participants were interviewed using the semi-structured interview as the main instrument. The findings indicated that Iranian university instructors believe that teacher agency is an important element in both language teaching and real-life contexts. As for the second concern of the study, the results revealed that personal, professional, and critical components are important. Regarding the third one, initial motives influence instructors’ professional agency. It seems the overall profile of teacher agency in the Iranian context consists of the following key components extracted from the interviews, namely, decision-making, professional development, purposeful acting, making changes, self-reactiveness, intentionality, and forethought. Based on the major findings of the study, concluding remarks are discussed and some tips for further research are presented.