درخت حوزه‌های تخصصی

Objectives: The present study aimed to investigate the relationship between active work behaviors, transformational leadership style, and work engagement of vocational school teachers with the mediating role of innovation culture using Structural Equation Modeling(SEM). Methods & Materials: This research is applied and correlational. The study population consisted of teachers of vocational school in Urmia city during the academic year 2021-2022, totaling 309 individuals. A sample of 200 teachers was selected using stratified random sampling and Cochran's formula. The data were collected using the Zopiatis et al. work engagement questionnaire (2014), Tornau and Ferse's active work behaviors scale (2013), Bass and Avolio's transformational leadership style scale (1995) and Dobni's innovation culture scale (2008). The validity and reliability of the instruments were confirmed. Structural equation modeling (SEM) was used to analyze the data using SPSS and AMOS24 software. Results: In this study, a model of relevant variables affecting work engagement was examined. The findings showed that innovation culture and active job behaviors have a direct, positive, and significant effect on work engagement. The direct effect of active job behaviors, transformational leadership style on innovation culture is positive and significant. Moreover, the mediating roles of innovation culture on work engagement were confirmed. Active job behaviors, transformational leadership style, affect work engagement through the mediating variable of positive and meaningful innovation culture. Conclusions:The findings highlighted the importance and role of active job behaviors and transformational leadership style in increasing work engagement of vocational school’s teachers  through innovation culture

This study delved into the dynamics between social capital and human capital and their influence on the knowledge management practices of teachers in Tehran, Iran. The researchers adopted a random sampling method, selecting 214 participants, and administered three standardized questionnaires to collect data. Data analysis was conducted using the Structural Equation Modeling approach. The findings of the study revealed that social capital did not have a significant impact on knowledge management. The researchers attributed this to the presence of a weak culture of teamwork among Iranians, a subject they elaborated on extensively in their article. However, the second hypothesis indicated that social capital significantly influenced human capital, while the third hypothesis demonstrated that human capital had a substantial effect on knowledge management. The fourth hypothesis proposed that social capital influenced knowledge management through the mediating role of human capital, and this effect was found to be significant. These research findings highlight the distinct roles played by social and human capital in knowledge management, with human capital emerging as the more influential factor. Moreover, the study not only explored the direct relationship between social capital and human capital but also emphasized the mediating function of knowledge management within these associations. This novel perspective can enhance our comprehension of methods to enhance human capital within organizations by harnessing the potential of social capital and effective knowledge management

Migration has become an international challenge that has affected all social institutions, especially the educational system, in terms of changing the composition of the cultural context of students. Therefore, intercultural communication is the key to creating social harmony. The aim of research was to analyze intercultural interactions from the perspective of primary school students and their teachers in Ardakan City, using grounded theory method. The research field includes teachers and pupils of different ethnic groups in Ardakan City, and purposeful sampling methods (semi-structured interview & free group interview) for data collection and open, central, and selective coding methods for data analysis were used, respectively. The findings of the research point to three similarities between the views of teachers and students and two basic differences: Effectiveness of intercultural interactions makes students more prepared to accept and choose a transformational strategy and live in a multicultural society under the influence of age characteristics. In contrast, teachers' efforts to ignore and downplay cultural differences are based on emphasizing the national and systemic curriculum and devoting more time. The results of the research indicate that intercultural interactions in immigrant-accepting areas should be considered by policymakers and educational planners in order to reduce tensions and lead to intercultural synergy