درخت حوزه‌های تخصصی

Applying grounded theory (GT) as a systematic methodology, this study was to present a model for the career path adaptability (CPA) of teachers. The statistical population consisted of the experts and teachers affiliated to the Department of Education (DoE) in Iran, in the 2018-19 academic year calendar, and the samples (n=17) were selected based on snowball sampling, as a purposeful method. For this purpose, semi-structured, in-depth interviews were used as the data collection tool, and the data were then analyzed via content analysis with coding. In this line, the central phenomenon, accompanied by the main categories and subcategories, was extracted. To code the given data, 198 codes were initially identified, and 41 subcategories were subsequently formed. To validate the interviews, triangulation, member checking, and peer review were further practiced. Besides, the test-retest and inter-rater reliability techniques were exploited for the reliability purposes. In accordance with the GT outcomes, CPA as the central phenomenon was realized with respect to causal conditions, viz., organizational, career-related, personal conditions, through the strategies of career advancement, learning and training, human resources (HR) attraction/selection/recruitment, and motivation, by taking account of effective underlying conditions, namely, HR development requirements, motivational conditions, organizational culture, and leadership style. However, this phenomenon, not protected from economic, political, organizational, and personal contexts, as the intervening factors, had induced a number of outcomes, e.g., a descending trend in leaving one’s job, increased job satisfaction, higher levels of organizational commitment, delegation of authority, and cost reduction for the DOE and teachers. Ultimately, the study results gave rise to designing a CPA model for teachers, containing a central phenomenon, along with causal conditions, underlying conditions, intervening factors, strategies, and outcomes.

Based on the integrated and Distinctive view of Miyak et al. (2000), Executive Functions are a set of related and distinct structures that allow individuals to strive for self-regulation, thoughts, and actions towards the goal of Special help. Self-regulation as metacognitive knowledge as defined by Flavell (1979) and follows Dornyei’s (2005) call to focus on the psychological perspectives of language learning. This study aimed to explore the relationship between a deficiency in the executive function of the brain and writing skills through the mediation of self-regulatory strategies. In this study, 150 Iranian EFL university students were selected. Using Simple random sampling of a population of 630 .they were asked to fill out a self-regulatory strategy questioner by Wang and Bai (2013) and a questionnaire of efficacy in the executive function of the brain by Barkley (2011) and during the course, students were asked to write 7 pieces of writing in the General genre. The study Method was a Descriptive type of correlation. Structural equation modeling was used to analyze data. The research model had a good fit and the factor structure considered acceptable. The results of the study showed that there was a correlation among research variables at the level of 0.01. Considering individual differences, including executive function of the brain, and improving these differences by applying English language learning strategies can be effective in increasing writing skills