درخت حوزه‌های تخصصی

معلمان مدارس استثنایی به دلیل ارتباط کاری با دانش آموزان باهای ویژه از دوچندان نیاز دارند. این مطالعه با هدف تعیین ارزش شغلی و دوستی شغلی بر پذیرش معلمان زن در مدارس استثنایی شهر ساری انجام شد. این از نظر هدف کاربردی است و از روش تحقیق کمی و راهبرد پیمایشی و از روش های توصیفی، همبستگی و رگرسیون خطی چندگانه استفاده شده است. جامعه آماری پژوهش را معلمان زن مدارس استثنایی ساری که در سال های 1400 تا 1401 خدمت می کنند و تعداد آنها 109 نفر می باشد. با استفاده از فرمول کوکران، 52 نفر به عنوان نمونه تصادفی ساده انتخاب شدند. ابزار گردآوری داده ها سه پرسشنامه ارزش شغلی، شغلی آشتیاق و پذیرش عاطفی است. داده ها با استفاده از روش های همبستگی پیرسون و رگرسیون خطی چندگانه در نرم افزار SPSS نسخه 25 مورد تجزیه و تحلیل و تحلیل و تحلیل قرار گرفتن. یافته ها نشان داد که ارزش های شغلی معنی داری بر باورپذیری هیجانی ندارد، اما عاشق شغلی دارای معنی داری و رابطه خطی مستقیم با هویت دارد (0.859 = 0.859). نتایج رگرسیون چندگانه نشان داد که و شوق شغلی به عنوان قادر به پیش بینی کننده به پیش بینی معنادار نشان پذیری هیجانی و تبیین 73 درصد از واریانس است. پیشنهاد می شود قانون استثنایی با کارگیری روش های علمی و عملی شور و نشاط شغلی معلمان را افزایش دهد تا پذیرش آنها افزایش یابد. نشان داد که ارزش های شغلی مهم معنی داری بر باورپذیری هیجانی ندارد، اما شور و شوق شغلی معناداری دارد و رابطه خطی مستقیم با یافته های پژوهشی دارد (0.859 = 0.859). نتایج رگرسیون چندگانه نشان داد که و شوق شغلی به عنوان قادر به پیش بینی کننده به پیش بینی معنادار نشان پذیری هیجانی و تبیین 73 درصد از واریانس است. پیشنهاد می شود قانون استثنایی با کارگیری روش های علمی و عملی شور و نشاط شغلی معلمان را افزایش دهد تا پذیرش آنها افزایش یابد. نشان داد که ارزش های شغلی مهم معنی داری بر باورپذیری هیجانی ندارد، اما شور و شوق شغلی معناداری دارد و رابطه خطی مستقیم با یافته های پژوهشی دارد (0.859 = 0.859). نتایج رگرسیون چندگانه نشان داد که و شوق شغلی به عنوان قادر به پیش بینی کننده به پیش بینی معنادار نشان پذیری هیجانی و تبیین 73 درصد از واریانس است. پیشنهاد می شود قانون استثنایی با کارگیری روش های علمی و عملی شور و نشاط شغلی معلمان را افزایش دهد تا پذیرش آنها افزایش یابد.

The present study aimed to determining the role of senior high schools in the preparation of students to transfer to university. By using an exploratory mixed method approach, we combined qualitative content analysis with descriptive quantitative method. In the qualitative part, the study population includes 9929 senior high school teachers of Tabriz and 891 professors of Tabriz University, and in the quantitative part, it includes 2013 students of Tabriz University in the academic year 2019-2020. The participants of the qualitative part are 16 people and the quantitative part is 325 people based on the Krejcie- Morgan, which was selected by simple random sampling. In order to collect data in the qualitative part, a semi-structured interview, and in the quantitative part, a researcher-made questionnaire based on the findings of the qualitative part was used. The reliability of the quantitative part by using the internal reliability of 0.93. For data analysis, colaizzi's method analysis was used in the qualitative part,and descriptive and inferential statistics tests (Friedman's ranking and sample TT) were used in the quantitative part. Based on qualitative findings, the role of senior high schools in preparing students for transfer to university included academic adaptation, environmental adaptation, individual-emotional adaptation, pre-transitional preparation, and organizational-managerial factors of educational system. The findings of the quantitative part from perspective of the first-year students, indicated status quo of organizational-managerial factors of educational system, pre-transitional preparation, and individual-emotional adaptation was unfavorable while factors of academic and environmental adaptation had moderate situation. According to the results of Friedman test, environmental adaptation was in the highest rank followed by academic adaptation, organizational-managerial factors of educational system, individual-emotional adaptation, and pre-transitional preparation in the next ranks. Combining quantitative and qualitative methods, in this study, caused different aspects of preparing students for transfer to university through senior high schools were identified, and finally, solutions for preparing students to university were presented.

The main goal of this research was to analyze the role of schools' principals in the formation of the hidden curriculum of secondary schools in Tabriz. The research was carried out through mixed method research (qualitative and quantitative) of exploratory type. The research community was formed by academic experts and professors in the field of education, curriculum development, and public education and principals of successful schools. In the qualitative phase, the opinions of various experts were collected through the grounded theory method (by using semi-structured interview) and analyzed and classified through coding steps. Based on the theoretical saturation criterion, 17 participants were selected in a purposive way in the qualitative phase and in the quantitative phase 356 experts, school principals and educational assistants of schools. Data was collected by semi-structured interview and analyzed by structural equation method with smartpls4 software. As a result, 103 indicators, 24 components and 6 dimensions were obtained, which were presented in the form of a paradigm model. In the quantitative phase, a survey research method and a researcher-made questionnaire tool were used. Also, in the quantitative section, using the structural equation method, it was determined that among the obtained components, the effort participation component with a coefficient of (0.912) is the first priority and the rules and regulations component with a coefficient of (0.619) is the last priority. The main result and suggestion of the research is that more and special attention should be given to the components that were placed in the first priorities.

This study of considers the feasibility of using digital leadership in Iranian primary schools. Purposeful sampling was used to obtain a sample of primary school principals in Shahrood, Iran with at least 5 years experience. Semi-structured interviews were used for data collection, Grounded theory method with the Strauss and Corbin coding approach was used for data analysis. Results showed that digital leadership in primary schools had 114 concepts (open codes) falling into 29 categories (axial codes) and formed 6 dimensions including causal conditions, contextual conditions, intervening conditions, central phenomenon, strategies and consequences. Results showed that the use of digital leadership in primary schools is feasible due to the ability and high interest of principals and staff. Causal conditions include the level of ability and approach of educators, digital revolution, culture building, reforming the educational structure and policies, training and development of human resources and attracting capital. Also, the context include digital strategies, digital educational platform, networking, financial and human resources, digital content and management dashboard. On the other hand, intervening conditions include economic, structural, political, cultural and educational fields in the way of using digital leadership in elementary schools, that should be dealt with effective solutions and strategies including supportive, educational, collaborative, managerial and cultural strategy. Also, the use of digital leadership can improve teaching and learning, promote creativity, update and develop, innovate and improve the quality of education and change in educational culture and leadership patterns. Finally, a model was presented based on the findings of this study