درخت حوزه‌های تخصصی

The purpose of this research was to evaluate the degree of burnout of elementary school teachers in the cities of Tehran province. In terms of purpose, the research is applied, and in terms of data collection, it is a descriptive survey. The statistical population of the research included elementary school teachers in Tehran province, 1147 of whom were selected as a statistical sample using the multi-stage cluster sampling method. To collect data, Meslach's standardized job burnout questionnaire was used, the content validity of the questionnaires was confirmed by experts and its reliability was estimated based on Cronbach's alpha method of 0.882. Analysis of research data was done in the form of t-test, one-way analysis of variance and t for two independent groups. The findings of the research indicate that the dimensions of emotional exhaustion and personality damage of primary teachers in Tehran cities are at a low/down level in terms of frequency and intensity, and then the feeling of reduced success is at a high/up level in terms of frequency and intensity. In general, the job burnout of elementary teachers in the cities of Tehran province is at a low/down level in terms of frequency and intensity. Therefore, it is suggested to take necessary measures to create a happy and suitable environment for teachers' activities and improve their mental security, along with planning leisure time and advanced methods of dealing with job stressors.

This study aims to review and analyze the literature in the field of classroom management, given the growth and development of papers in this field in the global scientific community. The bibliometric technique was applied in the investigation, and every scientific publication from 2000 to 2023 is indexed in the Science Direct citation database. After screening the articles, 788 were analyzed, and the data was shown using the VOSviewer program. The historical growth pattern in scientific productions shows a minor decline in 2003, followed by a generally rising trend between 2004 and 2014. The highest number of articles was produced in 2014, with a peak in 2014. The most important keywords are teacher education, higher education, motivation, professional development, self-efficacy, and classroom management teachers. The most important categories in academic literature are education, teacher education, and higher education. The study's emphasis may need to change due to the system's connection to these areas.

The current research aimed to investigate and identify the methods of solving the shortage of teachers and the provision and professional development of teachers. The research method used was descriptive and qualitative content analysis. The statistical population included deputy heads of departments, principals and deputy heads of schools, and researchers in this field. Fourteen people were selected as a statistical sample by snowball sampling. A semi-structured interview method was used. Based on the research findings, five key codes, nine core codes, and 54 codes were identified. In the category of policies and interventions, respectively, revision of courses, removal of non-harmful subjects and titles by 13%; in the category of human resources, reduction of the number of support and administrative forces by 15%; in the category of community interaction and cooperation, upgrading the position of the teacher in society with 37.5% and in the category of recruitment strategies, hiring elite and efficient managers at all management levels with 23% and in the category of incentives and financial support for salary reform Teachers and coordinated payment system had the highest frequency with 20%. As a result, to solve the teacher shortage problem, attention should be paid to multidimensional solutions.

In the literature of school leadership, two perspectives often conflict. The first is a rational perspective that focuses on the truth-seeking and truth-accepting nature of humans, while the second is a political perspective based on the premise that different groups within a school have varied interests and desires, which they pursue through power struggles. This research aimed to examine these two perspectives in schools to determine which can explain the mechanisms of the school. To achieve this goal, an explanatory mixed-methods strategy was employed. In the first phase of the research, quantitative data were collected to compare and measure the effectiveness of school principals in regular and gifted schools in Kashan. For this purpose, one exemplary school and eight public (regular) schools were selected using stratified sampling. The quantitative data collection tool was Parsons' standard questionnaire for school management effectiveness. The results of the quantitative phase indicated that the management of exemplary schools was more effective than that of public schools. In the second phase, a phenomenological strategy was used to explore whether public school principals accepted that these findings could be utilized in educational policy-making. In this section, eight public school principals were selected and interviewed. The results showed that none of the public school principals, contrary to the assumptions of the rational perspective, accepted these findings, and they employed various political strategies to defend their performance. These findings suggest that the political perspective can explain many realities of school management.

Despite the importance of continuous professional development for schools principals, researches show that their professional development approaches need to be review and move towards programs based on collective learning. Therefore, the main goal of this research was to provide a model for professional learning communities of elementary school principals. The present study was conducted using the qualitative research method of grounded theory and interviews with a targeted sample, including 29 key informants (15 university professors and 14 school principals) with relevant research records. The interviews were analyzed using the coding methods of Strauss and Corbin (1998). Four criteria of data authenticity, transferability, reliability and verifiability were used to check the validity of the data. After conducting interviews and open, axial and selective coding; The research results showed 18 general selection codes including causal conditions (collective learning culture; feeling the need for collective learning; leadership and management styles), contextual conditions (dynamic and flexible organizational structure; infrastructures and facilities; empathy and common goals; Encouraging principals towards learning communities), intervening conditions (teaching soft skills; suitable time and place for meetings related to communities; management knowledge; correct plan and program), central phenomenon (professional learning communities), Strategies for developing professional learning communities (suitable work space; professional learning; the existence of a supportive policy for learning communities; modeling of the experiences of successful schools) and consequences (organizational consequences; student success; professional development of teachers) that reflected the pattern of professional learning communities of primary school principals and the relationships between its different dimensions.

The study aimed to design a quality assurance evaluation model for a sample of Iranian secondary schools. Considering the nature of the research questions, the researchers chose a plan based on relativistic ontology and constructivist epistemology The participants included all educational specialists, principals and teachers of West Azerbaijan that among them; 23 experts were selected purposefully by snowball sampling method. The data collection tool was a semi-structured interview protocol. Data analyzed through grounded theory three-steps coding process (open, axial and selective). The results revealed that quality evaluation model of secondary school education consists 248 open codes, 37 axial codes and finally 5 selective codes. Among axial codes 7 items belonged to causal factors, 7 categories are related to contexts and backgrounds, 12 categories are belonged to intervener factors, 6 categories are related to strategies, 6 categories are related to consequences and one category is considered as core phenomenon. Finding of the research reveal that education quality assurance evaluation is affected by facilities and equipment, objectives of secondary education, curriculum, teaching method, teaching-behavioral competence of teacher, organizational factors, educational content, needs and expectations of stakeholders and financial problems; it can lead to educational productivity and academic satisfaction.

Health literacy of students plays a key role in ensuring their health. The present study aims to structurally analyze students’ health literacy based on hidden curriculum, teaching effectiveness, and teachers’ health literacy through the mediation of academic performance. The research method is descriptive-correlational type of structural equation model. The statistical population includes all 12th grade students (N=6940) of female high schools of all 5 districts, who have passed health course as well as all of the health course teachers (N=131) who are teaching in these schools. Using Krejcie and Morgan Table and by applying proportional stratified random sampling, the sample size of students was 365 and the sample size of health teachers based on the schools of the selected students was 100. The data of the present study were collected using three questionnaires of health literacy, teaching effectiveness, hidden curriculum and the final scores of students. Validity and reliability of questionnaires were examined and confirmed to be higher than 0.7. The results of structural equations modelling by PLS software showed that health literacy of students based on hidden curriculum, teaching effectiveness and health literacy of teachers through the mediation of academic performance of 12th grade in female high schools of Tabriz is predictable (p<0.01).schools and teachers have the main role and responsibility of promoting health literacy in students, and providing appropriate curricula to promote health literacy will lead to the improvement of health behaviors in students.

The purpose of this study was to analyze the professional learning standards in Iranian secondary schools (case study: Kurdistan province). This research is applied in terms of purpose and descriptive-survey in terms of data collection method. The statistical population includes all schools in Kurdistan province, which consist of 101 schools. According to the Cochran formula, 12 schools were selected as the sample size through multi-stage cluster sampling. A researcher-made questionnaire was used to collect data. This 47-item questionnaire was designed by researchers to measure professional learning standards in schools in three main areas: conditions for the success of the professional learning program, processes of transforming the professional learning program, and comprehensive and accurate content. According to the research results, the subscale of equity and justice in the conditions for the success of the professional learning program is in a desirable state, while the collaborative culture is in the worst state. The drivers of educational equity are in the best desirable state, and the educational plans are in the worst state in the domain of the processes of transforming the professional learning program. Regarding the area of comprehensive and accurate content in schools, the curriculum, planning, and teaching are reported to be in the best desirable state, while the professional expertise of teachers is in the worst state. Finally, the results indicate that the average status of professional learning in schools is at a moderate level.

The study aimed to design a quality assurance evaluation model for a sample of Iranian secondary schools. Considering the nature of the research questions, the researchers chose a plan based on relativistic ontology and constructivist epistemology The participants included all educational specialists, principals and teachers of West Azerbaijan that among them; 23 experts were selected purposefully by snowball sampling method. The data collection tool was a semi-structured interview protocol. Data analyzed through grounded theory three-steps coding process (open, axial and selective). The results revealed that quality evaluation model of secondary school education consists 248 open codes, 37 axial codes and finally 5 selective codes. Among axial codes 7 items belonged to causal factors, 7 categories are related to contexts and backgrounds, 12 categories are belonged to intervener factors, 6 categories are related to strategies, 6 categories are related to consequences and one category is considered as core phenomenon. Finding of the research reveal that education quality assurance evaluation is affected by facilities and equipment, objectives of secondary education, curriculum, teaching method, teaching-behavioral competence of teacher, organizational factors, educational content, needs and expectations of stakeholders and financial problems; it can lead to educational productivity and academic satisfaction