درخت حوزه‌های تخصصی

This research was carried out with the aim of designing the succession model of education superintendents. The strategy of this qualitative research was carried out using the grounded theory. The participants include superintendents and vice-presidents of education departments in Uramanat regions of Kermanshah province, 18 people were selected as a sample with the purposeful sampling method. The data collection tool in this research was a semi-structured interview, and by using a systematic method from the data theory method of the foundation, the factors affecting the succession of superintendents were identified It was checked and confirmed using the methods of retest reliability and reliability of two coders. Qualitative data obtained during three stages of coding analysis and the effective factors of managerial succession and relationships between them were obtained. The results show 16 general categories including the causal factors of legislation, support and succession training, background factors of bureaucracy, improvement of appointments, budget allocation, service compensation, hiring methods, intermediary factors, politicization and social conditions, the central category of succession administrators, succession strategies, talent management and delegation authority and consequences (positive consequences and negative consequences).

With the increasing popularity of virtual education following the COVID-19 pandemic and the advancement of technology in education, new opportunities and challenges have entered the realm of education. So it is necessary to pay attention to the preparation of schools for this type of learning as well as the self-efficacy of teachers in using information and Communication technology (ICT) skills and the stress they experience in using technology in their jobs. The aim of the study was to investigate the role of Computer Self-Efficacy and E-Learning Readiness Mediated with Technostress in Teacher Professional Competence. This study was applied in terms of goal and fell under descriptive-correlational research in terms of data collection. The statistical population consisted of all teachers of Tehran’s District 15 working at high school levels from 2021 to 2022 (675 people), as 194 people were selected through convenience sampling. In order to collect data from Technostress and Computer Self-Efficacy questionnaire (Dong et al., 2020); E-learning Readiness questionnaire (Keramati et al., 2011); and Teacher Professional Competence questionnaire (Motahhari-Nezhad & Jahangard, 2016) were used. After calculating the scales’ reliability, data were analyzed by SPSS and LISREL Software. The results showed that: computer self-efficacy and e-learning readiness had a direct, positive and significant effect on teacher professional competence. computer self-efficacy and e-learning readiness had  a positive and significant indirect effect on teacher professional competence through technostress. Also technostress had a direct, negative and significant effect on teacher professional competence.

The main question of the present research was theorizing controversies and their reason in educational administration studies. The search for the answer to this question was done by genealogical method. In the present thesis, an attempt was made to investigate the end and method of theorizing and its supposed reasons as the two main topics of discussion in this controversy, by Foucaultian genealogy. Following the search for the roots, this study led to the discovery of the sources of theorizing, including scientific power and governmentality, three conflicting discourses of theorizing, and two major ruptures in the theorizing process of educational administration studies. The discourses were identified and divided into three categories: “conventionalism”, “sanctification of science” and “evolution”, and the ruptures were categorized as “methodological rupture” and “teleological rupture”. According to the findings of this study, it can be concluded that educational administration studies are on the one hand considered by experts in the fields of education and social sciences, and on the other hand, are favored by politicians and rulers as a political tool for governments. Contrary to the claims of many competing theories, the emergence of theory in educational administration studies in its global origin has been a tool of political governance rather than seeking to achieve ideal goals such as awareness, welfare, educational justice, democracy, freedom and education. Following the expansion of colonial territories in the European and American governments, facing the huge population of colonized countries such as India and China and the ineffectiveness of previous models of governance, technological tools of discipline from authoritarian and force-based governance are changed to governance based on the education and training of individuals in accordance with the demands of the ruler systems. In other words, according to the conflicting discourses and double ruptures, theorizing in educational administration studies from Foucault’s point of view as a technology of discipline in the modern era, where it has followed political purposes, has had no advantage for this field of study, and every theory with a new claim has increased the ambiguity and confusion in its theoretical nature.

Human resource organization is one of the human resource activities that guides each person towards perfection by finding the path of advancement of each person in his professional life. The aim of the current research was to identify the dimensions and components of the organization of human resources in Kurdistan's education system in order to provide a conceptual model. From the objective point of view, the research is of the "applied" research type; because it seeks to apply knowledge in new situations and develop practical knowledge in a specific field. This research, in terms of how to collect the required data, is classified in the “qualitative research group. In the framework of this research method, in order to know the opinions and ideas of these people in connection with the field of human resource organization In Kurdistan province, 21 of these elites were selected by purposeful sampling and the interview process continued until theoretical saturation was reached. . Paying attention to the family, not paying attention to quality, high costs for obtaining national positions, low special points for group supervisors, giving grades without degrees and certificates, not paying attention to the conditions and working environment, not paying attention to parents' satisfaction, not paying attention to modernization.

Today, the success of organizations and institutions requires effective and efficient management; among them, management in education and schools, as the formal institutions of education, holds a special place. The effectiveness of educational management on the one hand, and the ability to monitor the activities of principals on the other, necessitate access to performance standards in this area. Given the lack of a formulated standard for school principals and the significance and status of high schools, the aim of this research is to identify the performance standards for high school principals. The research method is grounded theory, and the data collection tool is a semi-structured interview. The statistical population includes all male high school principals in the districts of Mashhad. Ten prominent principals were purposefully selected as a sample using the snowball method. After open coding the transcribed interviews and axial coding, 27 components of the performance standards for school principals were identified. Finally, with categorization, these components were classified into five dimensions: human relations, managerial tasks, principals' vision and attitude, school growth and progress, and principals' personal needs. The importance of human relations in high school management was defined as the main category, and other components were defined in relation to it. Ultimately, a model of performance standards for high school principals was obtained.

The present research is aimed at studying the effects of parenting styles on teacher authoritarianism and the possibility of its reproduction in class management in the schools of Urumia.The research method is operational and in terms of data gathering is descriptional-correlation and the statistical universe includes all Teachers of Urmia city,4506 subjects,and 351 subjects were selected as statistical sample by using Cochran statistical formula and random-stratified sampling method.The data gathering tool is stansard questionnaire of parenting styles of Baumrind and authoritarian personality of Asorno-Altemer. SPSS was used to analyze data and also r correlation and multi-variable regression model.The result of this research indicates that the correlation between the components of permissive and authoritarian parent styles with teacher authoritarianism at a meaningful level less than 0/01 and 0/99 reliance was confirmed and the type of relationship is positive and direct and the linear relationship between authoritarian parent style components and teacher authoritarianism at a meaningful level of less than 0/01 was confirmed and the type of relationship is negative and inverse.The results of regression analyse show that the existing variables in model could explain 0/24 of the dependent variable variations of authoritarianism.

The present study was conducted to investigate the effect of Knowledge-based Leadership on the innovative educational activities of first-secondary teachers in Durood City with the role of mediator in Making Schools Smart Plan. This study is applied in terms of purpose and descriptive-correlational in terms of data collection method and structural equation modeling. The statistical population includes all the teachers of secondary schools of Dorud City and 135 of them were selected as a sample by stratified random sampling method. Data collection was done with Donit and DePablo's (2015) Knowledge-based Leadership questionnaires, Saatchi, Kamkari, and Askarian's (2010) innovative educational activities questionnaire, and Smartening Schools scale Jafari Hajti's (2015). Average Variance Extracted, Cronbach's alpha coefficient, and composite reliability (CR) were used to measure the validity and reliability of the tools, and the results of all the indices confirmed that the questionnaires have a suitable and acceptable condition. The final analysis of the data using SPSS software and Smart PLS was done. According to the standard coefficients of the path, the direct effect of knowledge-based leadership on innovative educational activities is 0.532; The amount of indirect effect is 0.270 and its overall effect is equal to 0.802. Also, the smartness of schools directly explains innovative educational activities by 0.428 (42.8%). Knowledge-based leadership is one of the effective leadership styles to strengthen innovative activities in organizations especially in schools. Smartening schools by strengthening learning-teaching processes and creating an interactive environment can facilitate innovative educational activities.