درخت حوزه‌های تخصصی

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.

This study aims to represent how a primary school principal evolved into an effective educational leadership, focusing on their personal and professional background along with the distinctive features of the school and local community. A qualitative approach and narrative inquiry method were used. Initially, in-depth and semi-structured interviews lasting 12 hours were conducted with the principal. Data analysis was performed using Lichman’s model (2013). To validate the narratives, in-depth and semi-structured interviews were conducted with five teachers who had worked under the principal's management and were selected through purposive (criterion-based) sampling. Additionally, self-reflection notes were prepared during the research process. The principal's journey towards efficiency was divided into four episodes: the character formation period, facing discrimination, conflicts and grief, building professional identity, and role modeling. According to the data analysis results, themes of encountering discrimination, economic poverty, and the local community's perception of disadvantaged schools were continuously repeated in the principal's narratives. Based on the narratives, three strategies - managing interactions, continuous professional development, and vision setting - played a crucial role in the principal's evolution towards efficiency. According to the findings, it is recommended that principals of high-poverty schools address teachers' educational deficiencies in the form of suggestions and gradually increase delegation of authority and trust in their measures to ensure improved performance quality. In addition, the principal, by requiring teachers to daily note the challenges and issues faced by students and to identify major and common challenges, aimed to prioritize these challenges and take necessary actions.

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

The purpose of this research is meta-analysis of the factors related to the philosophical mindset of students based on the researches published in the last 10 years. The population of this research is all the researches published in scientific journals. The sampling method was based on the Purposive sampling method. In this way, out of the total number of researches, which was 13, 3 of the researches were excluded due to reasons such as incompleteness of statistical information. In fact, studies that reported the necessary information and used correct statistical tests were selected, and studies that did not report the necessary information were excluded. The statistical sample is based on the researches that have been carried out on the factors related to the philosophical mindset of students, and their number is 10 researches (14 factors). In order to select studies suitable for meta-analysis and extract appropriate information, meta-analysis checklists were used. These checklists include researchers' names, research title, year of publication, place of implementation, statistical population and sample size, gender, educational level, research tools, reliability and significance level. CMA3 software was used to analyze the results. According to the research results, the effect size and Z calculated for 12 variables out of 14 variables are significant. Also, the largest effect size is related to t self-direction , creativity ,also the smallest effect size is related to mathematical self-efficacy and problem solving . Also, the effect size for all studies in the fixed and random model is at a high level.

This study investigates the relationship between metacognitive beliefs and personal-social adaptation and happiness among high school students. Using a descriptive-correlational design, 373 high school students from Robat Karim city were selected via convenience sampling. Data was collected using the Metacognitive Beliefs Questionnaire short form by Wells & Cartwright-Hatton (2004), the California Psychological Inventory by Clark et al. (1939), and the Oxford Happiness Inventory by Argyle et al. (1995). Statistical analysis involved Pearson correlation and regression. The study identified significant correlations between metacognitive beliefs and personal-social adaptation and happiness. Positive correlations were noted between beliefs about concern and personal adaptation (0.245), and uncontrollability and danger and personal adaptation (0.520). Cognitive confidence also correlated positively with personal adaptation (0.383), while the need for control of thoughts showed a negative correlation (-0.361). Social adaptation displayed similar trends with substantial correlations linked to positive beliefs about concern (0.741) and cognitive confidence (0.471). The need for control of thoughts showed a strong negative correlation (-0.798). Happiness correlated positively with metacognitive beliefs (0.518), with these beliefs predicting a 0.118 unit change in happiness.Metacognitive beliefs significantly affect personal-social adaptation and happiness among students. Workshops involving parents on metacognitive beliefs are recommended to enhance student outcomes.

The purpose of this research was to investigate the ethical foundations of supervising teachers in the digital age. This research was developmental-applied in terms of purpose and qualitative-quantitative method. The field of the study was school principals in the field of monitoring virtual education, who were selected by the snowball method and at the limit of theoretical saturation. Also, the statistical population of the quantitative part included 120 principals schools in Sanandaj. They were selected randomly using Morgan's table. For measuring the proportionality of the model, the opinions of 30 educational management professors, educational ethics researchers, and educational science professors were obtained. The tool of the qualitative part was a semi-structured interview, whose validity was confirmed by Guba and Lincoln's (2000) opinion method and reliability by agreement between coders. Based on the findings of the research, principals' supervision of teachers' virtual activities was subject to three main concepts of teachers' individual ethics, teacher's social ethics identifiers and spiritual-Islamic ethics identifiers in the form of 5 main categories and 29 components. According to the results, he presented a framework for supervising teachers in the form of 5 general concepts (individual ethics in the classroom, educational content of teachers, social ethics, monitoring relationships and identifiers of spiritual-Islamic ethics), which according to the experts' opinion, the proposed framework of this research is valid and It has a good fit.

The present research had a dual objective: first, to identify the components for organizational Development within the structure of the education system in Iran, and second, to propose a model for organizational transformation in the same context. To this end, a qualitative and interpretive approach was employed using grounded theory methodology. Data were collected through a semi-structured interview protocol. The research field included education specialists, from whom 22 individuals were invited for interviews through snowball sampling until theoretical saturation was reached. The transcripts of the interviews were analyzed after being transcribed into written text, using the three-stage systematic coding model of Strauss and Corbin (open, axial, and selective coding). The findings indicated that the main and effective components in the structural transformation of education encompassed the following 11 axial codes: management style, authority and division of tasks, formality, job satisfaction, professionalism, religious value system, justice, supervision and evaluation, management and planning, human resources, and educational budget. The results of the research showed that, considering the importance of transformation in the structure of the education system and the various problems and obstacles identified by education elites regarding structural transformation, attention should be paid to the aforementioned identified components and the proposed model of the research to facilitate change

Organizational reputation may be conceptualized as the collective perception of stakeholders regarding an organization's capacity to generate value, which is distinguished from its competitors, despite being an inherently intangible construct. From an economic perspective, a company's reputation can be regarded as a mirror of its historical achievements and an indicator of its distinctive attributes. The prominence of brand reputation as a fundamental asset substantively augments the integration of social media strategies across diverse tiers of distribution channels. This applied research endeavors to elucidate the influence of branding on the reputation and renown of educational institutions. The statistical population of this research encompasses language learners enrolled at the leading ten language institutions in Tehran, chosen for their extensive network of branches, substantial student enrollment, the perspectives of online users across multiple platforms and, crucially, and most importantly, consultation with prominent professors in the field of TESOL in Tehran. For data collection, a Likert scale-based questionnaire was employed, yielding a compilation of 573 responses from educational institutions. Subsequent analysis was conducted utilizing the structural equation modeling technique, SPSS, and SMART PLS software. The results of this research showed that brand evidence, communication, loyalty, satisfaction, and personality have a significant effect on brand renown and organizational reputation. Moreover, while brand identity does indeed exert a discernible influence, its impact is comparatively modest and does not extend to influencing brand renown and organizational reputation within educational institutions