درخت حوزه‌های تخصصی

This study examined the structure of professional interaction networks among primary school teachers and their relationship to professional learning. Using social network analysis, we investigated 69 second-cycle primary school teachers in District 3 of Mashhad through a census approach. Data were collected using two instruments: the Teacher Interaction Network Analysis Questionnaire and the Teacher Professional Learning Questionnaire (Liu et al., 2016), and analyzed using ERGM and PLS approaches. Key findings revealed that teachers' network size significantly influences their positional capital within the network, which in turn directly affects their professional learning. While intra-school professional consultations showed a significant positive relationship with professional learning, inter-school consultations at the district level demonstrated no significant effect. ERGM analysis identified several critical factors shaping network ties: school homophily emerged as the strongest predictor, followed by out-degree based on educational qualifications, in-degree based on school role (teaching vs. administrative), and out-degree based on teaching experience. Notably, teachers with higher qualifications (Master's and PhD) and less experience were more active in seeking peer consultations, with administrative staff (principals and deputies) receiving the majority of these professional inquiries. These findings highlighted the localized nature of professional learning networks and suggest opportunities for strengthening inter-school collaboration to enhance teacher development.

This research aimed to investigate the factors contributing to dropout rates among students in physical education high schools in Kurdistan province. The study employed a qualitative approach, specifically utilizing the systematic data-based strategy developed by Strauss and Corbin. Sixteen male students were purposefully selected based on theoretical saturation. Data collection methods included semi-structured interviews, online media analysis, and document reviews. Following the extraction of perspectives from the qualitative interview texts, the content of these texts, along with online media and documents, was analyzed using a three-stage coding process: open, axial, and selective coding. Initially, 332 open codes were identified, which were subsequently refined to 234 primary codes and 20 axial codes by eliminating redundancies. To ensure the reliability and validity of the data, several strategies were implemented, including rigorous research stages, author characteristics, resource enrichment, data triangulation, and participant validation. The findings revealed that causal factors for dropout included internal demotivation, family financial difficulties, and peer pressure. Background factors consisted of an inappropriate family atmosphere, parental illiteracy, and discrepancies in societal literacy. Intervention factors contributing to dropout included parental coercion regarding education and inadequate school facilities and infrastructure. Proposed strategies to reduce dropout rates encompass support from school staff, attention to students facing challenges, and fostering teacher empathy. Ultimately, the consequences of student dropout include diminished social competencies and negative attitudes toward education.

This study aimed to investigate the effect of proactive personality on innovative work behavior and creativity of teachers through the mediation of intrinsic motivation and thriving at work. This study was correlation using descriptive methods and structural equation modeling for applied goals. In this regard, 250 people were selected from 711 senior high school teachers in Urmia City by stratified random sampling method and using Morgan Table. To collect data, the questionnaires, including Buck's proactive personality (2011), Scott and Bruce's innovative work behavior (1994), Tierney et al.'s work creativity (1999), Kern's thriving at work (2018), and Tierney et al.'s intrinsic motivation of employees (1999) were used. After confirming face and content validity, the construct validity of every questionnaire was calculated using confirmatory factor analysis and its concistency was calculated using Cronbach's Alpha. All variables had a Cronbach's alpha coefficient above 0.7. Data analysis was performed using SPSS and PLS3 software. The results of testing research hypotheses showed that the proactive personality had a positive effect on teachers' innovative work behavior and creativity and intrinsic motivation mediated this relationship. Also, teachers' work thriving as a result of these interactions increased creativity and innovation in the teaching process. Based on the findings, it was suggested that schools should strengthen teachers' proactive personality traits and intrinsic motivation by designing educational programs and workshops to develop creative skills. This will not only help improve the quality of teaching, but also can also lead to the creation of a dynamic and creative educational environment.