درخت حوزه‌های تخصصی

Purpose: Teachers are one of the most important pillars of the education system and play a crucial role within it. Therefore, the present study aimed to design a model for policy-making on empowerment and professional advancement of teachers, focusing on in-service training. Methodology: This study was applied in terms of objective and mixed in terms of implementation method, i.e., qualitative and quantitative. In the qualitative section, the research population consisted of experts familiar with the research field, 10 of whom were selected using purposive sampling based on theoretical saturation and subjected to semi-structured interviews. Furthermore, in the quantitative section, the research population was teachers in the city of Neyshabur, 384 of whom were selected using random sampling according to the Krejcie and Morgan table and responded to a researcher-made questionnaire. In this study, qualitative data were analyzed using thematic analysis based on grounded theory in MAXQDA software, and quantitative data were analyzed using exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software. Findings: Qualitative findings indicated that causal conditions included three themes: social needs, changes in educational needs, and the creation of individual needs in teachers; the central phenomenon included three themes: value creation, problem solving, and scientific and practical training; contextual conditions included five themes: proper course implementation, course content richness, a suitable environment, proper planning, and teachers' mindset; intervening conditions included six themes: uncommitted and inexpert managers, improper performance evaluation, improper needs assessment, lack of teaching quality in courses, unconventional teaching methods, and a weak motivational system; strategies included ten themes: successful modeling, course content improvement, region-focused planning, accurate and scientific needs assessment of courses, removing teachers' individual barriers, changes in educational systems, improvement of physical conditions, employing experienced and expert instructors, providing motivational frameworks, and a suitable evaluation system; and outcomes included four themes: social outcomes, improvement in teachers' educational performance, job well-being of teachers, and psychological outcomes of teachers. Quantitative findings showed that the factor loading of all themes (except for 6 themes) was above 0.60, and the Cronbach's alpha and composite reliability of all of them were above 0.70. Additionally, the model for policy-making on empowerment and professional advancement of teachers, with emphasis on in-service training, had a suitable fit, and the effect of causal conditions on the central phenomenon, the effect of the central phenomenon, contextual conditions, and intervening conditions on strategies, and the effect of strategies on outcomes were significant (P<0.05). Conclusion: The designed model for policy-making on empowerment and professional advancement of teachers, focusing on in-service training, can assist planners in the education system to empower and advance teachers professionally through in-service training.

Purpose: This study aims to explore the professional development needs of rural teachers to identify targeted strategies that can enhance their professional growth and effectiveness. Methodology: This qualitative study involved 31 rural teachers, utilizing semi-structured interviews to gather data. Interviews were audio-recorded, transcribed, and analyzed using NVivo software to ensure thematic accuracy and depth. Theoretical saturation was achieved to ensure comprehensive coverage of the topics discussed. The study's approach was grounded in qualitative methodologies, with an emphasis on capturing the lived experiences and insights of the participants. Findings: Four main themes were identified: Access to Resources, Professional Growth, Challenges and Barriers, and Suggested Improvements. Access to Resources highlighted issues like unreliable internet and inadequate professional materials. Professional Growth focused on the importance of collaborative learning and skill development. Challenges and Barriers included financial and geographic constraints, while Suggested Improvements called for policy reforms, infrastructure development, and community engagement to support rural teachers. Conclusion: The study highlights the complex challenges rural teachers face in accessing and benefiting from professional development opportunities. It suggests that tailored interventions are necessary to address these unique needs effectively. By focusing on specific improvements such as enhanced infrastructure, policy support, and community involvement, stakeholders can significantly impact the professional lives of rural teachers.

Purpose: Parental involvement in education is widely recognized as a critical factor influencing children's academic success. This qualitative study seeks to explore the varied aspects of parental engagement and understand its direct and indirect effects on student outcomes. The objective is to delineate how different forms of involvement contribute to academic achievement and to identify the barriers that parents face in engaging with their children's educational processes. Methodology: The study employed a qualitative methodology, focusing exclusively on semi-structured interviews to gather comprehensive data from 24 participants, including parents, students, and teachers. The interviews aimed at achieving theoretical saturation and were analyzed using NVivo software to facilitate a thorough thematic analysis. The participant selection was purposive, ensuring a diverse demographic representation to capture a wide range of experiences and insights. Findings: Three main themes were identified from the analysis: Types of Parental Involvement, Impact of Involvement on Student Outcomes, and Barriers to Parental Involvement. Under these themes, multiple categories were explored, such as Emotional Support, Academic Assistance, and Financial Support, which significantly enhanced academic performance and student well-being. Barriers identified included work and time constraints, economic factors, and cultural attitudes, which hindered effective parental engagement. Conclusion: The study underscores the significant positive effects of diverse types of parental involvement on students' academic outcomes and emotional well-being. It also highlights several socio-economic and cultural barriers that can restrict parental engagement. Addressing these barriers is crucial for facilitating more effective parental involvement, which is essential for optimizing student achievement.

Purpose: Futurology plays a significant role in advancing organizational goals and mitigating organizational problems and challenges. Therefore, the aim of this study was to identify the dimensions and components of Internet of Things development in schools based on future studies. Methodology: In a descriptive qualitative study, 19 academic and organizational experts from the educational sector of Tehran were interviewed in the academic year 2020-2021 using a semi-structured method. In this study, the sample size was determined according to the principle of theoretical saturation and was selected through purposive sampling. The research tool was a semi-structured interview, whose validity was confirmed through triangulation and whose reliability was calculated at 0.88 using the agreement coefficient between two coders. The data of this study were analyzed using thematic analysis in MAXQDA software, version 2020. Findings: The analysis indicated that the development of the Internet of Things in schools based on future studies encompasses 26 components across 7 dimensions. These dimensions include the elimination of time constraints (with 3 components), elimination of spatial constraints (with 4 components), reduction of infrastructure costs (with 4 components), knowledge management (with 3 components), professional competence (with 3 components), information technology (with 3 components), and effectiveness of the educational system (with 6 components). Ultimately, a thematic network for the development of the Internet of Things in schools based on future studies was established. Conclusion: The model of dimensions and components designed in this study can assist specialists and educational system officials in improving the development of the Internet of Things in schools.

Purpose: This study focused on the structural modeling of competencies of high school managers in Tehran as a driver for sustainable development. Methodology: From the perspective of its objective, this research is developmental-applied, and in terms of data collection, given the nature of the study, it is descriptive-survey. The statistical population in the quantitative section includes high school managers from districts 2, 5, 6, and 8 in Tehran, who have experience in managing high schools and are active in executive and research activities in the field of education. Therefore, the sample size for the forthcoming research is 384 individuals, for which 384 questionnaires were used for data analysis. To measure the research variables, questionnaires by Shamsudin & Chutipattana (2012) and Wayla & Tolud (2021) were utilized. The reliability of the questionnaire was calculated based on Cronbach's alpha, and the validity of the questionnaire was based on confirmatory factor analysis. In the present research, the structural equation modeling method was used for data analysis. The software used for data analysis were SPSS-22 and SMARTPLS-4. Findings: According to the research findings, the professional competency model of school managers includes competency enablers, management competencies, ethics and professional behavior competencies, manager development, social indicators of managers, the establishment of work groups to enhance performance and green competency, attitudinal competencies, knowledge competencies, educational competencies, commercialization of knowledge-skills and technology competencies, hardworking spirit, consumption pattern modification, and participation in development towards national authority, which lead to the realization of results such as a hardworking spirit, consumption pattern modification, and participation in development. Conclusion: The professional competency model of school managers in high schools, with the expansion of professional competency, can assist managers and planners of educational systems in improving educational and training conditions.

Purpose: The present study aimed to investigate the impact of philosophizing training on the inquisitiveness and creative thinking of sixth-grade students in Bushehr County. Methodology: This research method was among quasi-experimental studies. The statistical population consisted of 4,263 sixth-grade students in Bushehr County. The sample size included 40 students, obtained through cluster random sampling. The tools for data collection in this study were the Heydari Inquisitiveness Questionnaire (2013) and the Wiles and Dowell Creative Thinking Questionnaire (2002). The obtained data were analyzed using univariate and multivariate covariance analysis. Findings: The findings showed that the adjusted mean score of the inquisitiveness variable in the experimental group's post-test stage was higher than that of the control group. Therefore, it can be said that philosophizing training led to an increase in the inquisitiveness of the experimental group compared to the control group, indicating the positive impact of philosophizing training on the inquisitiveness of the experimental group relative to the control group. Additionally, the adjusted mean score of the creative thinking variable in the experimental group's post-test stage was higher than that of the control group. Therefore, it can be said that philosophizing training led to an increase in the creative thinking of the experimental group compared to the control group, indicating the positive impact of philosophizing training on the creative thinking of the experimental group relative to the control group. Conclusion: Therefore, philosophizing training were effective for improving inquisitiveness and creative thinking in sixth-grade students.

Purpose: One of the inherent duties of the Cultural and Social Affairs Department of Farhangian University is to extend the governance of cultural and social spheres across all dimensions of the university. In this regard, numerous and diverse plans and activities have been implemented in recent years. The aim of this article is to analyze the cultural and social activities conducted at the university level and to provide an optimal model in this context. Methodology: The Three-Branch Model was used as a theoretical framework. The method employed was mixed, comprising both qualitative and quantitative sections. The qualitative sample population included 30 cultural experts selected through purposive sampling. The quantitative sample population consisted of 194 active members of student organizations, chosen through stratified random sampling. Data collection techniques included in-depth interviews and questionnaires. Findings: The findings indicate that structural factors (0.195), behavioral factors (0.368), and contextual factors (0.312) play significant roles in the formation of issues and problems in cultural and social programs and activities. Additionally, the regression results show that 63% of the variance in the dependent variable is explained by these three variables: structural factors, contextual factors, and behavioral factors. Conclusion: The findings of this study indicate that the structural, behavioral, and contextual factors play significant roles in shaping the outcomes of cultural programs and activities at Farhangian University. This section discusses the implications of these results, drawing on relevant literature to highlight the broader context and potential strategies for enhancing the effectiveness of cultural programs in higher education.

Purpose: Explaining and analyzing the professional and religious ethical needs of the human resources at Farhangian University, with an emphasis on the esteemed faculty members of this university, can be a positive step towards achieving the critical mission of teacher training and education in the country. As indicated by the title of the article, the goal of this research is to analyze the needs of instructors and faculty members in the domain of professional and religious ethics. This article aims to answer the following questions: 1) What professional ethical characteristics do Farhangian University professors need? 2) Do Farhangian University professors possess these characteristics? 3) How can these characteristics be created and reinforced? Methodology: The research methodology of the present study follows a mixed paradigm and employs descriptive-analytical and descriptive-survey methods. Findings: In summarizing the findings, it was concluded that: empathy and the development of a spirit of cooperation among students by the professor, campus presidents, providing a foundation for self-confidence, preventing rigid and dogmatic discipline in the educational environment, and adherence to the scientific and cultural norms and regulations of the university are crucial. Therefore, it is expected that the planners and managers of Farhangian University, in addition to issuing directives and regulations, also pay special attention to implementation and practice. Thus, considering the important fact that in universities, education alone does not have a meaningful impact; rather, the educational process includes teaching ethics and institutionalizing it in order to properly implement the quality charter of Iran's teacher training university. Conclusion: The study underscores the necessity for Farhangian University to integrate ethical training into its educational practices to fulfill its mission effectively.

Purpose: The objective of this research was to present an e-learning model with an emphasis on psychological capital at Mellat Insurance. Methodology: This research is qualitative in nature and employs thematic analysis as its method. The qualitative section of the study population included experts in education, e-learning, and psychology, focusing on psychological capital. Through purposive sampling, criterion-based, the desired sample was selected, and sampling continued until theoretical saturation of the data was reached. Thus, the participants in the study included 18 experts and managers. The data collection tool in this research was semi-structured interviews. It is noteworthy that the extraction of these indices was conducted by reviewing existing theoretical foundations and implementing interview transcripts using the thematic analysis method of Braun and Clarke in ATLAS.ti software. Findings: Based on the qualitative technique of thematic analysis, 141 initial codes were identified in 20 initial themes, and finally, 6 constructive themes were determined. The 6 constructive themes are: educational content, e-learning infrastructure, institutionalization of psychological capital, intra-organizational factors, extra-organizational factors, and effectiveness. Conclusion: One of the main necessities for implementing an e-learning model with an emphasis on psychological capital at Mellat Insurance is to increase organizational productivity. Organizational maturity refers to the ability of the organization to respond to challenges, adapt to changes, and continuously improve. This concept addresses the organization's ability to utilize internal and external knowledge, experiences, and resources to enhance processes, improve performance, and create added value. The primary necessity is that Mellat Insurance must seek to establish an advanced and flexible educational structure that enables employees to acquire the necessary knowledge, skills, and abilities to face emerging challenges and opportunities.

Purpose: Talent management plays a crucial role in enhancing the quality of education and learning, especially within education organizations. Therefore, this study aimed to explore the relationship between the categories of talent management implementation in the education organization. Methodology: This research was applied in its objective and descriptive-correlational in its execution. The study population consisted of managers and employees of the Basra province education organization, from which 385 individuals were selected as the sample using Cochran's formula and a convenience sampling method. The research tool was a researcher-made questionnaire on talent management implementation in the education organization, comprising 63 questions. The data obtained from its administration were analyzed using exploratory factor analysis and partial least squares regression in SPSS and Smart PLS software. Findings: The findings indicated that the implementation of talent management in the education organization comprised six categories: causal conditions (with two components), contextual conditions (with three components), intervening conditions (with three components), the central phenomenon (with one component), strategies (with two components), and outcomes (with one component). The factor loading of all components was above 0.50 and significant, the content validity ratio above 0.70, and the Cronbach's alpha and composite reliability above 0.80. Moreover, the correlation coefficients of causal conditions, contextual conditions, intervening conditions, the central phenomenon, strategies, and outcomes were less than 0.45, indicating their distinctiveness. Additionally, considering the indices of communality and redundancy, the talent management implementation model in the education organization fitted well, and the effect of causal, contextual, and intervening conditions on the central phenomenon, the effect of the central phenomenon on strategies, and the effect of strategies on outcomes were significant (P<0.05). Conclusion: The designed model of talent management implementation in the education organization can assist managers, officials, and education planners in designing programs suitable for implementing talent management within the education organization.

Purpose: The curriculum is a central element in any educational activity, and the present study aimed to design and validate an environmental education curriculum model for higher education based on the "Aker" approach. Methodology: This study used a mixed-methods approach, where the qualitative sample consisted of academic and organizational experts familiar with the research field, and the quantitative sample included curriculum specialists, textbook authors of the Ministry of Education, and environmental experts. The qualitative and quantitative research samples comprised 22 and 191 individuals, respectively, selected according to the principle of theoretical saturation through purposive non-random sampling and Cochran's formula with convenience non-random sampling. The research tools were semi-structured interviews and researcher-made questionnaires in the qualitative and quantitative sections, respectively, whose psychometric indices were confirmed. Data were analyzed using coding in Nvivo software and exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software. Findings: The qualitative findings indicated that the environmental education curriculum model for higher education based on the "Aker" approach contained 87 concepts across 10 elements; namely, 13 concepts for program logic, 15 for program objectives, 13 for educational content, 7 for teaching and learning activities, 9 for instructor characteristics, 7 for educational materials and resources, 5 for educational space and setting, 8 for grouping, 4 for instructional time, and 6 for assessment. Additionally, the quantitative findings showed that the factor loadings, average variance extracted, and composite reliability of the elements were respectively higher than 0.40, 0.50, and 0.70. The fit of the environmental education curriculum model for higher education based on the "Aker" approach was appropriate, with all path coefficients being higher than 0.50 and significant at the 0.001 level. Conclusion: According to the environmental education curriculum model for higher education based on the "Aker" approach and its concepts, planning for the design and application of an environmental education curriculum is essential.