درخت حوزه‌های تخصصی

Purpose: The efficiency of various organizations, especially educational organizations, depends to a large extent on the accountability of their principals. Therefore, the aim of the present research was to analyze the dimensions and components of promoting the accountability of secondary school principals. Methodology: This was an applied qualitative study. The study population included academic experts in educational management and educational sciences of Hormozgan province in 2020-2021. According to the principle of theoretical saturation, the sample size was estimated to be 10 individuals who were selected by purposive sampling method. The data collection instrument included a semi-structured interview. The validity of the above instrument was confirmed by the triangulation method and its reliability was calculated 0.85 using intercoder agreement coefficient. Finally, data analysis was carried out by open, axial and selective coding method in MAXQDA ver. 2018. Findings: The results of the present research showed that promoting the accountability of secondary school principals consisted of 32 indices, 9 components and 3 dimensions as follows: social accountability with two components of commitment to others and justification of an action to others, organizational accountability with four components of monitoring mechanisms, reporting, downward accountability and internal accountability, and functional accountability with three components of individual accountability, transparency and participation. Finally, the model of promoting the accountability of secondary school principals was drawn. Conclusion: According to the results of the current research, in order to promote the accountability of secondary school principals, it is necessary to promote social, organizational, and functional accountability dimension and their indices and components.

Purpose: education plays a key role in empowerment of human resources. Thus, the present research was done to present and validate the human resources empowerment model with emphasis on education in the ornamental and building stone industry. Methodology: this descriptive-analytical study was of correlation type. The statistical population consisted of the staff at Iran's stone statistics and information center as many as 425 persons in 50 companies. The sample size was determined 200 according to Cochran formula; this number was chosen through stratified random sampling method based on the occupational unit. The research instruments included demographic information form capturing gender, age, level of education, years of working background, and a researcher-made questionnaire ( 50 items), whose face validity was confirmed based on expert opinion, while its reliability was calculated using Cronbach alpha method on 30 staff as 0.95. The data were analyzed by exploratory factor analysis and structural equations modeling methods in SPSS-25 and Smart PLS-3 software. Findings: the findings indicated that empowerment of human resources has 10 factors of change and innovation, managerial functions, learning, development of human resources, behavioral factors, organizational factors, the strategic factors of organization, environmental factors, cultural and leadership factors as well as knowledge beyond the technical knowledge. The factor load of all of its items was above 0.40; the convergent validity of the factors was found above 0.60 using the average variance extracted method. The reliability of all of the factors using Cronbach alpha and mixed method was above 0.70. Furthermore, the human resources empowerment model with emphasis on education in the ornamental and building stone industry had suitable and acceptable fitting, and the empowerment of human resources with emphasis on education had a direct and significant effect on all of the 10 factors (P<0.001). Conclusion: given the suitable model of human resources empowerment with emphasis on education in the ornamental and building stone industry, experts and planners can take effective steps for empowerment of human resources through the 10 identified factors.

Purpose: Organizational and administrative destructive behaviors cause many direct and indirect costs on organizations and reduce organizational progress. Therefore, the objective of this study was to identify antecedents of destructive organizational and administrative behaviors based on social exchange theory by meta-synthesis method. Methodology: This study was developmental in terms of objective, cross-sectional in terms of time, and qualitative in terms of data collection. The field of research included 582 articles on destructive organizational and administrative behaviors during 2000-2022. The research sample included 55 articles selected by purposive sampling method and according to inclusion criteria. The data were collected by note-taking (validity was confirmed by the triangulation method and reliability was estimated to be 0.89 by the Cohen's kappa coefficient) and analyzed by content analysis using the seven-step meta-synthesis method of Sandelowski and Barroso (2007). Findings: The results showed that the antecedents of destructive organizational and administrative behaviors based on social exchange theory had two main categories and six subcategories. Each of the two categories of facilitating antecedents and inhibiting antecedents included three subcategories of behavioral factors, structural factors, and contextual factors. Finally, given the categories and subcategories, a model of the antecedents of destructive organizational and administrative behaviors based on social exchange theory was drawn. Conclusion: The model of antecedents of organizational and administrative destructive behaviors based on social exchange theory designed in the present study can be used as a tool for strategic planning in the field of organizational and administrative destructive behaviors.