درخت حوزه‌های تخصصی

Purpose: The aim of this study was to develop a program for teaching philosophy in a narrative manner and to evaluate its effectiveness on moral intelligence, epistemological beliefs and emotional self-awareness in adolescents. Methodology: The method of quasi-experimental research was pre-test-post-test design with control and follow-up group, also in terms of exploratory data type. The statistical population in the qualitative section consisted of 15 specialists in educational sciences and philosophy who were selected by purposive sampling method. Also, the statistical population in the quantitative part included 30 students in 2019 who were tested in two groups of 15 using stepwise cluster sampling. The experimental group underwent 8 sessions of 90-minute philosophy training in a narrative manner. The data collection tool was exploratory in the qualitative part of semi-structured individual interviews. In the quantitative part, Lenick and Kiel (2011) Moral Intelligence Questionnaire, Biles (2009) and Grant et al. (2002) Emotional Self-Awareness Questionnaire were used. Qualitative data analysis was used for content analysis and in quantitative part for confirmatory factor analysis, analysis of variance with repeated measures was used. Findings: The findings showed that among the components of teaching philosophy in a narrative way were responsibility, forgiveness, honesty, courageous behavior, moral values and communication skills. The results also showed that teaching philosophy in a narrative way is effective on moral intelligence, epistemological beliefs and emotional self-awareness of adolescents. Conclusion: Therefore, paying attention to the mentioned variables in prevention and designing more appropriate treatments will help researchers and therapists in the field of adolescents.

Purpose: The aim of this study was to identify the factors of formation and consequences of collective trust in schools. Methodology: The present study was conducted using a qualitative method using data foundation theory. The statistical population included education professionals and knowledge-based companies. The research sample consisted of 12 experts and experts in the field of education and collective trust, the Institute of Education Studies, the Ministry Office of the Ministry and the General Directorate of Education, experienced managers who were selected by purposive sampling method. . First, 7 people were selected using purposive sampling, and then 5 more people were selected using the snowball method. The data collection tool was a semi-structured interview. By analyzing the data theory, the basic model was extracted and then the components and sub-components were identified. Findings: The components of collective trust formation and its consequences in school were identified with 6 main dimensions, 17 pivotal components, and 85 coding. And the motivation and dynamism of the school community; The underlying conditions were: innovation and new technology, an effective educational program for teachers and school colleagues, and the consequences of the collective trust of schools were: improving the social status of teachers and administrators, students' academic success, setting educational goals and Appropriate teaching content - developing care insights in the school community. Conclusion: The results of the study showed that the causal factors and underlying collective trust in schools are: support of senior school principals and the organization, personality and professional characteristics and motivation and dynamism of the school community; Underlying conditions are innovation and new technology, an effective curriculum for teachers and school staff

Purpose: The present study was conducted aimed to presenting model of empowerment elementary period managers based on components of futurology. Methodology: This study was applied in terms of purpose and combined (qualitative and quantitative) in terms of implementation method. The research population in the qualitative section was the specialists and experts of Tehran city and in the quantitative section were the primary school managers of Tehran city in the academic years of 2019-20. The research sample in the qualitative section was 12 people who were selected according to the principle of theoretical saturation by purposive and snowball sampling methods and in the quantitative section was 270 people who were selected according to the Krejcie and Morgan table by multi-stage cluster sampling method. Data were collected by methods of take noting, semi-structured interviews and researcher-made questionnaire whose face and structure validity of questionnaire were confirmed and its reliability was obtained by Cronbach's alpha method 0.88. Qualitative data were analyzed by open, axial and selective coding methods and quantitative data were analyzed by structural equation modeling in SPSS-25 and LISREL-8.8 software. Findings: The findings of the qualitative section showed that the model of empowerment elementary period managers based on components of futurology had 6 main categories, 20 sub-categories and 85 indicators. The main categories and sub-categories were included transformation management (sufficient cognition of environment, responsibility and organizational health), empowerment (strengthening teachers' careers, applying participatory management and improving relationship between managers and teachers), sense of competence (having the enough motivation, support for managers, flexibility and creative thinking), organizational structure (organizational changes, lack of resources and inadequate distribution and lack of foresight), standardization (applying knowledge management, use of feedback system and modeling) and growth and improvement (foresight, self-efficacy, risk-taking and delegation of authority).The findings of the quantitative section showed that all six main categories had a significant effect on the model of empowerment elementary period managers based on components of futurology and the model had appropriate fitness indicators. Conclusion: Based on the results, the model of empowerment elementary period managers based on components of futurology can have practical implications for education specialists and planners and can be used to improve the structure of education.