درخت حوزه‌های تخصصی

Purpose: This study aimed to determine the role of teaching models in academic performance and responsibility among students. Methodology: The research method was quasi-experimental with a pre-test-post-test design and a control group. The statistical population consisted of all master's students in the Faculty of Psychology and Educational Sciences at Allameh Tabataba'i University in the academic year 2018-2019. The research sample included all students present in two classes selected by convenience sampling. One class was designated as the experimental group and the other as the control group. The experimental group received 12 educational sessions, each lasting 90 minutes, based on the Effective University Teaching Model (Lumen, 1995). The control group was taught using traditional methods without an explicit educational model. The Student Responsibility Questionnaire (Soroush, 2012) was used to measure students' responsibility levels. The students' final exam scores were used as an index of academic performance. The collected data were analyzed using descriptive statistics (minimum, maximum, mean, and standard deviation) and inferential statistics (covariance analysis test). Findings: The mean post-test scores for academic performance and responsibility (individual and social) significantly increased compared to the pre-test in the experimental group. However, the mean post-test scores for academic performance and responsibility (individual and social) did not significantly increase compared to the pre-test in the control group. Additionally, the effect size for academic performance (Eta = 0.755), individual responsibility (Eta = 0.718), social responsibility (Eta = 0.710), and overall responsibility (Eta = 0.661) was noted. Conclusion: The teaching model can have a positive and significant role in enhancing academic performance and individual and social responsibility among students.

Purpose: The status and position of women in the management system face numerous challenges and problems. Therefore, the present study was conducted with the objective of explaining the managerial position of women in sports assemblies at the national and international levels. Methodology: This study was applied in terms of its objective and mixed (qualitative and quantitative) in terms of its implementation method. The population in the qualitative part consisted of sports experts, professors, and high-ranking sports managers, from whom 16 individuals were selected as the sample through purposive sampling based on the principle of theoretical saturation. The population in the quantitative part included sports experts, athletes, professors, and high-ranking sports managers, from whom 141 individuals were selected as the sample through random sampling based on the Cochran's formula. The research tools were semi-structured interviews in the qualitative part and researcher-made questionnaires in the quantitative part, the psychometric indices of which were confirmed. Data were analyzed using coding methods and exploratory factor analysis. Findings: The findings from the qualitative part revealed that the managerial position of women in sports assemblies at the national and international levels encompasses 54 concepts in 27 subcategories and 10 categories, including identity formation in managerial spaces, division of labor capability, overcoming gendered spaces, effective control, program orientation, field management and leadership, social support for women's management, management practice, organizational efficiency, networks, and communication skills. Moreover, the quantitative findings indicated that all 27 observed variables had a positive standardized factor loading and a critical ratio greater than 1.96 with each of the 10 latent constructs, thus confirming their validity, and their reliability was calculated to be higher than 0.70 using Cronbach's alpha. In addition, the model of women's managerial position in sports assemblies at the national and international levels fitted well, having a direct and significant effect on all 10 constructs of identity formation in managerial spaces, division of labor capability, overcoming gendered spaces, effective control, program orientation, field management and leadership, social support for women's management, management practice, organizational efficiency, networks, and communication skills (P<0.05). Conclusion: Based on the results of this research, to improve the managerial position of women in sports assemblies at the national and international levels, it is possible to create conditions for the realization of the identified subcategories and categories.

Purpose: Organizational health within schools significantly influences teacher well-being, professional efficacy, and student outcomes. This study aimed to identify and explain the dimensions and components of organizational health among middle school teachers in Tehran, focusing on how individual, organizational, and environmental factors contribute to the overall health of educational institutions. Methodology: Adopting a qualitative research design, this study engaged 26 middle school teachers from Tehran through semi-structured interviews. The participants were selected purposively to ensure a diverse representation of experiences and viewpoints. Data collection continued until theoretical saturation was reached, and thematic analysis was employed to identify and analyze the emerging themes related to organizational health. Findings: The study revealed that individual factors such as motivation, professional development, and job satisfaction; organizational factors including leadership, communication, and organizational culture; and environmental factors like policy influence and community engagement are critical to the organizational health of schools. These factors together create a comprehensive framework affecting the overall effectiveness and well-being of educational settings. Conclusion: The findings underscore the importance of addressing both the internal and external components of organizational health in schools. A holistic approach that considers individual, organizational, and environmental factors is essential for fostering a positive educational environment, supporting teacher well-being, and enhancing student achievement. The study provides valuable insights for educational leaders, policymakers, and practitioners aiming to improve the organizational health of schools.