درخت حوزه‌های تخصصی

Purpose: The aim of this study was to present a model of personal self-efficacy of secondary school teachers Methodology: The method of this research was qualitative and the data theory theory paradigm model was used. The statistical population included experts, specialists, officials and experts on education and faculty members in the fields of educational management and psychology, Using purposive sampling method with maximum diversity to achieve theoretical saturation, 21 people were interviewed as semi-structured interviews. For validity and validity of the data, two methods of reviewing participants and reviewing non-participating experts in the research were used. The collected data were analyzed using MAXQDA software during three stages of open coding, axial coding and selective coding. Findings: The findings showed that 27 general categories within the framework of the paradigm model, in three categories of effective planning and evaluation, environmental conditions and respect and motivational and social characteristics of the job (causal conditions), in seven categories of constructive interaction and ethics Teaching skills and teaching competence, decision-making and problem-solving skills, teacher morale and perseverance, classroom management, student involvement and application of teaching methods (central phenomenon of personal self-efficacy of secondary school teachers), in four categories of management style and facilities, Students’ motivation and skills, competitive environment and successful models and characteristics of teachers (background conditions), in four categories: system inadequacy, economic and cultural problems, educational and attitude challenges, and processes and standards (intervening conditions), in five Creating dynamic self-efficacy structures and centers, encouraging and increasing teachers’ skills, improving teachers’ motivation and commitment, and establishing professional systems in education (strategies), in four categories: improving teacher satisfaction and relationships between teachers and students, improving the quality of education and Teaching, reducing burnout and improving mental health, modeling self-efficacy and improving performance (PIA) Mods) has been extracted. Conclusion: Teachers’ personal self-efficacy includes three components: self-efficacy for student engagement, self-efficacy for classroom management, and self-efficacy for teaching strategies

Purpose: The aim of this study was a comparative study of media literacy curriculum policy in the educational system of leading countries and Iran. Methodology: The approach of the research was qualitative approach and the method used in it was comparative-analytical method. The research population in this study included all valid scientific documents, including books, articles in specialized journals related to media literacy, from which the works related to the subject were selected using purposive sampling method and appropriate to the research objectives of the case. Were analyzed and data were collected by documentary method, Descriptive analysis method was used in data analysis. Based on the research question, a framework for data analysis was considered. Based on this framework, the required data from available resources were selected, organized, and then their similarities and differences were identified and compared and interpreted. Findings: Based on the results of this study, the concerns and views on content, necessities and goals of media literacy in different countries are largely similar and educational planners try to maintain their cultural identity in the use of different media. . The results also showed that media literacy has been considered as one of the most effective monitoring tools in the countries. Also, according to the results of the research, the most important differences between the selected countries and Iran in this regard was that the goal of these countries is to institutionalize the media literacy curriculum in an organized manner and in the form of codified policies and long-term plans, but in Iran. Although this issue has been emphasized in the upstream documents, due to the lack of sufficient infrastructure, lack of culture appropriate to the age of technology and teachers not being familiar with this knowledge, these conditions have not been provided and implementation in schools has been unsuccessful. Several years of implementation have not yet led to a successful indigenous approach and model for implementing this skill in schools. Conclusion: The results showed that the concerns and views on the content, necessities and goals of media literacy in different countries are largely similar and educational planners try to maintain their cultural identity in the use of different media.

Purpose: The purpose of the present study was to determine the structural relationships between mode metacognition and cyberspace with self-efficacy mediation in gifted students in Ghaemshahr, Babol, and Sari. There is a structure. Methodology: The method was correlation using structural equation modeling. The statistical population of the study consisted of all 1000 gifted female high school students in three grades (first, second and third) of Ghaemshahr, Babol and Sari cities. For each observed variable (18 variables observed in the model), and considering the possibility of incomplete questionnaires, 350 people were selected as the sample size by census method. جعفری & Kalantari (2016) cyberspace questionnaire, Morris (2001) self-efficacy questionnaire and Onil & Abedi (1996) mode metacognition questionnaire were used to collect data. Data were analyzed using SPSS 18 and AMOS 23 software. Findings: The results show that mode metacognition has a direct effect on the tendency of cyberspace in gifted students of Ghaemshahr, Babol and Sari. Conclusions: Therefore, those who have learned poor cognitive adjustment strategies may be more susceptible to using high-risk behaviors as a means of alleviating negative cognition than others.

Purpose: The aim of tis research was presenting model of rotation from centralization to reducing of focus on the field of formality and power in decision-making of staff levels in education of Tehran. Methodology: Present research in terms of purpose was applied and in terms of implementation was quantitative. The study population was the principals and employees of the staff level of education ministry and the principals and teachers of secondary high schools of Tehran city in the academic years of 2018-19, which based on Cochran's formula from them, were selected 440 people by simple random and multi-stage cluster sampling methods. To collect data was used from 37-items researcher-made questionnaire that its content validity was confirmed by experts and the structure validity of instrument was confirmed by factor analysis and its reliability was calculated 0.94 by Cronbach's alpha method. Data were analyzed with exploratory factor analysis and structural equation modeling methods in SPSS and AMOS software. Findings: The findings showed that the model of rotation from centralization to reducing of focus on the field of formality and power in decision-making had six components of formality, power in decision-making, horizontal communication, delegation of authority, information technology and school-based. Also, the mentioned model had a good fit and all six components of formality, power in decision-making, horizontal communication, delegation of authority, information technology and school-based had a significant direct effect on the rotation from centralization to reducing of focus (P<0.05). Conclusion: Regarded to the results of the present study through improving the components of formality, power in decision-making, horizontal communication, delegation of authority, information technology and school-based can be achieved from centralization to reducing of focus on the field of formality and power in decision-making.

Purpose: Considering the role and importance of passion in elementary students, the present study was conducted with the aim of constructing and standardizing passion quotient test in elementary students. Methodology: This study was a descriptive from type of correlation. The population of this research was elementary students in District 5 of Tehran city in the academic year of 2019-20, which number of 500 people of them was selected as a sample by multi-step cluster sampling method. For passion quotient was prepared a researcher-made test (20 items) and its psychometric indices were examined. For this purpose, the content validity of the instrument was calculated by opinion experts, its structural validity was calculated by exploratory factor analysis by principal components method and its reliability was calculated by Cronbach's alpha and combined methods. For analyze data were used from SPSS-25 and LISREL-8.8 statistical software. Findings: The results showed that the content validity of the instrument was confirmed by opinion experts and its construct validity by factor analysis method indicated the existence of four factors of interest, sensation seeking, focus and intimacy in relationships. The reliability of total and factors of interest, sensation seeking, focus and intimacy in relationships with Cronbach's alpha method were calculated 0.94, 0.88, 0.70, 0.90 and 0.71, respectively and with combined method were calculated 0.96, 0.90, 0.88, 0.91 and 0.83, respectively. Conclusion: Passion quotient test with four factors of interest, sensation seeking, focus and intimacy in relationships had good validity and reliability. Therefore, it can be used to investigate and measure the passion quotient of elementary students to plan to improve their passion and motivation.