درخت حوزه‌های تخصصی

Purpose: This study aims to develop a comprehensive scale for assessing the teacher-student relationship by integrating elements from various established theories in educational psychology. Methodology: The study employed a systematic review approach, following the framework by Oakley and Shabrams (2010), to synthesize dimensions from attachment theory, interpersonal theory, social support theory, and self-determination theory. Items for each dimension were adapted from existing validated questionnaires. The initial scale comprised 80 items and was subjected to face and content validity assessment by an expert panel. Content Validity Ratio (CVR) and Content Validity Index (CVI) were calculated to ensure the relevance and essentiality of the items. Findings: Six core dimensions were identified: emotional support, conflict, autonomy and independence, self-worth and competence, instrumental support, and informational support. The final student version comprised 32 items, while the teacher version included 30 items. The validation process confirmed that the items accurately reflect the theoretical constructs and are relevant to the educational context. The findings align with existing literature, emphasizing the importance of emotional and instrumental support, effective conflict management, and the role of autonomy in enhancing student engagement and academic performance. Conclusion: The developed scale provides a comprehensive and validated tool for assessing the teacher-student relationship, integrating key dimensions from multiple theoretical perspectives. This tool can be used for both research and practical applications, helping educators to foster positive interactions that enhance student engagement, a

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 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: The main objective of this research is to adapt appropriate models from Japan, Canada, and Australia, aligned with the culture and education system of Iran, for developing students in the teacher education programs in Iran. Methods: The research approach is mixed-methods (qualitative-quantitative), with an applied purpose, utilizing George Brady's deductive research model. Data analysis was conducted using confirmatory factor analysis (CFA) through the Smart PLS software. This study employs the four stages of description, interpretation, proximity, and comparison in George Brady's model to examine and compare the main elements of the curriculum (objectives, content, teaching-learning strategies, materials and resources [human and equipment], teaching-learning opportunities, learning environment conditions, and evaluation) in the selected countries to improve Iran's curriculum. Subsequently, after achieving a consensus score, a framework for the curriculum was proposed. Findings: The most important findings indicate that improving the quality of the teacher education system is the main goal, and lifelong learning is the specific objective of this system in the studied countries. Additionally, based on the strategic model for Iran's teacher education system, and considering the performance of leading countries and the findings from interviews using the Delphi method and model fitting, it can be concluded that teaching-learning opportunities, with a factor loading of 4.578, had the greatest influence on the curriculum, while content, with a facto

Purpose: This study aimed to examine the role of intellectual capital in the management of talents among gifted secondary school students. Methods and Materials: A mixed-methods approach was used, combining qualitative and quantitative data collection. The quantitative component involved a binomial test to assess teachers' perceptions of intellectual capital in their schools, with a sample of 108 teachers from gifted secondary schools. The qualitative component consisted of interviews with 16 teachers, principals, and experts to explore their views on the factors influencing talent management. The data were analyzed using MAXQDA software for coding and SPSS for statistical analysis. Findings: The results showed that intellectual capital, particularly human capital, plays a significant role in the management of gifted student talents. Over 90% of the teachers rated intellectual capital and its components (human, structural, and relational) as being above average in their schools. The qualitative analysis identified four key factors influencing talent management: structural, school-related, individual and personality-related, and environmental factors. These findings highlight the importance of investing in intellectual capital to optimize talent management in educational institutions. Conclusion: The study concludes that intellectual capital is a critical determinant of successful talent management in schools. Schools with high levels of human, structural, and relational capital are better equipped to identify and nurture gifted students. Strengthening intellectual capital through teacher training, organizational support, and community engagement is essential for enhancing the effectiveness of talent management strategies. K

With the growing integration of social media into everyday life, Twitter has become a significant platform for representing users’ lived experiences, particularly during cultural and religious occasions. This study aims to analyze the content of highly engaged tweets posted between March 18 and April 7, coinciding with Nowruz and the month of Ramadan. From among Persian-language tweets that received more than 1,000 likes, 225 tweets were purposefully selected and examined using both qualitative and quantitative content analysis methods. The findings reveal that three main themes—family relationships, humor, and cultural events—had the highest frequency. Among the humor styles, self-enhancing and affiliative humor were the most prevalent, and women participated more actively than men in narrating their everyday experiences. The results further indicate that Twitter serves not only as a platform for entertainment but also as a space for emotional expression, social critique, and identity representation in the presence of an imagined audience. This study highlights the role of humor as a psychological and social strategy for coping with challenging situations and contributes to a deeper understanding of cultural dynamics within the digital space.