درخت حوزه‌های تخصصی

Purpose: Self-efficacy as a part of self refers to belief and confidence to one's abilities to achieve goals and tasks. Therefore, the aim of this study was investigating the impact of curriculum literacy and media literacy on job self-efficacy in secondary school teachers. Methodology: The method of research was descriptive from type of correlation. The statistical population in this study were included all secondary school teachers in West Islamabad city in the academic years 2021-2022 with number of 260 people, which based on the Krejcie and Morgan table number of 165 people were selected by simple random sampling method. The research tools were included job self-efficacy, curriculum literacy and media literacy questionnaires, which were completed by the secondary school teachers and their reliability was estimated to be higher than 0.70. To answer the research hypotheses were used the confirmatory factor analysis tests and structural equation modeling in SPSS and LISREL software. Findings: The findings showed that the job self-efficacy variable has four components of individual self-efficacy beliefs, collective self-efficacy beliefs, expectation of individual consequences and expectation of collective consequences, curriculum literacy variable has three components of curriculum planning system, curriculum basics and curriculum planning elements, and media literacy variable has five components of understanding the content of media messages, awareness of the hidden goals of media messages, critical look at media messages, conscious selection and analysis of media messages, which factor load of all was calculated above 0.50 and Cronbach's reliability of all was calculated above 0.70. Also, both variables of curriculum literacy and media literacy had a direct and significant effect on the job self-efficacy of secondary school teachers (P<0.001). Conclusion: The results of this study indicated the effective role of curriculum literacy and media literacy on the job self-efficacy of secondary school teachers. Therefore, to increase job self-efficacy, it is possible to improve their curriculum literacy and media literacy through educational workshops.

Purpose: The development of educational organizations plays an important role in creating a competitive advantage for organizations. Therefore, the aim of this study was to presenting the development model of educational organizations with emphasis on the entrepreneurship drivers in higher education. Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from type of cross-sectional. The research population were included all faculty members of Golestan province universities, numbering 1023 people. The sample size was calculated based on Cochran's formula 279 people, which were selected by stratified random sampling method. The research tool was 80 question researcher-made questionnaire on the development of educational organizations with emphasis on entrepreneurial drivers, which whose content validity according to the opinion of experts was calculated as 0.74. Data were analyzed with exploratory factor analysis and structural equation modeling methods in SPSS-21 and Smart PLS-3 software. Findings: The findings showed that the development of educational organizations with emphasis on the entrepreneurial drivers had 80 items in 12 components and 5 dimensions. Dimensions were included entrepreneurial and knowledge-based education and research (with two components of entrepreneurial and knowledge-based research and entrepreneurial and knowledge-based education), structural-organizational (with four components of structure and organization, leadership management, human resources and financial resources and academic independence), technological development and growth (with one component of technological development and growth), policy making of science and technology and the governance system of the higher education system (with two components of development of entrepreneurial mission and perspective and policy making) and contextual factors (with three components of support factors, interaction and communication and cultural-social factors) which whose factor load of all was higher than 0.60, their average variance extracted was higher than 0.50 and their reliability with using Cronbach's alpha and combined methods was calculated higher than 0.70. Also, the development model of educational organizations with emphasis on the entrepreneurship drivers in higher education had a good fit. In addition, the development model of educational organizations with emphasis on the entrepreneurship drivers in higher education on each of the dimensions and each of the dimensions on its components had a direct and significant effect (P<0.001). Conclusion: The development model of educational organizations with emphasis on the entrepreneurship drivers in higher education designed in the present research can help the experts and planners of the higher education system in designing plans to improve educational organizations.

Purpose: The continuous improvement of the performance of Sama schools through the effective dimensions and components let to create a competitive advantage for Sama schools. Therefore, the aim of this study was identifying the dimensions and components of continuous improvement of the performance of Sama primary schools. Methodology: This research in terms of purpose and implementation method was applied and qualitative from type of exploratory, respectively. The statistical population of the current study was all the faculty members of the educational management field, Sama staff managers, school principals, teachers and trainers, and students of Sama, which according to the principle of theoretical saturation number of 20 people of them were selected as a sample. The samples of the present study were subjected to a semi-structured interview, which its validity was confirmed by the triangulation method, and its reliability was obtained by the method of agreement coefficient between two coders 0.89, and the data obtained from the interview were analyzed by thematic analysis method in MAXQDA software. Findings: The findings showed that the continuous improvement of the performance of Sama primary schools had 65 concepts, 11 components and 4 dimensions. Its dimensions and components were included educational equipment and facilities (with two components of hardware infrastructure and educational and teaching aids), professional capabilities and skills (with two components of professional skills of teachers and trainers and professional skills of managers), program-oriented (with three components of teaching and learning process, research program and training program) and managerial competencies (with four components of financial resources management, strategic thinking, systematic evaluation and internal and external communication). In the end, the theme network pattern of continuous improvement of the performance of Sama primary schools was designed. Conclusion: According to the results of this study, in order to continuous improvement of the performance of Sama primary schools must use the identified dimensions and components for it and provide the ground for their implementation.

Purpose: Today, the issue of academic failure is one of the most important and scrutinized factors in educational systems and examining the effective factors on it can help in better understanding this phenomenon and providing solutions to its reduce. Therefore, the current research was conducted with the aim of modeling the academic failure of senior students based on the socio-economic position and family social capital with the mediation of family chaos. Methodology: This study in terms of purpose was applied and in terms of implementation method was quantitative from type of correlational. The population of the present research was the senior students of Mazandaran province, which 170 people of them were selected as a sample by cluster sampling method. The research tool was a researcher-made questionnaire of effective social factors on academic failure, which had four components of academic failure, socio-economic position, family social capital and family chaos. The face validity of the questionnaire was confirmed by education specialists and experts and its reliability was obtained with Cronbach's alpha method above 0.70. The data were analyzed with tests of regression and structural equation modeling from type of path analysis in SPSS and LISREL software. Findings: The findings showed that all three variables of socio-economic position, family social capital and family chaos separately had a significant correlation with the academic failure of senior students and were able to predict the 31.0%, 20.2% and 22.9% of the changes of their academic failure, respectively. Also, all the three mentioned variables together could predict 51.6% of the changes of academic failure of senior students. In addition, the academic failure model of senior students based on the socio-economic position and family social capital with the mediation of family chaos had a good fit, and in this model, the variables of socio-economic position and family social capital on family chaos and academic failure and the variable of family chaos on academic failure had a direct and significant effect and the variables of socio-economic position and family social capital with the mediation of family chaos had an indirect and significant effect on academic failure (P<0.001). Conclusion: According to the results of this study, in order to reduce the academic failure of senior students can provide the basis for improving the socio-economic position, increasing the family social capital and reducing the family chaos.

Purpose: Talent management helps to identify the talented forces of the organization for their purposive development. Therefore, the purpose of this study was to investigating the validity amount of the talent management model based on the teachings of Nahjolbalagha. Methodology: This study was a part of mixed research (qualitative and quantitative). The population of the qualitative part was management experts and proficient in sermons, wisdom and letters of Nahjolbalagha, which according to the principle of theoretical saturation 10 people were selected as a sample with the purposive sampling method. The population of the quantitative part was the employees of the General Department of Social Security of Isfahan province, which according to the Cohen's table 136 people were selected as a sample with the simple random sampling method. In this study, qualitative part data was collected by semi-structured interview method and analyzed by thematic analysis method and quantitative part data was collected by 101-item researcher-made questionnaire method and analyzed by exploratory factor analysis and structural equation modeling methods. Findings: The findings of the qualitative part showed that the talent management model based on the teachings of Nahjolbalagha had 101 concepts, 23 basic themes and 7 organizing themes including talent acquisition and employment, training and development, preservation and maintenance, influence of talents, mission and value, socialization of talents and dismissal and appointment. Also, the findings of the quantitative part showed that the factor load of all 101 items was confirmed because it was more than 0.50, the average variance extracted of all 7 organizing themes was more than 0.50 indicating appropriate convergent validity, the influence coefficient of all 7 themes because more than 0.15 indicates a medium and higher effect size, the Heterotrait-Monotrait ratio of all 7 themes because less than 0.90 indicates appropriate divergent validity and Cronbach's reliability and combination of all 7 themes because more than 0.60 indicates appropriate reliability. In addition, the effect of the talent management model based on the teachings of Nahjolbalagha on all 7 themes was significant (P<0.001). Conclusion: Based on the results of this study, the talent management model based on the teachings of Nahjolbalagha was valid and experts and planners, especially religious experts and planners can exploit the mentioned model.

Purpose: The purpose of this article is to depict inequality cases and examine the complexity of black teachers' experiences in the British white system. For this reason, the researchers of this article applied concepts of whiteness, intersectionality, and battle fatigue to Boakye's I Heard What You Said (2022). Methodology: This is qualitative research and its nature is deductive. The theoretical framework primarily was based on Crenshaw and Bradbury's definitions of intersectionality, Kincheloe’s of whiteness, and Smith’s of battle fatigue. Loden and Rosener's diversity wheel was also used to clarify various cases of intersectionality. I Heard What You Said (2022) contains 56 experiences of a black teacher in the British white education system. The sample size includes all 56 experiences of the black teacher. Findings: Finding shows that Whiteness and the internalization of white characteristics play a significant role in defining black identities. They are inferior not only because of their different skin color but also because of numerous criteria and the differences from whites. In this educational system, all learning is also consistent with white beliefs and the norms that define them within the system. Boakye mentions that “‘white is light’ imagery and ‘white is right’ ideology” is imposed on students from the early days of attending schools which demonstrates white supremacy in the British education system. In the British educational system, not only are teachers marginalized, but also they have to make an effort in order to institutionalize white beliefs and ideas in students’ minds. The British education system ignores diversity in its curriculum, wanting to follow the concept of “sameness” in education. The narrator criticized the aim of the National Curriculum of England in the late 1860s, based on the view of Mattew Arnowl, citing some ambiguous concepts such as “essential knowledge”, “educated citizens”, “the best that has been thought and said”, and “…engender an appreciation of human creativity and achievements …” He explained the condition in Arnold's time in 1860. It highlighted that the white education system shows no changes in its aim through time. It seeks to stabilize its characteristics in the educational system in relation to ignorance of differences and white supremacy in all parts of the educational system in British. Furthermore, applying the concept of intersectionality, it becomes clear that each proof emphasizes the connection of the particular sections, which to some extent differs from others. Considering the concept of intersectionality in the context of whites being superior, makes the causes more complex. Applying the concept of battle fatigue shows that the black teachers fight against racism even if they believe they could bring insignificant changes to the British educational system. Conclusion: The research shows that black teachers' experiences of discrimination in the British education system are based not only on their skin color as black but on the connection between different dimensions of diversity and criteria in different areas of the personal, sociocultural, and organizational sphere. There is a need to revise the National Curriculum of Britain to start work on eliminating inequalities in the education document and to extend it to the whole education system.

Purpose: The aim of this article was to identify and evaluate the most effective factors for enhancing the cultural awareness of male high school students in Tehran. Methodology: This study is a qualitative research. The statistical population includes 20 experts in management, who are experts in educational management, curriculum and education, primary education, and cultural management (with books or articles). The sampling method in this study was purposeful. Data were collected using semi-structured interviews using MAXQDA12 software. Findings: The results of 111 main concepts (open codes) were obtained from 23 main concepts (basic codes), in the form of an inverse model including 6 selected codes including causal factors (4 components; 23 indicators), contextual factors (5 components; 23 indicators), strategic factors (6 components; 28 indicators), intervention factors (5 components;16 indicators), key phenomena (1 component; 8 indicators), and consequences (3 components and 13 indicators) were presented. Conclusion: Attention to cultural patterns at three levels, local, national, and international, requires special measures from educational decision-makers. In addition, with the existence of different cultural spectrums in our country and the need for national convergence and unity, the importance of this type of culture in the curriculum is more evident than ever.