درخت حوزه‌های تخصصی

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: This study aims to infer the perception of experts about the psychological characteristics of effective teachers to clarify the angles and dimensions of the psychological characteristics of teachers. Methodology: The method of the present research is a qualitative phenomenon of phenomenological type, which has been purposefully selected from among experts in the field of psychology, especially educational psychology, and those who are directly related to the discussion of education, up to 12 people. And interviewed. The interview was first recorded with the permission of the interviewer and then turned into a text and sentences and phrases were analyzed using the Colaizzi method. Findings: According to the findings of interviews with experts in the field of education, the psychological characteristics of an effective teacher included eight themes, which were: 1. Behavior in the classroom including helpful, resilient, committed and motivated, 2. How to interact, including student’s comfort, listening, emotional relationship and having a simple expression, 3. Psychological ability including logical thinking, critical thinking, high emotional intelligence, self-confidence, social personality type and optimism, 4. Expressive skills including appropriate body language characteristics, large vocabulary, persuasive skills, 5. Mental health, 6. Creativity, 7. Ethics and 8. Discipline, including the characteristics of having mental order, regular knowledge, keeping promises and coming to class on time. Conclusion: The results showed that an effective teacher has psychological abilities in the field of thinking, including logical and critical thinking, to improve the teaching process in the classroom by creating challenges and paying attention to details. On the other hand, an effective teacher needs intelligence. It is a high emotion to build a constructive relationship, which in this connection also requires confidence so that an effective teacher can attract students in the classroom with a decisive and confident presentation.

Purpose: The purpose of this study was to investigate the status of organizational structure in Farhangian University according to the integration approach. Methodology: The present study was a survey research approach in terms of applied purpose and in terms of data collection approach. The statistical population of this study included managers and staff of Farhangian University. According to the latest statistics and information available in the Vice Chancellor for Planning and Information Technology of Farhangian University in the academic year 2017-18, a total of 890 staff and managers of Farhangian University in Tehran (all campuses with Headquarters) were working. In order to determine the sample size, Morgan table was used. According to Morgan table, 270 samples had to be selected. Also, due to the presence of the researcher in Kermanshah, Kermanshah city campuses were used and a total of 328 people were selected. The instrument used in this study was Robbins (1989) Organizational Structure Questionnaire which examines three dimensions of complexity, formality and focus in the organization, the reliability of which was calculated using Cronbach’s alpha of 0.85. Data analysis was used at two descriptive levels (mean and standard deviation) and at the inferential level; one-sample t-test was used. Findings: The results showed that the organizational structure of Farhangian University was moderate in complexity, low in formality and high in concentration. In other words, the sub-component of complexity (3.04) is moderate, the sub-component of formality (2.44) is lower and the sub-component of concentration (3.10) is higher than the average. All these results are calculated according to t And were statistically significant at the level of 0.05. Conclusion: Organizations are known through their manpower and structure, so an organization that has a proper structure and decent manpower is ready for its effectiveness

Purpose: The aim of this study was to "identify the dimensions of leadership effectiveness of Farhangian University campus principals." Methodology: This research was exploratory in terms of applied purpose, in terms of field implementation method and in terms of data collection method. The statistical population of this study consisted of full-time and part-time faculty members of Farhangian University campuses in the academic year of 2018-19, who were selected and studied by random sampling of relative classes. A researcher-made questionnaire was used to collect information and exploratory factor analysis method was used to analyze the collected data. Findings: The results indicate the recognition of the dimensions of leadership effectiveness of Farhangian University campus managers in three dimensions: 1. Perceptual (personal) evaluation (others' perception of the leader's credibility and self-assessments; Peers, and superiors inside and outside the organization do training, create indicators of effectiveness), 2. Satisfaction of subordinates (individual) (Satisfaction of members of the organization) and 3. Achievement of organizational goals (relative levels) Achieving the goals of the organization) was in the form of 30 indicators. Conclusion: In order to achieve its goals and aspirations, Farhangian University should constantly evaluate the performance of its campus administrators based on the dimensions of perceptual evaluation, subordinates' satisfaction and achievement of organizational goals, review the processes and change the patterns and structures. Achieves higher effectiveness.

Purpose: The present study was conducted with the aim of providing a curriculum model with an entrepreneurial approach for top talented students in Iran. Methodology: Research method in terms of purpose, was basic-applied. In terms of data type, it was mixed (qualitative) of exploratory type; and in terms of data collection time, it was cross-sectional and in terms of data collection method or the nature of the research, it was descriptive survey. The statistical population of the research in the qualitative section included all the heads of the Provincial Elite Foundation and the heads of the talented departments of the General Directorate of Education and the provinces and also 20% of the teachers implementing the Shahab project. Quantitatively, the statistical population includes junior high school students in gifted schools. The number of these students was 7000, using Cochran's formula, 364 people were selected. Sampling method was done through multi-stage cluster sampling. In the qualitative part of this study, the Delphi questionnaire based on CVR and CVI forms was used and in the quantitative part, the questionnaire was used to analyze the data. The validity and reliability of the instruments were evaluated and confirmed. Findings: The results showed that the curriculum with entrepreneurship approach for top talents including environmental components, economics, entrepreneurs, entrepreneurship, factors affecting the implementation of this approach in the curriculum, including components of support, teacher, system policies and influential factors of The curriculum was introduced with an entrepreneurial approach, including talent discovery, improving top talents and self-efficacy. Finally, a model was presented from two parts, quantitative and qualitative, which had a good fit. Conclusion: Recognizing talented students is one of the priorities of education and paying attention to the curriculum with an entrepreneurial approach to top talented students is an issue that has good consequences for students and society.