درخت حوزه‌های تخصصی

Purpose: Purpose of this study is Analysis of the Impact of Human Resources Management, Intellectual Capital, Organizational Entrepreneurship on Organizational Performance. The statistical population of this study is employees of a government university of Kermanshah Province. This study is descriptive-survey type of correlation research. Materials and method: For data collection, the Standard questionnaires was used. in this field. To review the validity of the questionnaires was used content validity and on the other side of convergent validity, this illustrates the fact that the validity of the questionnaires is suitable. Reliability of the questionnaires was calculated with The Cronbach's alpha coefficient for the questionnaires was examined (0.86, 0.80, 0.87 and 0.70) respectively. Findings: The results of testing hypotheses by SMART-PLS software and using the t-test statistics and path coefficients (=), showed that a Human resource management has strong, strong, moderate, and significant impact on intellectual capital, organizational entrepreneurship and organizational performance, respectively. The results indicate that intellectual capital has moderate, weak, and significant impact on organizational entrepreneurship and organizational performance, respectively. Finally, organizational entrepreneurship has a strong and significant impact on organizational performance, Discussion: University studied must pay attention to human resource management and intellectual capital and organizational entrepreneurship to achieve good organizational performance.

Purpose: The concept of teacher competency is one of the key concepts in the document of the fundamental transformation of education. Different researchers have presented three approaches in various terms for modeling competency such as adaptive approach, adaptive-design approach, and design approach. Top-down and bottom-up approach is another division of competency modeling. Methodology: The present study is operational in terms of purpose and the method of collecting its data, is mixed. In this way, the first part of the present study is descriptive-correlation because this study aimed to collect the necessary information for determining the teachers' competency indicators and is qualitative research method such as content analysis method to extract the components from the top-level documents contained in the document of the fundamental transformation of education. Findings: On the other hand, since one of the research goals is to extract a questionnaire to determine the indicators and attributes of teachers based on the high education documents, quantitative research methods and factor analysis methods such as exploratory and confirmatory factor analysis were used. Conclusion: Overall, the result of the present study shows that each competency is a complex combination of motivation, mental ability, practical knowledge and practical skill that increases the probability of a person's success in a certain role, which is clearly tangible, and the existence of it ensures him for the acceptance of responsibility of that role.

Purpose: The purpose of this study was to identify and rank the dimensions and components of the pre-school and post-secondary model of academic participation in Karaj Secondary Schools. Methodology: The research method was applied in terms of purpose, and in terms of data collection method, it was a consecutive exploratory mix. The statistical population of this research was in the quantitative section, high school teachers in Karaj in the academic year 2017-18 which included 786 educational units and 17732 teachers. In order to execute the questionnaires, stratified random sampling method was used and a sample of 376 teachers was selected. In the qualitative section, the researcher collected qualitative data through a qualitative interview with 21 experts, in which the reliability of the collection was 77.6% by another researcher. The results of this section indicated that in the components of academic participation antecedents, classroom management components, educational leadership, instructional strategies, organizational climate, and physical environment, and in the outcomes section, learning ability, academic motivation, and academic self-efficacy and academic achievement. Were extracted. Findings: The results showed that among the antecedents of academic participation, education management had the highest standard coefficient (0.98) and the lowest standard coefficient among these variables was 0.76 for education and culture strategies. In other words, educational management explained 96% of the variance in educational participation, while the two variables explained education and climate strategies 58% of the variance. Conclusion: Education is generally influenced by five factors, including teacher, program, equipment, and educational environment. Each of these factors has characteristics that can have different effects on academic achievement and learning.