مطالب

Purpose: The aim of the present study is Identify and develops effective components on competency model of elementary school principals in Tehran. Method: This study is combinations type that discovery in the form of mixed research. The study population included all managers and assistants Tehran elementary schools in the qualitative section using theoretical sampling 35 subjects and in quantity section, using simple random sampling method, 250 managers and deputies managed primary schools were selected as samples. The data collected from semi-structured interviews and standardized questionnaires. The data were analyzed using content analysis and structural equation modeling. Findings: The obtained results indicate four components eligibility of the individuals, competence, interpersonal, managerial competencies and academic merit and expertise with the index 137. That in order of priority managerial competencies 32 index, Eligibility of the individuals with 54 indexes, Interpersonal competencies 24 Index and academic and professional qualifications of with 17 indicators, Scientific competence and expertise with 10 indexes, career and professional qualifications of the 27 indicators competency model are as the most important components of the country's education system elementary school principals. Conclusion: And these components have a significant positive effect on the competence of elementary school principals and managerial competencies.

Sociological analysis of the foreign investment process in Iran during the pre and post Islamic Revolution periods has undergone many fluctuations. Foreign investment in Iran was under the influence of political fluctuations, and attempts have been undertaken in each period to create a safe environment for attracting foreign capital by resorting to various compilations. What sets Islam as a privileged and outstanding religion at any given time is that it considers all aspects of life and, principally, has put all parts of human life in the path of true evolution with its original special laws. The basic role of jurisprudence in relation to the economy and the appropriate solutions for regulating economic relations and the formulation of a standard in the economic regulations has been highlighted in the foreign investment affairs, the use of rules, regulations, and principles of the law in the conflict of individual and social interests. After the Islamic Revolution, foreign investment, with emphasis on jurisprudential and Islamic foundations, brought about tremendous changes in the field of Iranian-Islamic urban spaces.

Purpose: A descriptive study was conducted at Aluminum Corporation in Iran in order to construct a causal model of organizational citizenship behavior based on personality factors with mediation of job involvement, job self-efficacy, factual well-being and organizational commitment. Material and method: The research sample consisted of 360 employees of the mentioned company selected by stratified random sampling method. Organizational citizenship behavior, personality, job involvement, job self-efficacy, occupational well-being, and organizational commitment questionnaire was used to collect data. Findings: The research analysis was performed using correlation, structural equations. Finally, the findings of the research showed that between personality factors and organizational citizenship behavior is significant relation. Job self-efficacy factors and organizational commitment have a direct and indirect effect on organizational citizenship behavior. Discussion: However, the factor of well-being of the subject only had a direct effect on organizational citizenship behavior. Also, the factor of job involvement only indirectly influences organizational citizenship behavior.

This study aimed at examining the main and interaction effects of increased intentional reasoning demands, planning time, and also language learning aptitude on syntactic complexity, accuracy, lexical complexity, and fluency (CALF) of 226 EFL learners’ performance on letter writing tasks. The participants were first randomly assigned to three experimental groups to be given a task with differing degrees of reasoning demand (low, medium, and high) to each group. Then, within each reasoning group, we reassigned an equal number of high- and low- aptitude learners to Planning and No-planning groups by random stratified sampling. The results revealed that (a) increasing task complexity with regard to the amount of intentional reasoning demands resulted in greater lexical and syntactic complexity and less fluency while no significant effect was observed on accuracy; (b) increasing task complexity through planning time led to significantly lower syntactic complexity and fluency; (c) reasoning demands and planning time had a significant interaction effect on accuracy; and (d) the interaction effect of language aptitude was significant with neither planning nor reasoning factor, but a three-way interaction effect was found on accuracy. The findings are discussed in relation to cognitive task complexity (CTC) models which were the main impetus for this study.

According to Teacher Education Curriculum Development Document (TECDD) of Farhangiyan University, teacher professional competencies include Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK) and General Knowledge (GK). Of these competencies, CK and PCK are specific to teachers of each major while PK and GK are common among all majors. This study was an attempt to explore the components that constitute high school EFL teachers’ CK and PCK through review of the related literature and investigation of high school EFL teachers (N=40) and teacher educators’ (N=20) perspectives. Based on the content analysis of these two sources which resulted in strong agreement, 20 items of CK and 17 items of PCK were identified. To validate the items and explore their underlying factors, data were collected from 445 high school EFL teachers and teacher educators using a questionnaire. Factor analysis with Varimax rotation was carried out on CK and PCK items separately. Regarding CK items, factor analysis gave way to the emergence of three factors, namely knowledge of the principles of language teaching methodology, knowledge of linguistics, and language proficiency. Regarding PCK items, factor analysis also gave way to three factors, namely knowledge of teaching and assessing the components of the curriculum, knowledge of developing, planning and managing language teaching, and knowledge of developing and evaluating instructional materials. The results of this study can be used in the design of high school EFL teacher education program.