مطالب

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: This study was conducted to identify the challenges of talent management in the public education system and to provide the possibility of recommending strategies. Methodology: The present study was qualitative and the statistical population included professors, specialists and experts in the field of talent management. The statistical sample consisted of 20 experts in the field of talent management and university professors who were purposefully selected and interviewed. Data collection tools were done through semi-structured interviews with 20 experts in education in Gilan in 2019, which after providing all the new ideas, by the interviewees to analyze the data and answer questions using a qualitative analysis method. The theme was used. Findings: The results showed that there are 16 challenges in the public education system that hinders the effective efficiency of talent management in the body of education. Among these challenges are the application of personal opinion in evaluations and the lack of an appropriate motivational approach that was presented in the challenges of talent management in the education system, after description, comparison, analysis and interpretation. Conclusion: According to the results of this study, the method of talent management in Gilan Education Organization is not accepted by any of the experts participating in the research and in terms of appropriate arrangements of this organization to address the challenges identified by this research, it seems necessary.

Purpose: This aim of this study was investigate the model of organizational culture with psychological well-being with mediating of communication skills. Methodology: Present study was cross-sectional from type of correlation. The research population was education staff of Marvdasht County in 2019 years. The research sample was 400 people who were selected by multi-stage cluster random sampling method. Data were collected by the questionnaires of organizational culture (Glaser & et al, 1987), psychological well-being (Ryff, 1989) and communication skills (Burton, 1990) and analyzed by structural equation modeling method with using path analysis in SPSS-25 and AMOS-23 software. Findings: The findings showed that organizational culture had a direct and significant effect on communication skills and psychological well-being, communication skills had a direct and significant effect on psychological well-being and organizational culture had an indirect and significant effect on psychological well-being with mediating of communication skills (P<0.01). Also, the model of organizational culture with psychological well-being with mediating of communication skills had a good fit. Conclusion: Regarded to the proper fit of the model and direct and indirect relationships of variables, it is recommended to promote the psychological well-being of education staff by improving their organizational culture and communication skills through improving the status of staff and workshops

Purpose: The purpose of this study was to investigate the appropriateness of the content of the educational network - growth information with the educational needs and interests of its users. Methodology: The present study was applied in terms of purpose and descriptive in terms of implementation method. The research community of students and teachers of the second-high school of Nazarabad city were in the academic year of 2018-19. The sample size was calculated according to the Cochran's formula of 345 students and 105 teachers, who were selected by multi-stage cluster sampling. The research instrument of the researcher-made questionnaire had two forms of student (41 items) and teacher (34 items). Their formal and content validity was confirmed by 10 experts and its reliability by Cronbach's alpha method for both student and teacher forms were 0.98. Was obtained. At the descriptive level, data analysis of central orientation and scattering indicators including mean, standard deviation, frequency and frequency percentage were used, and at the inferential level, t-test was used to test statistical hypotheses. Findings: The findings of the present study showed that the average content of the educational network - growth information in terms of needs and interests of students and teachers and their five dimensions in both groups including knowledge needs, skill needs, attitude needs, interests and thinking ability and problem solving below It was moderate (P <0.05). Conclusion: Due to the incompatibility of the content of the educational network - growth information with the educational needs and interests of students and teachers, it is necessary to design and prepare appropriate content after proper and comprehensive educational needs assessment.

Purpose: The aim of this study was to Presenting Human Resource Selection Model in Education with Tricycle Model. Methodology: This study was applied in terms of purpose and exploratory in terms of data type. The statistical population of the qualitative part of the research included university experts and senior managers of education and training of the whole country in the academic year of 2018-2019. Using the principle of theoretical saturation, 23 experts were selected based on purposeful sampling method. And the deputies of the Education Organization in the whole country were 900 people in 1397-98, and using the Cochran's formula, 270 people were selected based on the relative class sampling method. In order to collect the data, two interview tools and a researcher-made questionnaire including 87 items were used. Its validity was examined in three formal, content and structural methods and its reliability (Cronbach's alpha and hybrid reliability) was above 0.7. The data analysis method in the qualitative part of the theoretical coding was based on the method of basic data processing theory and in the quantitative part the methods of confirmatory factor analysis and modeling of structural equations were used using Lisrel-v8 software. Findings: According to the findings, the factors influencing the selection of human resources, including the behavior of the professional citizen, job performance and innovation, and the constituent components of human resource selection included, contextual, structural and behavioral components. Also, all the components identified in the current situation were evaluated as desirable. In addition, in this study, the mechanisms, contexts and barriers to human resource selection were identified. Conclusion: Strategies for developing an operational plan to improve human resource development in the education organization; Paying attention to meritocracy in delegating work responsibilities; Continuous evaluation of employee performance; The removal of infrastructure and credit barriers to staff access to Internet and scientific networks. Finally, it is possible to improve the choice of human resources according to the amount of components of the behavior of a professional citizen, job performance and innovation.