مطالب

Introduction: This research aimed the effectiveness the dimensions of university education on women's social resilience to develop small and medium enterprises. Methodology: The research was applied in terms of purpose and an exploratory blend in terms of the method type. The statistical population of the study in the qualitative section of the research included all faculty members, and in the quantitative phase, all female graduates of the Governmental and Azad universities in Babolsar, Ramsar, Babol, Behshahr, Joybar, Chalous, Sari, Savadkouh, Noor, Noshahr, Neka, Amol, Tonekabon, Ghaemshahr, and محمودabad. Through the qualitative section, the purposeful sampling method was utilized and the sample size was determined based on the saturation law of 15 individuals. In the quantitative section regarding the unlimited size of the society, 384 individuals were selected as sample using the cluster random sampling method. The measurement tool consisted of two researcher-made questionnaires based on the data obtained from theoretical foundations and interviews with the due experts in which included a 28 questions on university education with the aim of identifying small and medium enterprises and 35 questions on social resilience. In order to analyze the data, in addition to the encoding, the descriptive statistics indices (mean and standard deviation) and the inferential statistics indices (confirmatory and exploratory factor analysis) were used in the framework of structural equations using the SPSS21 and Amos software. Findings: The results of structural equations showed that entrepreneurship education, university in-service training programs, virtual education, formal education, side skills training, and basic work and theoretical education affect the social resilience of graduated women. In addition, according to the standardized regression coefficients (β), in-service training programs with an impact level of 0.510 had the most impact and formal education with the effect of 0.264 had the least effect on the social resilience of female graduates of Universities of Mazandaran. Conclusion: Based on the findings of the research, the decision makers and the appropriate policies of the university administrators help to make more and better university education to promote social resilience of their students.

Purpose: The purpose of this study was to design and test the structural model of the effects of life experiences, personality traits and thinking styles on the success of teachers with the mediation of job interests. Methodology: In order to achieve this goal, 234 teachers were selected using a cluster sampling method among high school teachers in Bojnourd city as the sample of this study. At first, their success rate was assessed by managers and students through a researcher-made questionnaire. Then Sternberg-Wagner Stress Thinking Styles Questionnaire, Five Factor Questionnaire, Short Form Personality Traits, Job Awareness Questionnaire and Researcher-made Life-Exercise Questionnaire were completed by the teachers. At first, the descriptive characteristics of the data from the research sample were examined. In the next step, based on the path analysis method, the research model was extracted based on the relationships between the variables and finally, the fit of the extracted model with the experimental data was evaluated using the structural equation modeling method. Findings: The results indicated that the personality traits of psychosis, extroversion and direct consistency, and personality trait of conscientiousness indirectly through external job interests, have a significant effect on the prediction of teachers' professional success. Also, Kurds of thinking styles, cognitive thinking, forms of thinking styles, group thinking, levels of thinking styles, holistic thinking, and the domains of thinking styles, external thinking, and the forms of thinking, thinking, and marital styles are also Both indirectly and indirectly through interpersonal and interpersonal interests, and the work of thinking styles, peer-to-peer, indirectly through external job interests, coefficients have a significant effect on the prediction of the professional success of teachers. Conclusion: successful teachers include content knowledge, teaching skills, classroom management, communication skills and motivation, creativity development, interaction power.

Purpose: The purpose of this study was to identify and rank the authentic leadership components in professors with humanistic approach in higher education organizations. Methodology: The research method used in this study a combination of applied and fundamental approaches. The research method was qualitative. The statistical population of the study consisted of professors who were selected using theoretical saturation principle and purposive sampling. In-depth interviews were conducted through reviewing the theoretical foundations. To evaluate the validity of the tool, the researcher used two types of descriptive and interpretive methods and test-retest reliability and in-subject agreement method were used to calculate the reliability of the interviews. Both validity and reliability were confirmed. The method of data analysis was theoretical coding based on the data theorization method. Finding: The results of the content analysis and foundation data method in the present study showed that the components of genuine leadership with a humanistic approach in higher education organizations include, respectively, management strategy components, intra-organizational trust, organizational culture, justice. Internal organization, organizational citizenship behavior, organizational support, empowerment, transparency in communication, self-awareness, balanced information processing, in the field of genuine leadership and empathy components, respect, reasoning, interpersonal relationships, authenticity, job passion, positive self-esteem, reinforcement Selfishness and self-efficacy were at the heart of humanism. Conclusion: Professors who adopt the humanistic and managerial approach, who believe in inter-organizational justice and good citizenship behavior, empathize with others, and achieve interpersonal relationships with others, and in interpersonal relationships with others. They are transparent, will be empowered internally and externally, will be supported by others, and ultimately attain authenticity and prosperity.

Purpose: The present study is a sociological study of the level of work commitment among teachers working in education in Maku city in West Azerbaijan province. Since one of the most important goals in the growth and development of society is its efficient workforce and human resources, so paying attention to this important resource is one of the duties of managers, officials and specialists to identify and identify relevant quality factors in the workforce. Maintain and enhance it and make employees committed to the organization. Methodology: In this research, the required data were collected using the survey method and questionnaire technique. The statistical population of the study consisted of teachers working in three elementary, middle and high schools in Mikumi education, among whom 286 students were selected using Cochran sampling formula and using quota sampling. Findings: After analyzing the data, the mean score of job commitment index was about 3.16 out of 5 and it was found that organizational participation, work attitude, perception of organizational justice, job motivation, management style, alienation from work, job satisfaction and job base with The dependent variable of work commitment had a significant relationship, but the underlying variables had no significant relationship with the dependent variable. The results of the multivariate regression test also showed that the remaining variables in the equation account for about 60% of the variance of the dependent variable of work commitment. Conclusion: Exchange theories of tendency and tendency theories, which state that motivations have a great influence on people's behavior and behavior, are confirmed.