model

The aim of this research was to validate an educational model for environmental etiquette that was designed based on the Islamic-Iranian progress model. To this end, a descriptive survey method was employed, and the perspectives of 111 specialists were collected through purposive sampling using the snowball technique and a researcher-made questionnaire. The reliability of the tool was confirmed using Cronbach's alpha, and its validity was established through convergent and divergent validity tests, as well as the Fornell-Larcker criterion. The results were analyzed using descriptive and inferential statistics. After examining the fit of the measurement models, the fit of the confirmatory factor analysis model was assessed, and the proposed model was presented using structural equation modeling techniques and SmartPLS software. The overall model fit was evaluated using the GOF criterion, and the comprehensive validity of the model from the specialists' perspective was also examined. Ultimately, the validity of the model and its comprehensive validity from the specialists' viewpoint were confirmed.

Purpose: The present study aimed to design a framework for recruiting non-teaching educational staff in Iran’s Ministry of Education. Method: The present study pursues a qualitative approach. The statistical population of the research included experts and professors in the field of specialization and the senior managers of the General Department of Education of Semnan province in the academic year of 2023-2024, among which 15 were chosen as the samples using theoretical saturation sampling and targeted sampling. The research instruments were a semi-structured interview and a review of the existing documents on this subject. The collected data were validated using member checking. The data validity was evaluated and confirmed using the quality criterion (reliability). The research data analysis method was thematic analysis in three levels: basic themes, organizing themes and Global Themes. Findings: The data analysis led to the identification of 393 basic themes, 33 number-one organizing themes, and 13 number-2 organizing themes in the field of specialization in recruiting non-teaching educational staff in the Ministry of Education. These themes were categorized under 4 global themes including expertise management with two organizing themes (expertise management and performance management), resource management with four organizing themes (human, time, material, and information), change management with three organizing themes (change in organizational structure, change in competitive atmosphere, and change in attitude), and management of organizational development with four organizing themes (managerial capabilities, human resource planning, creation of specialization culture, and organizational interactions). Conclusion: The use of elite and expert employees in the nonteaching sector of the educational system, as a leading institution in providing extensive services to the general public, depends on the presence of a specialization pattern in the recruitment of non-teaching staff. Identification of specialization criteria in the non-teaching sector, which has been done in this research, helps with the formulation of an appropriate specialization model to employ skilled and specialist staff in this sector.

The principles and concepts of the quantum theory have been extensively developed and have become a paradigm in various disciplines, including management and leadership sciences. This is particularly evident in management leadership of educational organizations within universities. Universities must restructure their management leadership methods to effectively address issues and align with the successful higher education systems of other countries. The present study aimed to design a model of quantum curriculum leadership at Farahangian University. The research design was mixed-methods, with an exploratory approach in the qualitative section and a descriptive-correlational approach in the quantitative section. The qualitative section included professors of educational sciences and administrators as experts, while the quantitative section included all professors of educational sciences from Farhangian University. The sample size in the qualitative section was 17 interviewees (faculty members) selected through purposive sampling based on saturation principle, and in the quantitative section, it was 283 individuals selected through cluster random sampling. Data collection tools in the qualitative section consisted of semi-structured interviews, and in the quantitative section, a researcher-made questionnaire with 135 items derived from theoretical foundations, research background, and experts’ interviews. In the qualitative section, validity was assessed through expert judgment, and reliability was assessed through test-retest and internal consistency. In the quantitative section, content validity, structural validity, and reliability were assessed using Cronbach's alpha and composite reliability, indicating the validity and reliability of the instruments. Data analysis in the qualitative section involved grounded theory analysis, while in the quantitative section, descriptive and inferential statistics (Kolmogorov-Smirnov test, Index values and Path analysis) were used. The results of the Kolmogorov-Smirnov test indicated that these assumptions were confirmed (p> 0.05). The findings of the study also showed that the presented model is a good fit. The findings revealed that quantum curriculum leadership consists of two factors including dimensions and components; causal conditions including planning in the higher education system and evaluation of quantum curriculum; and consequences including learning and professional development. The strategies include managerial, applied education, and executive organization, while the context includes environmental, economic, and scientific factors. The obstacles include technology, concentrated education, and structured organization.

The main purpose of this study is to present and evaluate a model to execute successful On the Job Training Course for Iranian EFL teachers. In order to achieve the goal of the study, 441 teachers of different language institutes in several cities of Iran were asked to complete a self-made questionnaire which was designed based on some face-to-face interviews and observation documents of 26 teachers. As factor analysis was the most crucial concern of this study, the 43 items of the questionnaire were piloted on a sample of 147 EFL teachers. Regarding this matter, the scale in this study enjoyed having a sufficient communality value greater than 0.5 for 25 questions in the questionnaire out of 43 questions. Pearson’s correlation coefficient and structural equation modeling (SEM) were run to analyze the relationships among the components. The result revealed that the research model was in the domain of acceptance. The findings of this study can provide fruitful information for English teaching and learning stakeholders, educational policy makers, supervisors, and those involved in second language teacher education as well as English language teachers in EFL contexts.