educational factors

Purpose: The purpose of this study was to provide an optimal model for the effectiveness of entrepreneurship education on graduate students in university. Methodology: This research was carried out in a mixed method. The statistical population of this research in the qualitative part included experts in the scientific community and academic experts who had executive backgrounds at decision-making levels and the quantitative part all graduates of the management faculty in the Islamic Azad University of Central Tehran branch, which were a total of 1500 graduate students. Using Cochran's equation, 305 subjects were evaluated. The subjects were randomly introduced from the statistical population and selected as the statistical sample. A researcher-made questionnaire was used for collecting data on a five-point scale containing 42 items. Its face and content validity was confirmed by 10 experts and its reliability in a preliminary test with 30 subjects for all variables studied was obtained above 0.7, which was acceptable. For data analysis, descriptive and inferential statistics of structural equation analysis in Smart PLS software and Kolmogorov-Smirnov test in SPSS software were used. Findings: The findings showed that the cultural, economic, political, social, educational and demographic factors influenced entrepreneurship education. Conclusion: Entrepreneurship education is one of the most important categories in the field of education, which serious attention to it causes the economic, educational and social development of students. Therefore, raising entrepreneurs in the country can be considered as a first step in the development of education.

Purpose: The blended training implies a continuous process of teaching and learning. Therefore, the current research was conducted with the aim of determining the causal relationships between the identified factors in the development model of blended training in Tehran education. Methodology: The current research in terms of purpose was applied and in terms of implementation method was descriptive from survey type. The population of this study was all the managers and assistants of education in Tehran city, which number of 242 manager and assistant were selected as a sample using the available sampling method. The research tool was a researcher-made questionnaire of development of blended training in education with 75 items. The data were analyzed with the methods of exploratory factor analysis and structural equation modeling in SPSS-V23 and LISREL-V8.8 software. Findings: The results of this study indicated that the development model of blended training in education had three components of constituent factors, organizational factors and educational factors, which its validity and reliability were confirmed. Also, the development model of blended training in education had a good fit and in this model, organizational factors and educational factors had a positive and direct effect on constituent factors of blended training in education (P<0.05). Conclusion: According to the results of this study, in order to improve the development of blended training in education can provide the ground for the realization of organizational factors and educational factors.

Purpose: The quality of working life due to the improvement of the quality of human resources has been the focus of most managers and planners. As a result, the present research was conducted with the aim of identifying the components and indicators of the quality of working life of school managers. Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from type of qualitative. The research population was experts who were familiar with the research field and the samples of this study according to the principle of theoretical saturation were determined 20 people who were selected by non-probability purposive and snowball sampling methods. The research tool was an in-depth interview with experts, whose content validity was confirmed by 10 experts in the field of educational management, and its reliability was calculated by the method of the coefficient of agreement between two coders of 0.77. Finally, the data obtained from the interviews were analyzed by coding method. Findings: The results of the analysis showed that the quality of working life of school managers had 92 indicators in 5 components including the individual factors, group factors, organizational factors, managerial factors and educational factors. Finally, the pattern of components of quality of working life of school managers was drawn. Conclusion: According to the results of this study, in order to improve the quality of working life of school managers should be provided the ground for the improvement of individual, group, organizational, managerial and educational factors affecting it.

Purpose: Organizational citizenship behavior improves the organization's conditions and creates a competitive advantage, and on this basis, research on the development of organizational citizenship behavior education is very important. As a result, the current research was conducted with the aim of identifying affecting factors on the development of organizational citizenship behavior education and providing suitable managerial strategies. Methodology: In a descriptive study from type of qualitative, among the universal and organizational experts of Islamic Azad University of Fars province in the 2021-2022 academic years, number of 19 people were selected as a sample by purposive sampling method and according to the principle of theoretical saturation. The samples were subjected to a semi-structured interview, which their validity was confirmed by the triangulation method and their reliability was obtained by the agreement coefficient method between two coders 0.83. The data from semi-structured interviews were analyzed with open, axial and selective coding method in MAXQDA-2020 software. Findings: The results of the analysis showed that the affecting factors on the development of organizational citizenship behavior education had 35 indicators, 8 components and 3 dimensions. In this study, the dimensions were included individual factors with two components of citizenship knowledge and citizenship skills, organizational factors with three components of job satisfaction, organizational culture and job engagement and educational factors with three components of educational infrastructure, educational quality and employees as learners. Also, managerial strategies in the development of organizational citizenship behavior education were included 5 strategies of effective leadership, effective education, providing feedback and encouragement, applying guidelines and policies and promotion based on organizational citizenship behavior. Conclusion: According to the affecting factors on the development of organizational citizenship behavior education and the five identified strategies for it can be prepared the ground for improving and promoting the organizational citizenship behavior.