ORIGINAL_ARTICLE
Provides a high-performance model of school management performance based on the three-pronged model
The approach of this research was a series of exploratory discoveries. In the qualitative part, the researcher based on the content analysis of related sources and semi-structured interview with expert professors, identified the indicators of the three-branch model in school excellence and presented a conceptual model. Tested from the qualitative stage. The statistical population was the qualitative part of the professors of educational sciences and the informants of the school management excellence plan, 20 of whom were selected using a targeted approach. The statistical population in a small section included all school principals implementing the excellence program of Kurdistan province with 1440 people, which according to the Cochran's formula, 469 people were determined using random cluster sampling method. To collect the data, a researcher-made questionnaire was used, the Formal narrative, content and structure validity of which was confirmed by professors of educational sciences, and its reliability was obtained with Cronbach's alpha coefficient of 0.86. Exploratory, confirmatory, and pathway factor analysis tests were used to analyze the data. The research data were analyzed using AMOS and SPSS statistical software. The results showed the development of a model of excellence in school management performance in the form of a three-pronged model and 15 general categories, which include: background factors (financial resources, physical resources, parents), structural factors (organizational structure, strategy, recruitment and technology) Behavioral factors (organizational culture, leadership style, staff and human relations), and excellence in school performance (participation, creativity, human resource capability, social institutions). Structural equation modeling in the conceptual research test of research indicates its optimal fit according to fitness indicators, its validity is confirmed and can be generalized to the statistical community. In the study of the effect of three-branch model factors on school management excellence, the results showed a positive and direct effect of structural and behavioral factors and a positive and indirect effect of background factors on school performance excellence. Keywords: Performance, School Management Excellence, Background Factors, Structural Factors, Behavioral Factors Provides a high-performance model of school management performance based on the three-pronged model Rashid Ahmadifar(rash)[1], Showbo Abdolmaleki[2] IntroductionIn order to respond favorably and appropriately to the educational system to the rapid scientific, cultural and technological developments and developments of the present age; In order to keep pace with this process, schools need new and innovative educational leaders (Alaghehband, 2018). Studies have shown that organizational excellence has been successful in improving the performance of educational organizations (2011, Mirzapour, Shams Morkani) and can play a very important and influential role on the dynamism, transformation, growth and development and, consequently, on the entire education system. And be educated (2016, Nsiri & Saki). On the other hand, the phenomenon of organization and management can be studied and analyzed in terms of effective factors into three categories of contextual, structural and behavioral factors. No phenomenon can occur in any organization outside the interaction of these three categories (2012, Dehghan, Talebi, Arabion).Identifying issues and deficiencies in the knowledge, attitude and organizational behavior of employees and raising the level of skill standards and continuous growth of knowledge, ability and professional capabilities of human resources, is a category that leads to performance excellence (Azizi, 2007). Although many organizations today seek excellence, not all seekers of excellence achieve it. One of the main reasons for failure is the lack of deep access to the concept of excellence and disregard for the role of transcendent manpower (Dahlgaard, 2007). Identifying and making good use of available resources and capacities will enable continuous improvement of school excellence. Thus, all management processes are transformed and continuous improvement is institutionalized as a principle and value in schools . According to the researcher's studies, research has been conducted to identify triangular factors on a case-by-case basis in organizational performance, including the University of Medical Sciences, or the effect of these factors on social innovation in other organizations. It has identified all three three-pronged factors as well as the performance of school excellence and provided a model in this regard and in addition has examined the impact of these three factors on school excellence. Providing a comprehensive model and classification that includes the most important factors related to school management excellence, especially influential elements such as contextual, structural and behavioral factors, helps education officials and managers in the field of school excellence strategies and provides a suitable framework. Puts them. Therefore, this study seeks to provide a model of school management excellence performance based on the three-pronged model (contextual, structural and behavioral factors), determine the validity of the model based on identified components and the status of identified factors and components of the model in the case population. Examine the study. In line with the objectives of the research, the following questions have been raised: 1. What are the components of the three-pronged model in the performance of school management excellence?2. To what extent does the pattern of relations between the factors of the three-pronged model have the necessary validity and reliability in the school excellence performance?3. Do the factors of the three-pronged model affect the performance of school management excellence?Method:The approach of this research was a sequential exploratory mix of model formulation. In the qualitative part, based on the content analysis of the relevant sources and semi-structured interviews with experts, the researchers identified the components of the three-pronged model in school excellence and presented a conceptual model. They have tested the quality from the stage. The statistical population was the qualitative section of the professors of educational sciences and the informants of the school management excellence plan. The statistical population in a small part included experts, principals and teachers of schools implementing the excellence program of Kurdistan province, numbering 1440 people, which according to Cochran's formula, 469 people were determined using random cluster sampling method. A researcher-made questionnaire was used to collect data, the face, content and structure validity of which was confirmed by professors of educational sciences and its reliability was obtained with Cronbach's alpha coefficient of 0.86. One-sample t-test, confirmatory factor analysis and path analysis were used to analyze the data. Research data were analyzed using AMOS and SPSS statistical software. findings: The results showed that the school management excellence performance model was developed in the form of a three-pronged model and 15 general categories including: underlying factors (financial resources, physical resources, parents), structural factors (organizational structure, strategy, recruitment and retention). And technology), behavioral factors (organizational culture, leadership style, staff and human relations) and school excellence (participation, creativity, empowerment and social institutions). Structural equation modeling in the test of the conceptual model of the research indicates its optimal fit with respect to the good components of the fit, its validity is confirmed and can be generalized to the statistical community. In examining the effect of three-pronged model factors on school management excellence, the results indicated a positive and direct effect of structural and behavioral factors and a positive and indirect effect of underlying factors on school performance excellence.Result:The aim of this study was to design a model of school management excellence performance based on the three-pronged model. In the qualitative part of the research, first, the themes of the three-pronged model in school management excellence performance were identified and the research scale was developed as 67 organizing themes, 15 basic themes in 4 comprehensive themes (contextual, structural, behavioral and school excellence factors). The results of the first question of this study showed that the underlying factors in the performance of school excellence include (financial resources, physical resources, parents). Structural factors in school excellence performance include (organizational structure, strategy, recruitment and retention and technology), behavioral factors in school excellence performance include (organizational culture, leadership style, staff and human relations). The second question of the research in determining the validity and reliability of the factor structure of the school excellence performance model based on the three-pronged model, its validity through face and content validity with the help of a group of professors and educational excellence program and structural validity with confirmatory factor analysis and reliability It was confirmed by Cronbach's alpha. In examining the results of the third question, the effect of underlying factors on the performance of school management excellence was not directly confirmed. [1] . Assistant ProfessorOf Sociology, Department of Social Sciences, Farhangian University of Kurdistan, Iran. [2] . PhD in Educational Management and Lecturer at Farhangian University of Kurdistan, Iran.
https://jsa.uok.ac.ir/article_61579_2040a7a1243a27527810bfc2ba4ab850.pdf
2020-09-22
28
1
Performance
school management
Factors
Behavioral Factors
رشید
احمدرش
rahmadrash76@yahoo.com
1
.دکترای جامعه-شناسی و عضوهیئت علمی گروه علوم تربیتی دانشگاه فرهنگیان کردستان
AUTHOR
شوبو
عبدالملکی
sh_maleki88@yahoo.com
2
دکترای مدیریت آموزشی، دبیر آموزش وپرورش و مدرس دانشگاه فرهنگیان کردستان
LEAD_AUTHOR
Abdolmaleki, Sh., Nasiri, F., Ardalan, M. R., & Afzali, A. (2019). Quality Assessment of School Excellence Program Based on CIPP Model in High Schools. School Management, 6 (1): 41-63. )Persian).
1
Alaghehband, A. (2018). Introduction to Educational Management. Tehran: Ravan. (Persian).
2
Azizi, N. (2007). A Study on the Causes of Failure of the Supervisory and Educational Guidance Program in Primary Schools of Kurdistan Province. Educational Science, 14 (4), 73-100. )Persian).
3
Chavoshi Hosseini, L. (2014). The Role of Educational Factors in Quality Assessment of Education Process from the Viewpoints of Principals and Teachers of Girls' Secondary School in Tehran (MSc thesis). Central Tehran Branch, Tehran.)Persian).
4
Dahlgaard, P., & Dahlgaard, J. (2007). “Excellence. 25 Years Evolution”. Management History, 13(4), 371-393.
5
Dehghan, R., Talebi, K., & Arabion, A. (2012). Factors Affecting Organizational Innovation and Entrepreneurship in Medical Universities of Iran. Health Practitioner, 6 (2), 22-33. )Persian).
6
Dehghanpour, A., Parsa, A., & Mehraliizadeh, Y. (2015). Investigating the Relationship between School Size, School Culture and Academic Achievement of Students in Ahwaz State Girls' Secondary and Secondary Schools. Educational Science, 22 (1), 67-98 . )Persian).
7
Ghanbari, S., Ardalan, M. R., Nasiri, F., & Karimi, I. (2015). Explaining the mediating role of employees' psychological empowerment in the relationship between effective management and organizational excellence. Organizational Culture Management, 13 (2), 487-514. )Persian).
8
Hosseini, A., Shahmandi, E., & Assadi, B. (2014). A Study of Organizational Excellence Dimensions and Organizational Factors Affecting it in Isfahan Social Security Organization. the first National Conference on Accounting and Management, Jami Institute of Higher Education .)Persian) Kakajajibari, A. A. (2001). Major Strategies for Reform in Education. Tehran: The Way of Knowledge. )Persian).
9
Kline, R. B. (2011). Principles and practice of structural equation modeling. Second Edition, New York: The Guilford Press.
10
Mehrali Zadeh, Y., Sepasi, H., & Volcano, F. (2005). Backgrounds and Factors of School-Based Management Applications in Iran. Educational Sciences & Psychology, 12 (2), 1-22. )Persian).
11
Mirzaei Ahrangani, H. (2006). Methodological backgrounds of organizational theory. Tehran: Samt. )Persian).
12
Mohd, R., Mokhtar,. A., Zainol, M., & Hanafiah, A. (2015). Conceptual Framework of Innovation Excellence Model for Higher Education Institutions. Procedia - Social and Behavioral Sciences. (174), 2846–2848.
13
Mynbayeva, A., Akshalova, B., Batanova, A., & Sadvakassova, Z. (2016). The Work of the School Psychologist with Underachieving Children. Procedia - Social and Behavioral Sciences, 217( 5), 895-902.
14
Nasiri Valik Bani, F., & Saki, J. (2016). “Comparison of Performance of Graduate Directors of Educational Management with Performance of Graduate Directors of Other Fields (Case Study: School Principals of Hamadan Province)”, MSc Thesis, Islamic Azad University Of Hamadan, (Persian)..
15
Naicker, I., & Naidoo, S., V. (2014). Is the Whole More than the Sum of Its Parts? A Community of Practice Approach to Leadership Development of School Principals. Int J Edu Sci, 7(2): 289-298 .
16
Nodehi, H., Taslimi, M. S., Mirkamali, M., &Mirsepasi, N. (2010). Designing a suitable model of organizational excellence in education. Education, 26 (1), 7-28. )Persian).
17
Plano, C. V. L., & Creswell, J. W. (2014). Understanding Research: A Consumer's Guide". Copyright 2015, by Pearson Education, Inc. Second edition. ISBN-13: 978-0-13-290223-6.
18
Robert, K., Wilhite, A., Brierton, J., & Tomal, D. R. (2018). “Superintendent Core Competencies of School Leadershipes”, Lutheran Wducation Journal, 43(9),16.
19
Robbins, S. P. (2015). Organization Theory: Organizational Structure and Design (Seyed Mehdi Alvani and Hassan Danaeifard, Translators). Tehran: Saffar. )Persian).
20
Sadat, F. (2014). A Survey of Principals 'Knowledge of the Model of Excellence in the First State Girls' Secondary Schools in Tehran in the Academic Year of 2013-2013 (Masters Thesis). Central Tehran Branch. )Persian).
21
Sugrue, C. (2015). “Principal Proffessional Learning: Sources of Sustenance?” Unmasking School Leadership Journal, 12(25),93-120.
22
Salehi, K., Bazargan, A., Sadegy, N., & Shkohei, M. (2016). Phenomenological analysis of the perception and experience of elementary school teachers' lives of the weaknesses and strengths of the appraisal-descriptive program . School Management.9(31):19-68. [in Persian].
23
Shams Morkani, Gh., & Mirzapour, S. (2011). Investigating the Application of Components of Organizational Excellence Model in Universities: A Case Study of Shahrekord Azad University. State Management Perspectives, (5), 115-132. )Persian).
24
Susan. M. F. (2011). " Designing Transformations: Schools of excellence" . Acta Astronautica , 69: 1132–1142.
25
Tee.Ng, P., & Chan, D. (2008). A comparative study of Sigapores school excellence model with Hong Kongs School Based management, Educatioal research, 22(6).
26
Turkzadeh, J., &Najafi, Z. (2019). Validating the Worldwide Leadership Scale of Public School Principals. School Management, 7 (3), 304-322 (Persian).
27
Turani, H. (2003). Quality Assessment of Elementary Education with a Comprehensive Quality Management Approach. Tehran: Ghoo.)Persian).
28
ORIGINAL_ARTICLE
Presenting Talent Management Model in Tehran City Schools: A Qualitative Study
This study aims to identify the dimensions and components of talent management in schools in Tehran. The present study was applied in terms of purpose, qualitative in terms of method and content analysis in terms of research method. Participants in this study, based on the rule and principle of theoretical saturation, included 8 experts available in the field of talent management in Tehran, who were selected by purposive sampling. The data collection tool is a semi-structured interview. Data were analyzed using MAXQDA 2018 software. Data validation was performed by participants using the verification method. Based on the research findings, the dimensions and components of talent management in schools include; Talent-supporting laws and regulations, having a talent management perspective, talent management financial resources, creating an atmosphere of talent support, establishing soft infrastructure, establishing hard infrastructure, scientific and academic system, quality of teaching and learning and talent management. Today, the school and its activities are constantly being judged by public opinion. The school is the only organization that has a direct relationship with the external environment and its customers are all sections of society. "Schools and their work are always subject to public judgment," it said. This is especially true in countries where people care about education and its consequences. Therefore, schools and their administrators must be aware of the sensitivity of school-community relations to public opinion and public reaction. ”The first priority of education today is to have capable and talented principals to run schools effectively. To this end, identifying talents can facilitate effectiveness. Talent management in education refers to identifying and employing effective teachers and administrators for all schools and classrooms and equipping them with the educational and leadership skills needed to dramatically improve student achievement. Talent management in schools and familiarizing students, teachers, and parents with the unique abilities and talents of students, introduces and recognizes the abilities, desires, and limitations of students, thereby helping the individual to make more sensible and realistic decisions. Healthy life, succeed. Necessity and importance of talent is an important factor in the success or failure of people in jobs and organizations, without having talent in a field will not achieve progress or the process will be very slow. Therefore, knowledge of the amount and type of talent and selection of talented people. It will help the organizations to have a good forecast of the future considering the talented forces in the organization and in this way they can improve their organizational performance. Talent management creates a two-way commitment between employees and the organization by creating the right environment, the result of which is nothing but improving individual and organizational performance. By identifying the capabilities of employees and putting them in the right place and using these capabilities and developing them and timely and appropriate appreciation of the desired performance, both employee satisfaction and the organization achieves its goals according to Due to the importance of this issue, it has been selected to conduct this research. Undoubtedly, no one can have as much influence over what goes on in schools as a teacher. The teacher can turn education into a process of joy and success, or a fruitless process and become the main architect of the education system and succeed. Every education system depends on his knowledge and professional skills. Their performance is not the same. Certainly, teachers are successful in their serious responsibility to have a positive attitude towards their job and profession in the first place. The importance of positive job attitudes in the teaching profession and its role in students' academic performance has been repeatedly reported and confirmed. In fact, teachers show initiative and love for their work in order to achieve the goals of teaching and learning through the work they do. Therefore, it is necessary for the education system to emphasize the education of people who are able to solve unpredictable problems creatively. Education is evolving in most developed countries, and efforts are being made to break through traditional education frameworks and use new methods to make education more effective and efficient, and thus nurture students' minds. Recent advances in industry, computers, and telecommunications Increasingly learning has become a self-taught state, thus cultivating creative thinking and ultimately creating creative effects by engaging thoughts for learning independence. In general, teachers need to create opportunities to solve problems that require creative thinking. The concern, claim, or in other words, the primary intuition of the researcher, was to discover the basic dimensions and components of talent management in gifted schools. So that this concern was worthy of attention and research and can play a role in optimizing and effectiveness of the talent management process in gifted schools by teachers and principals. On the other hand, such a concern can be very important for the statistical community such as teachers and principals, because the purpose of talent management is to provide a platform for strengthening the relevant talent of gifted school staff, their use in teaching and the job of teachers and principals. It can be very important in schools. Therefore, based on such initial intuitions and concerns, the researcher tried to study talent management in the statistical community of teachers and principals of gifted schools in Tehran. In this regard, conceptualization was discussed. A total of 9 dimensions in this study as effective dimensions on talent management in gifted schools in Tehran include; Rules supporting regulations for talent, having a vision for talent management, financial resources for talent management, creating an atmosphere of talent support, establishing soft infrastructure, establishing hard infrastructure, scientific and academic system, quality of teaching and learning and talent management were identified. Always remember that making small changes can make big, fruitful and effective changes in students. Therefore, today's society needs creative, dynamic, innovative, flexible and responsive forces that the identification, recruitment, training, support and retention of these elites can begin through talent management of gifted schools and educational institutions that play a key role in the formation and flourishing of talent. .
https://jsa.uok.ac.ir/article_61495_674b8e187aa4d9994ee662a49699ccec.pdf
2020-09-22
50
29
Talent
talent management
Students
schools
غلامرضا
عزیزی
ghrezaazizi@ymail.com
1
دانشجوی دکتری مدیریت آموزشی، دانشگاه آزاد اسلامی واحد قم، ایران
LEAD_AUTHOR
میترا
عزتی
ezati.m@ut.ac.ir
2
استادیار گروه مدیریت اموزشی، دانشکده روانشناسی و علوم تربیتی دانشگاه تهران، ایران
AUTHOR
امیرحسین
محمدداودی
adavoudi838@yahoo.com
3
دانشیار گروه مدیریت آموزشی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد ساوه، ساوه، ایران
AUTHOR
Aksakal, E., Dagdeviren, M., Eraslan, E., & Yuksel, I. (2013). Personal Selsction Based On Talent Management. Procedia- Social and Behavioral Sciences, Elsevier,73, 68-72.
1
Alagheband, A. (2013). Introduction to Educational Management. Tehran:, Ravan Publishing. [in Persian].
2
Bhatt, M. P., & Behrstock-Sherratt, E. (2010). Managing Educator Talent: Promising Practices and Lessons from Midwestern States, Learning Point Associates.
3
Chao Hong, Sh., & Abdelqader Alsakarneh, A. (2015). Talent management in twenty - first century: theory and practically. International Journal of Applied Research, 1(11), 1036-1043.
4
Drafsh, H., Farhadi Rad, H., & Abharakpour, A. (2017). The Role of Talent Management in Organizational Health of Ahwaz Secondary Education Schools. Journal of School Administration, 5(2), 47-61. [in Persian].
5
Fallahmohsen khani, Z. (2015). Analysis of Iran's labor force using flow statistics. Iranian Journal of Official Statistics Studies, (26) 2, 201-230. [in Persian].
6
Ferasatkhah, M. (2016). Qualitative research method in social sciences with emphasis on basic theory (Grand Theory, GMT), Tehran: Agah Publications. [in Persian].
7
Graham, S. J., & Mowery, D. C. (2014). Intellectual property protection in the US software industry. Patents in the Knowledge-based Economy, 5(8), 219- 231.
8
Iles, p., Chaui, X., & Preece, D. (2009). Talent Management and HRM in Multinational Companies in Beijing: Definitions, Differences and Drivers. Journal of World Business, 412, 3-11.
9
Karatop, B. (2015). Talent management in manufacturing system using fuzzy logic approach. Computers & Industrial Engineering, 86, 127-136.
10
Kehinde, J. S. (2012). Talent Management: Effect On Organization Performance. Jornal of management Research, 4(2), 33-44.
11
Keshvari, H. (2011). Feasibility study of using teacher talent management in high schools in Tehran. Master Thesis in Educational Management, Kharazmi University of Tehran. [in Persian].
12
LusicaStan, S. (2012). Talent management and Cultural Influences on Human Resource management Processes. Department of business administration management 2(13), 1-62.
13
Moghimi, S. M. (2011). Organization and management: a research approach. Tehran: Termeh Publications. [in Persian].
14
Momeni Rad, H. (2013). Qualitative content analysis in the research procedure: nature, stages and validity of the results. Educational Measurement Quarterly,14, 187-222. [in Persian].
15
Nijs, S., Gallardo-Gallardo, E., Dries, N., & Sels, L. (2014). "A Multidisciplinary Review into the Definition, Operationalization, and Measurement of Talent". Journal of World Business, 49 (2), 180-191.
16
Rashki, M., Salarzehi, H., & Kamalian, A. R. (2017). Designing the Entrepreneurial Talent Management Model for Students of Higher Education Institutions in the country with a Foundation data approach. Journal of Entrepreneurship Development, 2(4), 595-614. [in Persian].
17
Rezaian, A., & Soltani, F. (2009). Introducing a comprehensive and systematic model of talent management to improve the individual performance of oil industry employees. Human Resource Management in the Oil Industry, 3 (8), 7-50. [in Persian].
18
Saif Hashemi, F., Abbaspour, A., Ghiasi Nadoshan, S., & Khorsandi Taskooh, A. (2019). Design and Credit of Talent Management Model in Schools of Islamic Azad University (Sama). Journal of School Administration, 7(2), 294-314. [in Persian].
19
Salehzadeh, R., & Labaf, L. (2011). developed a model for strategic management talent to improve organizational performance. the Executive, (1), 86-98. [in Persian].
20
Sayadi, S., Mohammadi, M., & Nikpour, A. (2012). Investigating the relationship between talent management and job satisfaction of employees in the central headquarters of the Social Security Fund. School Management Process, 25( 80), 131-148. [in Persian].
21
Seyedjavadin, R., & Pahlavansharif, M. A. (2017). talent management; Conceptual foundations and approaches. Strategic Management Thought, 11 (1), 170141. [in Persian].
22
Shekari, G. A., Hakimzadeh, A., & Salahshour, S. (2012). On the Productivity of Human Resources Using Performance Evaluation Methods. Australian Journal of Basic and Applied Sciences, 6(8), 469-482. [in Persian].
23
Skoli, S. L. (2010). Leveraging Employee Engagement through a Talent Management Strategy: Optimizing Human Capital through Human Resources and Organizational Development Strategy in a Field Study. (Unpublished doctoral dissertation), Benedictine University.
24
Tahmasebi, R., Gholipour, A., & Javaherizadeh, A. (2012). Talent Management: Identifying and ranking the factors affecting the absorption and retention of scientific talents. Public Management Reserches, 5(17), 5-26. [in Persian].
25
ORIGINAL_ARTICLE
identify barriers to entrepreneurship education in Kermanshah schools
The main purpose of this study was to identify barriers to entrepreneurship education in Kermanshah schools (schools) from the perspective of Kermanshah city's leading teachers. This is a qualitative and phenomenological research. The statistical population of this study includes all experts in Kermanshah city who specialize in entrepreneurship education. Based on the purposeful sampling method, semi-structured interviews were conducted with 15 teachers with at least 10 years of experience in technical and vocational education and familiarity with their entrepreneurial education and expertise was performed. In this study, in order to achieve the validity of interview questions from supervisor teachers, mentors and consultants, as well as entrepreneurship specialists, in order to ensure the reliability of the research data through repeated study, continuous data comparison, summarization and Classification of information was used without any changes in the data. The method of analysis used in this study is the Strauss and Corbin method. According to the results of the interviews, 19 concepts were obtained in 63 themes. Findings from the experiences of the teachers showed that there was insufficient interest and motivation to study, the weakness of the scientific students of their branch, the lack of knowledge of the industry in the technical and professional branches, their status. Inappropriate physical schools, employing non-specialist learners in entrepreneurship education, employing inappropriate teaching-learning methods, low budget allocation to technical and professional branches, low quality and quantity of equipment and educational facilities are major issues. Problems and obstacles are the development of entrepreneurial knowledge and skills. To explain the research findings, it should be said that some factors in the field of the most practical methods and techniques of entrepreneurship education, such as the use of exploratory and problem-oriented methods and techniques, the use of techniques similar to training courses, the need for entrepreneurship education with scientific and applied methods, the use of objective methods In entrepreneurship education to create experience, organizational factors in creating independent entrepreneurship, using motivational speech technique, fostering creativity, using the personal experiences of the teacher in entrepreneurship education and also creating a positive attitude towards entrepreneurship, as well as factors such as lack of interest and motivation. Adequate education, weak academic strength of students in his field, poor condition of educational equipment in terms of quantity and quality, poor physical space of vocational schools, lack of teaching-learning methods appropriate to the subject of entrepreneurship, lack of expertise in the field of entrepreneurship, including Obstacles to the development of entrepreneurial knowledge and skills in students. Given the obstacles and problems raised, suggestions in line with these obstacles and to improve entrepreneurship education programs such as: starting entrepreneurship education from elementary school, building an entrepreneurial think tank in vocational schools, allocating sufficient funds to technical branches His profession and skills, further connection of these trainings with production and service centers and comprehensive support of the government for job creation and entrepreneurship were provided by managers and teachers, and finally suggestions for improving the entrepreneurship training program are presented: based on the field of interest. Student enrollment, effective incentives to discover students' talents, direct contact with industry, market and products and services, budget increase, new and correct training for instructors, employment of professional instructors and entrepreneurs in this field, comprehensive support the government of job creation and entrepreneurship, creating the necessary equipment and facilities, supporting entrepreneurs and creating a work environment commensurate with the skills learned.
https://jsa.uok.ac.ir/article_61612_ef85998b1d73a4263377d86f399989c6.pdf
2020-09-22
66
51
Entrepreneurship education
entrepreneurship
schools
teachers
Educational barriers
بیژن
رضایی
rezaee61@yahoo.com
1
استادیار گروه مدیریت و کارآفرینی، دانشگاه رازی، کرمانشاه، ایران
LEAD_AUTHOR
نادر
نادری
naderi_ksh@yahoo.com
2
استادیار گروه مدیریت و کارآفرینی، دانشگاه رازی، کرمانشاه، ایران
AUTHOR
مریم
صفری بابازیدی
samaryam266@gmail.com
3
کارشناسی ارشد مدیریت آموزشی، دانشگاه رازی، کرمانشاه، ایران.
AUTHOR
Azizi, B., Hosseini, F. J., Hosseini, M., & Mirdamadi, M. (2010)."Factors influencing the development of entrepreneurial education in Iran’s applied scientific educational centers for agriculture". American Journal of Agricultural and Biological Sciences, 5 (1), PP. 77-83. (In Persian).
1
Bayrami Erdi, M., Turani, H., Khalkhali, A., Shakibaei, Z., & Kazempour, I. (2019). Provide an appropriate model of knowledge management in order to improve the quality of learning of high school students. School Management, 7 (3), 22-1. (In Persian). doi: 10.34785 / J010.1398.112.
2
Bell, P. (2008). The new entrepreneurship. Vital speches of the Day, 67: 572-575.
3
Gibb. A, (2002). In pursuit of a new enterprise and entrepreneurship paradigm for learning creative deconstruction, new, values new ways of doing things and new combinations of knowledge. International Journal of Management Reviews, 4(3): 233 -269.
4
Gurel, E., L, Alting., & R. Daniele. (2010). Tourism students’ entrepreneurial intentions. Annals of Tourism Research, 37: 69-646.
5
Hwarng, H. (2001). “A modern simulation course for business students”. Interfaces, 31 (3), PP. 66-75.
6
Imani, N. (2009). Entrepreneurship training in universities: a framework for planning, administration, and evaluation of entrepreneurship programs. Educational administration research quarterly, Volume 1, Number 1; Page(s) 27 To 50. (In Persian).
7
Katz, J.A. (2003). The chronology and intellectual trajectory of American entrepreneurship education1876-1999. Journal of Business Venturing, 18: 283-300.
8
Khani Jazani, A. (2009), The Impact of Entrepreneurship Training on Promoting Entrepreneurship Culture in Iranian Universities, Modern Business and Economics Quarterly, Nos. 10 and 11. (In Persian).
9
Kuratko, D., & Hornsby. J. (2004). Developing an Entrepreneurial resection, strategic management journal, 21(13), 35-43.
10
Luthans, F., A.D. Stajkovic & World Business, 35: 95-110.
11
Marzban, S, (2016), Analysis of Barriers to Entrepreneurship Education in Schools, Journal of Management and Entrepreneurship Studies, Volume 3, Issue 1. (In Persian).
12
Mohammadzadeh, L. (2015), Identifying Barriers to Entrepreneurship Education in Agricultural Education Centers, Journal of Entrepreneurship and Agriculture, Second Year, No. 3. (In Persian).
13
Naseri Alashti, M., Saffarian Hamedani, S., & Hashem Nejad Abresi, F.(2010). Providing a model of localization of individual and social skills training and entrepreneurship in Iranian schools. School Management, 8 (3), 1-20. (In Persian).
14
Peterman, N. E., & Kennedy, J. (2003). “Enterprise Education: influencing students’ perceptions of entrepreneurship”. Entrepreneurship: Theory & Practice, 28 (2), PP.129-145.
15
Rahmati, M. H., Moghimi, M., & Alvani, M. (2008). Analyzing the Policy- Making System for Informal Entrepreneurship. Journal of Entrepreneurship Development, 3 (9), PP. 7-35. (In Persian).
16
Rezwanfar, A. (2012), Analysis of Entrepreneurship Barriers in Iranian Agricultural Colleges from the Students' Viewpoint, Journal of Public Administration, No. 10. (In Persian).
17
Seljuki, S. (2014). Entrepreneurship Creation and Development and Business, Tehran, Kerman Cultural Services Publication, Ninth Edition. (In Persian).
18
Spacco, J., Hovemeyer, D., Pugh, W., Emad, F., Hollingsworth, J. K., & PaduaPerez, N. (2006). Experiences with marmoset: designing and using an advanced submission and testing system for programming courses. ACM Sigcse Bulletin, 38(3), 13-17.
19
Toole, A., & Czarnitzki, D. (2007). "Biomedical academic trepreneurship through the SBIR program"; Journal of Economic Behavior & Organization; Vol.63: pp 716–38.
20
Wood, M. S., & McKinley, W. (2010). The production of entrepreneurial opportunity: a constructivist perspective. Strategic Entrepreneurship Journal, 4(1), 66-84.
21
Yadollahi Farsi, J., & Mir-Arab Razi, R. (2010). Investigation of Entrepreneurship Education Curriculum in Educational Sciences. Entrepreneurship Development Quarterly, First Year, No. 3. (In Persian).
22
Zamani, a. (2017). The recognition and analysis of factors influencing the quality of education in higher education.
23
ORIGINAL_ARTICLE
Localization Branding of Training and Social Personal Entrepreneurship for Model Presentation ( A Case Study: Educational Department Mazandaran Province).
This research aims to develop a localizing model of branding skill training and individual and social entrepreneurship in Educational system of Iran. The research method is combination and research design is also a mixed explorative research method. In qualitative section, twenty professors of educational management, entrepreneurship and public management disciplines in Islamic Azad University of Mazandaran and Senior and middle managers of Mazandaran Province Education Department were interviewed by using "samples containing rich information" with Delphi method and by using semi-structured questionnaires. The results suggested that the internal factors underlying the brand had dimensions of: manager's risk-taking, financial, social and legal infrastructures, strategic planning, support of senior managers of the organization, educational quality and culture and environment of the schools, external factors underlying the brand had dimension of: the brand power of the organization, government support, motivational plans of Upstream institutions and macro strategies, Internal Consequences of Branding had dimensions of: students motivation, entrepreneurial trend in school, encouragement and support of talent students and their creation and innovation and external consequences of branding had the dimensions of: brand equity of the organization, community and Public Opinion Satisfaction, attracting talented and innovative students, total desirable performance and the social responsibility of the organization. In the quantitative part of research, a researcher-made questionnaire by multi-stage relative classified sampling method has been distributed among 364 teachers of girls' and boys' secondary schools of Mazandaran and data were analyzed explorative and confirmatory factor analysis with SPSS and AMOS software. The results from quantitative section showed that the effect of all the internal and external factors underlying brand on branding skill-learning and individual and social entrepreneurship and this variable on internal and external consequences of branding has been confirmed.AhmadPour Daryani. M, Azizi. M. (2013), Entrepreneurship, Tehran: Mehrab Qalam. [in Persian] Ahmadpour, M., Salamzadeh, Y., Salamzadeh, A., Farzad, F., (2011), An analysis of the current gaps in social entrepreneurship in Iran: shackled feet, 1st International Conference on Management, Innovation and Entrepreneurship, Shiraz, Iran [in Persian]Ali- Choudhury, R., Bennett, R., & Savani, S. (2009). University marketing directors’ views on the components of a university brand. Intern Rev Publ Nonprofit Mark, 6(1), 11-33.Alvani. Seyyed Mahdi (2011); Entrepreneurship, Synergy of individual, culture and society, 20 (134), 5-9. [in Persian]Asarian. R (2019), identification and prioritization of the success factors in social entrepreneurship, fourth national conference of management, accounting and economy with emphasis on regional and global marketing, Tehran- Shahid Beheshti University, Permanent Secretariat of the Conference. [in Persian]Atwi, S. (2009).Evaluation of open and distance learning System with a specific focus on academic performance. Presented in the 23rd Annual Conference of Asian Association of Open Universities Was Held at Payame Noor University in November 3 to 5, 62-68.AzizPour, A. A, Mahdivand. M (2011), social capital and its role on Entrepreneurial orientation of organizations, Specialized Monthly of Nab Karafarin, No. 10 and 11, p. 15-23. [in Persian]Azma. F, Nouri. Abed, M. Seyyed Davoud, Panahi. M, (2018), "the effect of training entrepreneurship on the tendency to entrepreneurship in Agriculture students", National Management Conference, Accounting and Business Development, Qaemshahr, Farvardin Institute of Higher Education. [in Persian]Bozhikin I, Macke J, da Costa L. F, (2019), The role of government and key non-state actors in social entrepreneurship: A systematic literature review, Journal of Cleaner Production, doi: https://doi.org/10.1016/j.jclepro.2019.04.076.Brunzel, D. L. (2007). Universities sell their brands. Journal of Product & Brand Management, 16(2), 152-153.Cassia,L & Massis,A & Meoli,M & Minola,T (2013). Entrpreneurship Research Centers Around the World: Research Orientation, Knowledge Transfer and Performance. J Technol Transf, . PP.1-17.Ekhlasi. A & Giyah Chin. M. (2013), "A model for measuring the brand equity in the service area; Test and Implementation of a Virtual University, Modern Marketing Research Quarterly, 3 (2), 189 – 204. [in Persian]Dinari. F, (2012), "the comparison of Technical and vocational education and Official skill system of Iranian with some of world's successful countries, national entrepreneurship conference and management of knowledge-based business. [in Persian]Duarte, P. O., Alves, H. B., & Raposo, M. B. (2010). Understanding university image: A structural equation model approach. International Review on Public and Nonprofit Marketing, 7(1), 21-36.Dvorak, D. (2010). Build your own brand. Gretna, LA: Pelican.Enzebati. A, Valipour. M, (2011), "the study of the relation between job training and Entrepreneurship and its role in the youth attitude about self-employment, identifying and simulating the entrepreneurship talents and skills", National Conference on Knowledge-Based Entrepreneurship and Business Management. [in Persian]Nasr Esfahani. H, Fazlollah. R, Arash. S, Hekmat Panah. M (2018), studying the effective factors and barriers on individual entrepreneurship of Members of Trade and Commerce, industries and tourism Commissions of Chamber of Commerce, Mines and Agriculture in Isfahan, first international conference of management and engineering/ elementary, Tehran, management research institute of Modabber. [in Persian]Palacios-Marques D, Guijarro Garcia M, Sanchez M. M, Alguacil Mari M. P, (2019), Social entrepreneurship and organizational performance: A study of the mediating role of distinctive competencies in marketing, Journal of Business Research, https://doi.org/10.1016/j.jbusres.2019.02.004Salehi O. E (2010), society, labor and jobs: a review on job creation in labor market, Tehran: the publication of organization of study and compilation of humanities textbooks of universities (SAMT). [in Persian]Sang-Hoon, K and others, (2005). Entrepreneurship in Japan and Silicon Valley: a comparative study. Technovation, vol 22, Issue 10, June, pp. 598Sadiku-Dushi N, Dana L. P, Ramadani V, (2019), Entrepreneurial marketing dimensions and SMEs performance, Journal of Business Research 100 (2019) 86–99.Sharma, A. A., Rao, V. R., & Popli, S. (2013). Measuring customer-based brand equity for Indian business schools. Journal of Marketing for Higher Education, 23(2), 175-203.Shaw, E., & Carter, S. (2007). Social entrepreneurship: Theoretical antecedents and empirical analysis of entrepreneurial processes and outcomes. Journal of Small Business and Enterprise Development, 14(3), 418—434.Sheikhifar R, Koknar J, (2016), The Interplay of Work Culture and Learning Skills Based on Resistance Economics Using DEMATEL Model (Case Study: Industrial City of Abyek Arak), The 5th National Conference and the Fourth International Conference on Training and Employment, Tehran, Technical and Vocational Training Organization In partnership with UNESCO and Protection of Ministry of Cooperatives, Labour, and Social Welfare. [in Persian]Shepherd, D; Covin, G.F; Kuratko F.D. (2008). Project Failure fromCorporate Entrepreneurship: Managing the Grief Process, Journal of Business Venturing, 24 (6): 588-600.
https://jsa.uok.ac.ir/article_61472_0298ec024b6e1b35feddbdd1a396d926.pdf
2020-09-22
94
67
Branding
skill
individual entrepreneurship
Social
میترا
ناصری آالشتی
m_naseri8969@yahoo.com
1
دانشجوی دکتری علوم تربیتی، گرایش مدیریت آموزشی، دانشگاه آزاد اسلامی، ساری، ایران
AUTHOR
فاطمه
هاشم نژاد آبرسی
t_hashemnejad@yahoo.com
2
.استادیار گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه آزاد اسلامی، ساری، ایران
AUTHOR
سعید
صفاریان همدانی
snhrm3000@yahoo.com
3
.استادیار گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه آزاد اسلامی، ساری، ایران
LEAD_AUTHOR
AhmadPour Daryani, M.,& Azizi, M. (2013), Entrepreneurship, Tehran: Mehrab Qalam. [in Persian]
1
Ahmadpour, M., Salamzadeh, Y., Salamzadeh, A.,& Farzad, F. (2011), An analysis of the current gaps in social entrepreneurship in Iran: shackled feet, 1st International Conference on Management, Innovation and Entrepreneurship, Shiraz, Iran [in Persian]
2
Ali- Choudhury, R., Bennett, R., & Savani, S. (2009). University marketing directors’ views on the components of a university brand. Intern Rev Publ Nonprofit Mark, 6(1), 11-33.
3
Alvani, S. M. (2011); Entrepreneurship, Synergy of individual, culture and society, 20 (134), 5-9. [in Persian]
4
Asarian, R (2019), identification and prioritization of the success factors in social entrepreneurship, fourth national conference of management, accounting and economy with emphasis on regional and global marketing, Tehran- Shahid Beheshti University, Permanent Secretariat of the Conference. [in Persian]
5
Atwi, S. (2009).Evaluation of open and distance learning System with a specific focus on academic performance. Presented in the 23rd Annual Conference of Asian Association of Open Universities Was Held at Payame Noor University in November 3 to 5, 62-68.
6
AzizPour, A. A.,& Mahdivand, M (2011), social capital and its role on Entrepreneurial orientation of organizations, Specialized Monthly of Nab Karafarin, No. 10 and 11, p. 15-23. [in Persian]
7
Azma, F., Nouri, A., Seyyed Davoud M.,& Panahi. M, (2018), "the effect of training entrepreneurship on the tendency to entrepreneurship in Agriculture students", National Management Conference, Accounting and Business Development, Qaemshahr, Farvardin Institute of Higher Education. [in Persian]
8
Bozhikin, I., Macke, J.,& da Costa L. F. (2019), The role of government and key non-state actors in social entrepreneurship: A systematic literature review, Journal of CleanerProduction, doi: https://doi.org/10.1016/j.jclepro.2019.04.076.
9
Brunzel, D. L. (2007). Universities sell their brands. Journal of Product & Brand Management, 16(2), 152-153.
10
Cassia,L ., Massis,A., Meoli,M., & Minola,T. (2013). Entrpreneurship Research Centers Around the World: Research Orientation, Knowledge Transfer and Performance. J Technol Transf, . PP.1-17.
11
Ekhlasi, A., & Giyah Chin, M. (2013), "A model for measuring the brand equity in the service area; Test and Implementation of a Virtual University, Modern Marketing Research Quarterly, 3 (2), 189 – 204. [in Persian]
12
Dinari , F. (2012), "the comparison of Technical and vocational education and Official skill system of Iranian with some of world's successful countries, national entrepreneurship conference and management of knowledge-based business. [in Persian]
13
Duarte, P. O., Alves, H. B., & Raposo, M. B. (2010). Understanding university image: A structural equation model approach. International Review on Public and Nonprofit Marketing, 7(1), 21-36.
14
Dvorak, D. (2010). Build your own brand. Gretna, LA: Pelican.
15
Enzebati. A.,& Valipour. M, (2011), "the study of the relation between job training and Entrepreneurship and its role in the youth attitude about self-employment, identifying and simulating the entrepreneurship talents and skills", National Conference on Knowledge-Based Entrepreneurship and Business Management. [in Persian]
16
Farah Bakhsh, M. (2015), the relation between cultural dimensions and entrepreneurial orientation of executives in cooperation chambers of the country, M.A Thesis, Mazandaran University, Economics and Administrative science faculty. [in Persian]
17
Ghorchian. N., Maleki, H., & Rezaee, K. (2009), Textbook Compilation Model Based on the Skills Approach. Tehran: Publishing of Farashenakhti Andisheh. [in Persian]
18
Gilmore, A., McAuley, A., Miles ,M. P.,& Pattinson, H. (2018), Four questions of entrepreneurial marketing education: Perspectives of university educators, Journal of Business Research, https://doi.org/10.1016/j.jbusres.2018.12.016
19
Gliedt, T. (2007). Green community entrepreneurship: creative destruction in the social economy. International Journal of Social Economics.
20
Hojjat Zadeh, Z. (2017), "assessing the individual entrepreneurship barriers in Iran and providing solutions", First International Conference of Modern researches on management studies, Shiraz, Kharazmi Institute of Higher Science and Technology. [in Persian]
21
Hosseini Nia, G., Ataei, P., & Yaqoubi Farani, A. (2017), "evaluating skills and Entrepreneurial features of students and its effect on the intent of Entrepreneurship (case study: Scientific-Applied Skills Training Centers). Iranian Journal of Engineering Education, 19(73), 25-44. [in Persian]
22
HosseinPour, M., & Naderi, S. (2019), "designing the social entrepreneurship development model in Kermanshah, damages, effective factors and strategies", third international conference of new developments in management, economy and accounting, Tehran, Iranian Business Excellence Association. [in Persian]
23
IsaZadeh, S.,& Mazhari Ava., M. (2014), skill-learning, entrepreneurship and employment, national conference of economy, accounting, management and social science, Poland. [in Persian]
24
Khaqani, M., & Eil Beygi Khamse Nejad, H. R. (2019), "the effect of personal features on the intent of Entrepreneurship", fifth international accounting conference, management and innovation in business, Tehran, Permanent Secretariat of the Conference. [in Persian]
25
Lamboy, J. V. (2011). Implications of branding initiatives in higher education among trademarked institutions in California. Doctoral Dissertations, University of San Francisco.
26
Masoumi, B.,& Kavandi, H. (2012), studying the role of skill training system in Entrepreneurship and employment of Graduates of technical and vocational schools in Ahvaz, Journal of Research in Educational Systems, 6(17), 45-70. [in Persian]
27
Mehrabi,S., Zamani, B. E., & Rashid, S. B. (2015), identification and prioritization of effective factors on branding of virtual training of Isfahan University, information and communication technology in Educational Sciences, sixth volume, third issue of spring 2016, p.41-66. [in Persian]
28
Moilanen, T., & Rainisto, S. (2009). How to Brand Nations, Cities and Destinations, A Planning Book for Place Branding, UK: Palgrave MacMillan, 65-75.
29
Mo'meni Mahmouei, H., Karami, M., & Mashhadi, A. (2011), investigation of the Job creation Skills Training Required by the Labor Market in The Bachelor curriculum of Accounting, Civil Engineering and Food Industry, Journal of Research in Curriculum Planning, 9(7): 60-72. [in Persian]
30
Moqimi, S. M.,& Ahmad Pour Daryani, M. (2008), training entrepreneurship in small and medium business of Iran: needs and strategies, entrepreneurship development, Volume 1, Number 1, 245-205. [in Persian]
31
Muntean, A., Cabulea, L., & Danuletiu, D. (2009). The brand: One of the university’s most valuable assets. Annales Univeritatis Apulensis Series Oeconomica, 11, 1066-1071.
32
Nasr Esfahani, H., Fazlollah, R., Arash, S.,& Hekmat Panah, M. (2018), studying the effective factors and barriers on individual entrepreneurship of Members of Trade and Commerce, industries and tourism Commissions of Chamber of Commerce, Mines and Agriculture in Isfahan, first international conference of management and engineering/ elementary, Tehran, management research institute of Modabber. [in Persian]
33
ORIGINAL_ARTICLE
Explaining the school management based on scientific metaphor or personal experience? A case study on the management approach of successful school principals
Scientific theories seek to illuminate the tortuous world of our lives. This enlightenment is accomplished by providing documented, valid, and systematic explanations of the world. Indeed, the ultimate goal of any discipline is to produce and present theories that rely on a clear, coherent, reliable, and generalizable understanding of various phenomena. Educational systems are different and the types of phenomena and problems that researchers face are different and varied. Thus, no complete theory can be presented that is universal that is true in all social, cultural, political, and economic situations. It is not possible to present a complete picture or view of organizations. Organizational metaphors or images are a tool for explaining and analyzing organizations. Thus, by considering any metaphor or image of an organization, it is possible to study and analyze different aspects of an organization in order to determine which metaphor the mechanisms of that organization are more in line or which image can be better and more understandable. Offer more acceptance than that organization. Therefore, any organization is like a riddle that every part of it must be discovered and identified in order to finally explain that riddle well. Although the management of Western schools can be explained and analyzed by relying on scientific metaphor, various studies in Iran have shown that this metaphor does not explain the current state of the Iranian educational system. On the one hand, evidence shows that many school principals do not have the competencies required to run a school. Although various studies have examined and analyzed parts of this puzzle, but a part of this puzzle is the approach of school principals to management. Research has not yet examined what source of inspiration school principals use to address their organizational challenges when they face them. In this encounter, do school principals use the accumulation of their own experiences or those of others, or do they use scientific theories? The present study was an attempt to answer the question of how school principals manage schools and what arguments do they use to justify their method? In this study, a case study method was used. The sampling method was also the marginal case method. Borderline or exceptional sampling involves the study of individuals or cases that have characteristics more or less different from the general or common context of society. Explanation building method was used to analyze the research data. Three methods were used to validate the research data. The first was, member checking. The researcher's perceptions and interpretations of the interviewees' statements were re-presented to the interviewees themselves to clarify the correctness or inaccuracy of the researcher's interpretations of their statements and to make edits if there was a misunderstanding. The second was disconfirming the data. In this method, the researcher, at the beginning, provides an initial interpretation of his data and then tries to study and examine cases that are different or even inconsistent with this initial interpretation. The purpose of this method is to provide a mature interpretation by studying different or inconsistent cases. The Third was reflexivity. In this method, the researcher provides his / her initial beliefs, assumptions, and predictions of the research topic to the research reader so that the reader can understand the researcher's biases or prejudices. Identify and, accordingly, judge his interpretations. The findings were surprising. Because the data showed that what happens in school management and is the basis of the work of principals, is only gaining experience and experimentation. As if the school is a campaign for trial and error of managerial decisions and scientific theories and theoretical knowledge of educational management are not used. The findings of this study show that in school management, more emphasis is placed on experience and science and scientific theory have been neglected. The findings show that although the number of interviewees whose field was other than educational management was higher, the number of times they cited experience as their source of inspiration was very high. Most of the interviewees were not in the field of educational management. The findings of this study also showed that the use of experience in school management has little to do with work experience, management level, and type of school. It seems that gaining experience and empiricism in any situation is the only source of inspiration for principals, and more interestingly, by relying on the same empiricism, principals can be successful and manage schools well. However, the fact that the management of our country's schools has not yet taken on a scientific and theoretical form, and that experience is still the dominant discourse in school management, is very thought-provoking and can have various reasons. First, school management in Iran is more concerned with administrative matters than with areas such as strategic decision-making, policy-making, or organizational leadership, which are inherently challenging and require the use of expertise and scientific knowledge. And it has been implemented that by relying on personal experiences or following the example of more experienced people, those things can be done and even succeeded in it. However, school management in today's world is linked to areas such as strategic decision making, policy making, educational leadership, etc., and that is why school management has become a specialized and complex knowledge that only by relying on scientific knowledge and theoretical foundations can it be successful. Secondly, our country's schools do not actually experience responding to the external environment, especially responding to social classes. Third, academic education in the field of educational management may be so inefficient that graduates of the field are not so equipped with the theoretical knowledge and scientific principles of the field that they can apply it in the practice of school management. With this in mind, it is suggested that two key issues be explored in future research. First, the mechanisms and mechanisms of response of our country's schools should be examined and studied. Because one of the reasons for this experimentation may be the inefficiency of schools' response to the external environment. Second, the pathology of university education in the field of educational management should be considered by researchers. This is because even graduates of educational management may draw their management approach from personal experience because they do not have a good grasp of relevant theories.
https://jsa.uok.ac.ir/article_61599_cd26dd543f7ab50b742290557752362e.pdf
2020-09-22
126
95
Management style
theory movement
scientific metaphor
شیرکوه
محمدی
sh.mohammadi@semnan.ac.ir
1
.استادیار دانشگاه سمنان، گروه مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران
LEAD_AUTHOR
Abddolahi. (2013). General and professional characteristics of Iranian high school principals. Education, No 2, Vol 30, 93-116.
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Torani, H., Aghaii, A., Navehebrahim, A & Sadeghi, Z. (2012). A study of leadership styles of primary school principals in Tehran from the perspective of principals and teachers. Management on training organizations, No 1, Vol 1, 157-188.
34
Urick, A. (2016). Examining US principal perception of multiple leadership styles used to practice shared instructional leadership", Journal of Educational Administration, Vol. 54, Vol 2, 152 – 172.
35
Yin, R. (2009). Case study research: design and methods. (Fourth edition). Los Angles, London, New Delhi, Singapore, Washington DC: Sage.
36
Zaki, M, A., Godarzi, H & Sori, Z. (2015). Investigating the relationship between management style and organizational effectiveness. Organizational Behavior Studies, 5 (5), 149-172.
37
ORIGINAL_ARTICLE
Predicting Social Undermining based on Teachers'''' Perceptions of Different Types of Organizational Culture in Schools
< p >The mission of education is to train an informed, efficient and committed force for the country; therefore, it is important to pay attention to human resources, the more capable and mentally healthy the human resources working in different organizational and administrative sectors, especially in educational organizations, the more progress and success that country will have in various fields. In most organizations, including educational organizations, various types of harmful administrative and cultural behaviors have been identified among employees, which due to the prevalence growing its negative consequences in the organization has received special attention. One of the undermining behaviors that can occur in organizations is social undermining, which is a deliberate and purposeful effort to destroy the others reputation and refer to their ability in establishing and maintaining positive interpersonal relationships. One of the variables that affect the quality of these behaviors is the dominant type of organizational culture in organizations. Organizational culture is a set of common meanings in an organization that, while creating common beliefs and values in an organization, determines the behavior and performance of employees. Paying attention to the quality and type of organizational culture as an underlying factor for the development of positive behaviors in the organization is essential. Therefore, according to what has been said, the main purpose of this study is to predict the level of social undermining among teachers based on their perception of the dominant type of organizational culture in their workplace. In this regard, the following hypotheses are proposed. What is the dominant type of organizational culture in the study area? What is the status of social undermining in the study area? What is the dominant dimension of social undermining in the study area? Is there a significant relationship between types of organizational culture (constructive, passive and aggressive) with social undermining? Which type of organizational culture is a significant predictor of social undermining? Methodology This study was a descriptive- relational research. The statistical population included all school teachers in Shiraz schools selected by multi-stage cluster sampling method after selecting district one from the four districts of Shiraz schools, 10% of schools in the selected district, that 102 of them answered the questionnaires completely. Field data of types of organizational culture were surveyed using a researcher-made questionnaire of typology of organizational culture, which was introduced by a committee called (beyond change management, 2010). Field data related to social undermining were also collected using a researcher-made questionnaire of social undermining. In order to calculate the validity of each type of questionnaire, using correlation analysis method, the correlation between items with the total score of each item was calculated and to measure the reliability of each dimension of the questionnaire, Cronbach’s alpha method was used which had a very high reliability. Conclusion The findings indicate that according to teachers, the dominant organizational culture in the study area is passive or defensive culture. The reason for such a result can be attributed to the dominance of formal and informal procedures and processes in schools, the lack of independence of teachers in curriculum planning, and the lack of a suitable platform for creativity. In this regard, Yasini (2018) suggested the existence of innovative culture in schools is effective on people''s perception of school dynamics and individuals perceived performance of individuals. According to another finding of this study, from the teachers'' point of view, the average social undermining of schools in the study area was equal to the minimum level of adequacy (Q2). In other words, according to teachers, there is moderate social undermining in schools, the predominant dimension of which is related to direct social undermining. One of the reasons for achieving such a result can be primarily due to the dominance of passive organizational culture in the study area. In this way, Najafi & KHaleghkhah (2019) and Najafi & Khaleqkhah (2019) stated that there is a relationship between organizational culture dimensions, i.e. mission, compatibility and commitment to participation, with organizational justice. Another result of this study indicates that not only there is no positive and significant relationship between constructive organizational culture and social undermining, but also the type of constructive organizational culture does not predict social undermining. One of the possible reasons for achieving such a result is that, organizations in which participation, freedom of action, creativity and dynamism, commitment and trust are at a high level, exchange of information within and between networks takes place at a high level of trust. Also in the present study it was concluded that there is a positive and significant relationship between passive and aggressive organizational culture. Thus, passive organizational culture predicts 0.60 of social undermining and aggressive organizational culture predicts 0.43 of social undermining. Such a result indicates that the dominance of behaviours and the spirit of perfectionism, protest and continuous resistance of individuals with decisions made in the organization, the development of a negative atmosphere of competition to achieve a superior position are among the factors that organize the quality of performance and affect the occurrence or non-occurrence of undermining behaviours. Finally, it can be said that although the dominant type of organizational culture in the study area was passive and social undermining was at the average level, but the ability to significantly predict passive and aggressive organizational culture for social undermining, indicates the obvious impact of quality and type of organizational culture is based on the amount of social undermining.
https://jsa.uok.ac.ir/article_61654_3af1b5089b1045a54cc0caefcc288d3b.pdf
2020-09-22
148
127
organizational culture
social undermining
Education
teachers
School
معصومه
محترم
m.mohtaram2016@gmail.com
1
استادیار مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران
LEAD_AUTHOR
سمیرا
زمانی
s.zamaniii29@gmail.com
2
دانشجوی کارشناسی ارشد، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران
AUTHOR
Aghaee, A., Taheri, H., & Manavishad, M. (2018). The Impact of Organizational Culture based on Cameron and Quinn’s Model on Entrepreneurship in a Public Enterprise. Police Management Studies Quarterly, 13 (4). 663-682. [In Persian]
1
Ansari, M., Shaemi Barzoki, A., & Safari, A. (2011). Representation a Model of Organizational Culture Management with Contextual Approach (Case Study: An Industrial Company). Journal of Applied Sociology, 22(2). 121-142. [In Persian]
2
Ebrahimiyan Jelodar, Y., Ebrahimiyan Jelodar, R., & Ebrahimiyan Jelodar, M. (2012). The Study of Knowledge Management Effectiveness (through Reviewing its Abilities and Knowledge Management Process). Police Organizational Development, 41. 89-104. [In Persian].
3
Fang, R. (2010). Peer Influence on Undermining Behaviors in the Workplace: A Social Network Perspective. PhD thesis, submitted to the faculty of the graduate school of the University of Minnesota.
4
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5
Geist, J. R., & Hoy, W. K. (2004). Cultivating a Culture of Trust: Enabling School Structure, Teacher professionalism and Academic Press. Leading & Managing, 10. 1 – 17.
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7
Hadian Nasan, A., Ebrahimpor, M., & Nopasand Asil, S. (2018). Investigating the Effectiveness of Authentic Leadership on Organizational Social Performance with Regard to the Mediating Role of Organizational Culture (Case study: Guillen Ports and Maritime Organization). Organizational Culture Management, 16(1). 117-148. [In Persian].
8
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9
Hoobler, J. M. & Brass, D. J. (2006). Abusive Supervision and Family Undermining as Displaced Aggression. J Appl Psychol.91 (5). 1125-33. DOI: 10.1037/0021- 9010.91.5.1125 PMID: 16953773.
10
Hoy, W., & Miskel, C. (2015). Educational Administration.U. S. A: Mc Graw Hill.
11
Islami, GH., Rahimnia, F., Mortazavi, S., & Khorakian, A. (2018). Causes of Backstabbing Behaviors in Public Organizations, Journal of Management and Development Process, 31(3). 49-84. [In Persian].
12
Jaffari, P., & Hadavand, S. (2019). A Study of the Relationships between Organizational Culture and organizational learning with Utilization of Denison Model in the Iran Electronics Industries. Journal of Applied Studies in Management and Development Sciences, 3(6). 71 - 80. [In Persian]
13
Korte, R. & Chermack, T. (2007). Changing organizational culture with scenario planning. Journal of Futures, 39. 645- 656.
14
Marzooghi, R., Torkzaadeh, J., Badri Gargari, R., & Rabavi, R. (2018). The Structural Relations among Culture and Organizational Health Mediated by Organizational Climate. QJOE, 34 (2), 113-132. [In Persian].
15
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17
Mudor, H. (2014). Organizational Cultures, Knowledge Management, Organizational Effectiveness: The Relationship and Conceptual Framework. International Academic Conference, Istanbul. 668-686.
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Nasresfehani, M., Alameh, S. M., Shaemi, A., & Teymori, H. (2016). Develop a conceptual model of social undermining and determine its relationship with organizational agility. Strategic Management Researches, 22 (62). 153-175. [In Persian].
19
Nazari, S., Bakhit, M., & Eydipour, K. (2017). Influence of social undermining the functioning of the Directorate General of Youth and Sports Organization of Tehran province was the mediating role of job involvement. Scientific Journal of Organizational Behavior Management in Sport Studies, 4(2). 69-76. [In Persian].
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Rashidi, Z., & Farasatkhah, M. (2018). Conceptualizing of Bullying from the Perspective of the Faculty Members of Tehran`s Comprehensive Universities: A Grounded Theory Study. IRPHE. 24 (4). 123-150. URL: http://journal.irphe.ac.ir/article-1-3961-fa.html [In Persian]
22
Reanaldes, S. (2009). Incivility, Social Undermining, Bullying. Oh me! A Call to Reconcile Constructs within Workplace Aggression Research. Journal of Organizational Behavior, 32 (3). 499-519.
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Salajagheh Tazarji, F., & Bahreinizadeh, A. (2019). A Study the Relationship between Social Undermining and Work-Family Conflict with Emotional Exhaustion in Elementary School Teachers of Kerman. Journal of Career and Organization Consulting, 11(40), 53-82. [In Persian]
24
Saleh Nejad, J., & Karimi, M. (2016). Investigating the Relationship between Employee Social Wear and Individual Conflicts of Payvar Officers in Nezaja Northeast Regional Camp. 3rd International Conference on Behavioral Sciences and Social Studies, Istanbul, Turkey. [In Persian]
25
Schaufeli, W. B., Taris, T. W. & Van Rhenen, W. (2008). Workaholism, Burnout and Work Engagement: Three of a Kind or Three Different Kkinds of Employee Well-being? Applied Psychology: An International Review, 57 (2). 173-203.
26
Siyavashpor, S., Amirhosseini, E., & Hamidi, M. (2019). Presentation of the Model of Factors Affecting Social Undermining in Human Resources in Physical Education of the Ministry of Education. Journal of Organizational Behavioral Management in Sport Studies, 6 (2). 67-83. [In Persian].
27
Smith, M. B., & Webster, B. D. (2017). A Moderated Mediation Model of Machiavellianism, Social Undermining, Political Skill, and Supervisor-Rated Job Performance. Personality and Individual Differences, 104. 453–459. https://doi.org/10.1016/j.paid.2016.09.010
28
Soltani, M. (2012). Situation Analyzing and Pattern Designing of Ideal Organizational Culture for One of the Armed Forces Organizations Based on the Religious Bases and Islamic Revolution Values. Scientific Journal of Islamic Management, 20(1). 99-122. [In Persian]
29
Syauta, J. H; Troena, E. A.; Setiawan, M. & Solimun. (2010). the Influence of Organizational Culture, Organizational Commitment to Job Satisfaction and Employee Performance (Study at Municipal Waterworks of Jayapura, Papua Indonesia), International Journal of Business and Management Invention, 1(1): 69-76.
30
Taherpour, F. (2018). The Relationship between Social Undermining and Co-creating with Mediating Role of Organizational Self- Esteem among Faculty Members of Selected Iranian Universities. Journal of Public Administration Perspective, 9 (33). 109-128. [In Persian].
31
Tsui, A. S., & Kifadkar, S. S. (2007). Cross-National, Cross - Cultural Organizational Behavior Researc: Advances, Gaps, and Recommendations. Journal of management, 33(3). 426-478.
32
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33
Ziadinii, m., & Akbari, N. (2013). Investigating the Relationship between Organizational Justice and Social Undermining of Their Employees in South Zagros Oil and Gas Exploitation Company. International Conference on Management, Challenges and Solutions. [In Persian]
34
ORIGINAL_ARTICLE
Perception of lived experiences of elementary school teachers from successful school principals in crisis situations
In today's schools, strong and effective leadership is considered as an essential element in changing movement and strategic innovation. Leadership seems to be at the heart of changing values, valuing actions, perspectives, and worldviews of the realities of the world around us, taking action, and building solidarity. Contemporary school management and leadership is referred to as the "people issue", which focuses on influencing the way others think, feel and behave; School management and leadership is considered as a strategic or forward-looking process that involves developing and building strong relationships with a deep insight in an effort to achieve goals (Smith & Riley, 2012). However, in times of crisis, the school leadership must be able to provide reassurance, hope, activity for effective and efficient efforts (both during and after the crisis) as well as ensuring open and credible communication with all members. Influence others and influence members of the school community. As Whitla (2003: 21) states, in the event of a crisis, school principals will need precise, sensitive, and directional leadership (Smith & Riley, 2012). Considering that so far no research has been conducted in the country in the field of crisis management in schools and the research gap in this field regarding crisis management in schools is quite noticeable; Also, given that the recent COVID-19 (Corona virus) crisis has affected all organizations, and schools are in turmoil in the face of this crisis; On the other hand, given that in these critical situations, successful principals in schools have been able to cope well with these conditions and sometimes turn this crisis from a threat to an opportunity, but so far the characteristics and factors that have made these principals successful have been identified and It has not been studied, so identifying and discovering the factors affecting the success of school principals in the face of crisis in schools is necessary to focus more on these factors on the effectiveness, efficiency, professional development of teachers and achievement of educational goals to take basic steps. It is also necessary to express the identified factors in a practical model that the presentation of this model requires localization in the form of research work; Therefore, the present study intends to investigate and discover the factors affecting the success of school principals in the face of crisis with a qualitative method and heuristic approach and to propose a practical and appropriate model for schools. Methodology The present study is an applied research that has been done with a qualitative method and using an exploratory approach. The data of the present study were collected using semi-structured interviews. The questions designed for the interviews were formulated according to the review of documents and analysis of the research literature. In this study, the data were analyzed based on the data method and in a systematic way (Strauss and Corbin). The basis for the end of the interviews was theoretical saturation. In the present study, the coding was done line by line. The process of data analysis was open coding, axial coding and selective coding, respectively. This process was done through MaxQDA 2018 software. Formal and content validity was used to determine the validity of the interview questions, which was used by 6 experts and experts in the field of educational management. Also, in order to increase the validity of the analysis and coding, the "angulation" technique has been used to evaluate the validity and quality of the findings. In addition, using the technique of "external recognition" (Christensen, 1989 Quoted from Mohammadpour, 2010: 168) another researcher has been asked to study the emerging theory diagram and a theory limited to a particular fact and Express their views on the fact that the results in this case were also acceptable and highly credible. Findings At this stage, 146 open codes were counted as the final open codes, which was done in order to form categories, and a total of 20 categories were identified and extracted. During centralized coding, the categories derived from coding under 6 categories, including the central category, causal conditions, intervening conditions, contextual conditions, contexts, and guidelines. In the present study, the categories of "individual factors" and "structural factors" have been enumerated as causal conditions for the success of school principals in crisis situations. The category of individual factors had three dimensions of personality traits, principal skills and performances of principals and the category of structural factors with two dimensions of values of the school and rules and regulations have been counted as conditions for achieving school principal success in crisis situations; Also, the categories of "facilities and equipment", "support in various dimensions" and "creative and innovative culture" are considered as contextual conditions that are counted as the conditions for achieving the success of school principals in crisis situations; The categories of "school internal cohesion", "nature of crisis" and "how to plan and organize" are considered as intervention conditions, which are counted as intervention conditions in the success of school principals. These components can promote or hinder the success of school principals in times of crisis; The strategies of "continuous monitoring and feedback", "goal setting", " to give direction and guidance", "applying new educational approaches" and "developing educational programs to deal with crisis" are strategies for the success of principals and lead to positive consequences for schools; Finally, In this study, four categories of "professional development", "creating social human capital", "team leadership" and "flexibility" have been listed as consequential components of establishing a successful crisis management model in schools. Discussion and Conclusion In the face of crisis, it is very important for school leaders to be decisive in their decisions, to be transparent and confident, to create hope, to make an effort, and to ensure open and credible communication with all those affected by the crisis. The characteristics and leadership skills required to achieve these outcomes in a crisis are fundamentally different from what is commonly considered by school administrators as part of the school's daily activities. Overall, successful and strong leadership about the school's position for the future; And supports and empowers staff and students in the excellence and development of various skills and knowledge and strives to minimize personal and organizational harm in the school community in the face of events, feelings and the consequences of the crisis in the current situation
https://jsa.uok.ac.ir/article_61700_0da56fa742b122258b2bd5d86d75d4ab.pdf
2020-09-22
173
149
principals
Success
School
Crisis
یاسر
صیادی
yaser.sayadi@yahoo.com
1
استادیار گروه علوم تربیتی، دانشگاه فرهنگیان، کرمانشاه، ایران
LEAD_AUTHOR
حبیب
سلیمانی
h.soleimani@uok.ac.ir
2
استادیار گروه زبان انگلیسی و زبانشناسی، دانشگاه کردستان، سنندج، ایران
AUTHOR
Affouneh, S., Salha, S., & Khlaif, Z. N. (2020). Designing Quality E-Learning Environments for Emergency Remote Teaching in Coronavirus Crisis. Med Sci, 11(2), 1-3.
1
Ahmadi Fassih, S., Nakhoda, M., Ismail Givi, M. R, & Babol-Hawaiji, F., (2017). Presenting a Crisis Management Model in Iran’s Archival Centers: Pre-crisis and Confronting Stage. Iranian Journal of Information Management, 3(1), 163-180 [in Persian].
2
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3
Brecher, M. 1993. Crises in world politics: Theory and reality. Oxford: Pergamon Press.
4
Coombs, W. (2007). Ongoing crisis communication: Planning, managing and responding. 2nd ed. Thousand Oaks, CA: Sage.
5
Corbin, J. S., & Strauss, A. A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory, (3rd Ed.). Thousand Oaks, CA: Sage. doi.org/10.4135/9781452230153.
6
Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory. SAGE Publications.
7
Covey, S.R. (2004). The 7 habits of highly effective people. New York: Free Press.
8
Czerniewicz, L., Trotter, H., & Haupt, G. (2019). Online teaching in response to student protests and campus shutdowns: academics’ perspectives. International Journal of Educational Technology in Higher Education, 16(1), 43.
9
Devitt, K.R., and E.P. Borodzicz. (2008). Interwoven leadership: The missing link in multiagency major incident response. Journal of Contingencies and Crisis Management 16 (4): 208-16.
10
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5-22.
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Fernandez, A. A., & Shaw, G. P. (2020). Academic Leadership in a Time of Crisis: The Coronavirus and COVID‐19. Journal of Leadership Studies, 14(1), 39-45.
12
Glaser, B. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory. Sociology Press, Mill Valley.
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Janis, I.L. (1989). Crucial decisions: Leadership in policymaking and crisis management. New York: Free Press.
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Kouzes, J.M., and B.Z. Posner. (2007). The leadership challenge. 4th ed. San Francisco, CA: Wiley.
15
Lagadec, P. (2009). A new cosmology of risks and crises: Time for a radical shift in paradigm and practice. Review of Policy Research, 26(4), 473-486.
16
McConnell, A., & Drennan, L. (2006). Mission impossible? Planning and preparing for crisis 1. Journal of Contingencies and Crisis management, 14(2), 59-70.
17
Mohammadpour, A. (2010). Meta-method. Tehran. Sociologists Publications [in Persian].
18
National Association of School Psychologists. (2020). Responding to COVID-19: Brief action steps for school crisis response teams.
19
Nazari, A., Hasani, R., Shirbagi, N. (2018). Caring Leadership of School Principals: A qualitative study. Journal of School Administration, 6(2), 305-324 [in Persian].
20
O’Brien, E., and P. Robertson. (2009). Future leadership competencies: From foresight to current practice. Journal of European Industrial Training, 33 (4): 371-80.
21
Pearson, C. M., & Clair, J. A. (2008). Reframing Crisis Management, Crisis Management, (Ed: A. Bain, Vol. 11, 1-24). London: Sage.
22
Sabzianpour, Z., lslampanah, M. (2019). Return on management: Designing and explaining the new model of educational managers' competencies with the thematic analysis approach. Journal of School Administration, 7(1), 229-251. doi: 10.34785/J010.1398.426 [in Persian].
23
Shraim, K., & Khlaif, Z. (2010). An e-learning approach to secondary education in Palestine: opportunities and challenges. Information Technology for Development, 16(3), 159-173.
24
Smith, L., & Riley, D. (2012). School leadership in times of crisis. School Leadership & Management, 32(1), 57-71.
25
Smith, L., and D. Riley. (2010). The business of school leadership. Camberwell, VIC: Acer Press.
26
Stoll, L., & Temperley, J. (2009). Creative leadership: A challenge of our times. School Leadership and Management, 29(1), 65-78.
27
Traxler, J., Khaif, Z., Nevill, A., Affouneh, S., Salha, S., Zuhd, A., & Trayek, F. (2019). Living under occupation: Palestinian teachers’ experiences and their digital responses. Research in Learning Technology, 27 (1).
28
UNESCO. COVID-19 Education Response. Available from: https://en.unesco.org/covid19/educationresponse/globalcoalition [Accessed 5th April 2020].
29
United Nations, “policy brief: education during covid-19 and beyond”, available at https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf.
30
Urquhart, C (2013). Grounded Theory for Qualitative Research, London: Sage Publication.
31
Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945-947.
32
Willis, J., Krausen, K., & Outlaw, L. (2020). Managing Public Education Resources during the Coronavirus Crisis: Practical Tips and Considerations for School District Leaders. Crisis Response Resource. WestEd. https://www.wested.org/resources/managing-resources-during-coronavirus-crisis/
33
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34
ORIGINAL_ARTICLE
develop and validate the empowering model of managers in technical and vocational schools: A Mixed Method Study
The purpose of this study was develop and validate the empowering model of managers in technical and vocational schools of Kerman city in 2017-2018.This research was carried out using Mix (exploratory) method. The population of the qualitative section included all Informed person in the field of empowerment of managers of technical and vocational schools who 20 participants were selected by using purposeful sampling and chain-referral methods. In the quantitative section, the population included all managers of technical and vocational schools in Kerman province who 175 participants were selected by using the sample size formula (Saraei, 1393). Data were gathered in the qualitative section by using semi-structured and in the quantitative section, using a researcher-made questionnaire that its validity was approved by the expert views, and, using Cronbach's alpha, its reliability was estimated to be 0.83 and 0.91 for the five components. In the qualitative part,5 main components and 17 subcomponents were identified as the components of empowering managers and finally, they were presented as a model for empowerment of managers of technical and vocational schools and the validity of the model was accepted by using a of confirmatory factor analysis (CFA). The results showed that empowerment can be considered as an important and effective factor in the evaluation of human resources and efficient managers as a valuable criterion.The purpose of this study was develop and validate the empowering model of managers in technical and vocational schools of Kerman city in 2017-2018.This research was carried out using Mix (exploratory) method. The population of the qualitative section included all Informed person in the field of empowerment of managers of technical and vocational schools who 20 participants were selected by using purposeful sampling and chain-referral methods. In the quantitative section, the population included all managers of technical and vocational schools in Kerman province who 175 participants were selected by using the sample size formula (Saraei, 1393). Data were gathered in the qualitative section by using semi-structured and in the quantitative section, using a researcher-made questionnaire that its validity was approved by the expert views, and, using Cronbach's alpha, its reliability was estimated to be 0.83 and 0.91 for the five components. In the qualitative part,5 main components and 17 subcomponents were identified as the components of empowering managers and finally, they were presented as a model for empowerment of managers of technical and vocational schools and the validity of the model was accepted by using a of confirmatory factor analysis (CFA). The results showed that empowerment can be considered as an important and effective factor in the evaluation of human resources and efficient managers as a valuable criterion.The purpose of this study was develop and validate the empowering model of managers in technical and vocational schools of Kerman city in 2017-2018.This research was carried out using Mix (exploratory) method. The population of the qualitative section included all Informed person in the field of empowerment of managers of technical and vocational schools who 20 participants were selected by using purposeful sampling and chain-referral methods. In the quantitative section, the population included all managers of technical and vocational schools in Kerman province who 175 participants were selected by using the sample size formula (Saraei, 1393). Data were gathered in the qualitative section by using semi-structured and in the quantitative section, using a researcher-made questionnaire that its validity was approved by the expert views, and, using Cronbach's alpha, its reliability was estimated to be 0.83 and 0.91 for the five components. In the qualitative part,5 main components and 17 subcomponents were identified as the components of empowering managers and finally, they were presented as a model for empowerment of managers of technical and vocational schools and the validity of the model was accepted by using a of confirmatory factor analysis (CFA). The results showed that empowerment can be considered as an important and effective factor in the evaluation of human resources and efficient managers as a valuable criterion.The purpose of this study was develop and validate the empowering model of managers in technical and vocational schools of Kerman city in 2017-2018.This research was carried out using Mix (exploratory) method. The population of the qualitative section included all Informed person in the field of empowerment of managers of technical and vocational schools who 20 participants were selected by using purposeful sampling and chain-referral methods. In the quantitative section, the population included all managers of technical and vocational schools in Kerman province who 175 participants were selected by using the sample size formula (Saraei, 1393). Data were gathered in the qualitative section by using semi-structured and in the quantitative section, using a researcher-made questionnaire that its validity was approved by the expert views, and, using Cronbach's alpha, its reliability was estimated to be 0.83 and 0.91 for the five components. In the qualitative part,5 main components and 17 subcomponents were identified as the components of empowering managers and finally, they were presented as a model for empowerment of managers of technical and vocational schools and the validity of the model was accepted by using a of confirmatory factor analysis (CFA). The results showed that empowerment can be considered as an important and effective factor in the evaluation of human resources and efficient managers as a valuable criterion.The purpose of this study was develop and validate the empowering model of managers in technical and vocational schools of Kerman city in 2017-2018.This research was carried out using Mix (exploratory) method. The population of the qualitative section included all Informed person in the field of empowerment of managers of technical and vocational schools who 20 participants were selected by using purposeful sampling and chain-referral methods. In the quantitative section, the population included all managers of technical and vocational schools in Kerman province who 175 participants were selected by using the sample size formula (Saraei, 1393). ). Data were gathered in the qualitative section by using semi-structured and in the quantitative section, using a researcher-made questionnaire that its validity was approved by the expert views, and, using Cronbach's alpha, its reliability was estimated to be 0.83 and 0.91 for the five components.
https://jsa.uok.ac.ir/article_61581_4e216de28a736fe0b8fce706a4c198a5.pdf
2020-09-22
197
174
Model
Empowering
Technical and Vocational
managers
اکرم
درتاج
dortaj.akram@yahoo.com
1
دانشجوی دکتری مدیریت آموزشی، دانشگاه علامه طباطبایی، تهران، ایران
LEAD_AUTHOR
عباس
عباس پور
abbaspour1386@gmail.com
2
استاد گروه مدیریت و برنامهریزی آموزشی، دانشگاه علامه طباطبایی، تهران، ایران
AUTHOR
علی
دلاور
a.delavar@atu.ac.ir
3
استاد گروه سنجش و اندازه گیری، دانشگاه علامه طباطبایی، تهران، ایران
AUTHOR
حسین
عبدالهی
abdollahi@atu.ac.ir
4
دانشیار گروه مدیریت و برنامهریزی آموزشی، دانشگاه علامه طباطبایی، تهران، ایران
AUTHOR
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53
ORIGINAL_ARTICLE
Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz
Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of ShirazThe main aim of this study was to Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz. Research instrument of Torkzadeh and Nekoumand of Power of Response to Environment scale (2015) and consists of 19 items with a Likert spectrum, and includes three sub-scales; conceptual, structural and functional. population included all primary and secondary school teachers in Shiraz of whom 369 people were selected by random-stratified sampling method (based on the educational course) and Cochran’s formula. To measure the validity of the questionnaire, two methods of cluster analysis and first order and second order confirmatory factor analysis were used and also Cronbach's alpha method was used to measure its reliability. Results of the item analysis indicated that each items has a significant correlation with the sub-scale of corresponding dimension. Result of the first and second order confirmatory factor analysis showed that each Items had a high degree of validity for explaining the corresponding dimension and Response to Environment. Also, based on the Cronbach's alpha values, the reliability of the scale and the corresponding sub-scales is desirable. Accordingly, this scale can be used to measure schools' power of response to environment.Key words: Factor Structure Analysis, scale, Power of Response to Environment, public schools Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of ShirazThe main aim of this study was to Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz. Research instrument of Torkzadeh and Nekoumand of Power of Response to Environment scale (2015) and consists of 19 items with a Likert spectrum, and includes three sub-scales; conceptual, structural and functional. population included all primary and secondary school teachers in Shiraz of whom 369 people were selected by random-stratified sampling method (based on the educational course) and Cochran’s formula. To measure the validity of the questionnaire, two methods of cluster analysis and first order and second order confirmatory factor analysis were used and also Cronbach's alpha method was used to measure its reliability. Results of the item analysis indicated that each items has a significant correlation with the sub-scale of corresponding dimension. Result of the first and second order confirmatory factor analysis showed that each Items had a high degree of validity for explaining the corresponding dimension and Response to Environment. Also, based on the Cronbach's alpha values, the reliability of the scale and the corresponding sub-scales is desirable. Accordingly, this scale can be used to measure schools' power of response to environment.Key words: Factor Structure Analysis, scale, Power of Response to Environment, public schools Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of ShirazThe main aim of this study was to Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz. Research instrument of Torkzadeh and Nekoumand of Power of Response to Environment scale (2015) and consists of 19 items with a Likert spectrum, and includes three sub-scales; conceptual, structural and functional. population included all primary and secondary school teachers in Shiraz of whom 369 people were selected by random-stratified sampling method (based on the educational course) and Cochran’s formula. To measure the validity of the questionnaire, two methods of cluster analysis and first order and second order confirmatory factor analysis were used and also Cronbach's alpha method was used to measure its reliability. Results of the item analysis indicated that each items has a significant correlation with the sub-scale of corresponding dimension. Result of the first and second order confirmatory factor analysis showed that each Items had a high degree of validity for explaining the corresponding dimension and Response to Environment. Also, based on the Cronbach's alpha values, the reliability of the scale and the corresponding sub-scales is desirable. Accordingly, this scale can be used to measure schools' power of response to environment.Key words: Factor Structure Analysis, scale, Power of Response to Environment, public schools Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of ShirazThe main aim of this study was to Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz. Research instrument of Torkzadeh and Nekoumand of Power of Response to Environment scale (2015) and consists of 19 items with a Likert spectrum, and includes three sub-scales; conceptual, structural and functional. population included all primary and secondary school teachers in Shiraz of whom 369 people were selected by random-stratified sampling method (based on the educational course) and Cochran’s formula. To measure the validity of the questionnaire, two methods of cluster analysis and first order and second order confirmatory factor analysis were used and also Cronbach's alpha method was used to measure its reliability. Results of the item analysis indicated that each items has a significant correlation with the sub-scale of corresponding dimension. Result of the first and second order confirmatory factor analysis showed that each Items had a high degree of validity for explaining the corresponding dimension and Response to Environment. Also, based on the Cronbach's alpha values, the reliability of the scale and the corresponding sub-scales is desirable. Accordingly, this scale can be used to measure schools' power of response to environment.Key words: Factor Structure Analysis, scale, Power of Response to Environment, public schools
https://jsa.uok.ac.ir/article_61602_b47a76102dd23d82c5180a6b93943b58.pdf
2020-09-22
214
198
Factor Structure Analysis
Scale
Power of Response to Environment
Public Schools
جعفر
ترک زاده
djt2891@gmail.com
1
دانشیار، گروه مدیریت و برنامهریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران
LEAD_AUTHOR
زهرا
نجفی
z.najafi230@gmail.com
2
دانشجوی دکتری، رشته مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران
AUTHOR
Abasi, A. (2015). “Investigating the Relationship between Strategic Thinking and Response to Environment in Islamic Azad Universities of Fars Province”. Master’s thesis. Faculty of Education Sciences and Psychology, Shiraz University. [Persian].
1
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39
ORIGINAL_ARTICLE
The Role of Managers’ Spiritual leadership in Teachers’ Work Engagement with Mediation of Social Capital
The purpose of this study was to investigate the role of spiritual leadership of principals in work engagement mediated by teachers' social capital. The research method was descriptive-correlation with emphasis on structural equations. The statistical population of the study consisted of all teachers in Ilam with 1923 people, from which a sample of 340 people was selected by simple random sampling method based on Morgan table. Data were collected based on three questionnaires of spiritual leadership Fry et al., Nahapit and Gushal social capital and Shuffle and Baker's work Engagement questionnaire. Cronbach's alpha coefficient of questionnaires was respectively ./89, ./90 and ./77 obtained. The construct validity of the questionnaires was determined through confirmatory factor analysis. Data analysis was performed using SPSS and LISREL software. The results showed that the spiritual leadership of school principals had a direct positive and significant effect on teachers' work engagement. Social capital had a positive and significant direct effect on teachers' work engagement. Spiritual leadership through social capital had an indirect, positive and significant effect on the variable of teachers' work engagement. Therefore, spiritual leadership along with the mediating role of social capital has an effective role in improving teachers' work engagement. So, it is necessary to pay attention to spiritual leadership and social capital to improve teachers' work engagement.The purpose of this study was to investigate the role of spiritual leadership of principals in work engagement mediated by teachers' social capital. The research method was descriptive-correlation with emphasis on structural equations. The statistical population of the study consisted of all teachers in Ilam with 1923 people, from which a sample of 340 people was selected by simple random sampling method based on Morgan table. Data were collected based on three questionnaires of spiritual leadership Fry et al., Nahapit and Gushal social capital and Shuffle and Baker's work Engagement questionnaire. Cronbach's alpha coefficient of questionnaires was respectively ./89, ./90 and ./77 obtained. The construct validity of the questionnaires was determined through confirmatory factor analysis. Data analysis was performed using SPSS and LISREL software. The results showed that the spiritual leadership of school principals had a direct positive and significant effect on teachers' work engagement. Social capital had a positive and significant direct effect on teachers' work engagement. Spiritual leadership through social capital had an indirect, positive and significant effect on the variable of teachers' work engagement. Therefore, spiritual leadership along with the mediating role of social capital has an effective role in improving teachers' work engagement. So, it is necessary to pay attention to spiritual leadership and social capital to improve teachers' work engagement.The purpose of this study was to investigate the role of spiritual leadership of principals in work engagement mediated by teachers' social capital. The research method was descriptive-correlation with emphasis on structural equations. The statistical population of the study consisted of all teachers in Ilam with 1923 people, from which a sample of 340 people was selected by simple random sampling method based on Morgan table. Data were collected based on three questionnaires of spiritual leadership Fry et al., Nahapit and Gushal social capital and Shuffle and Baker's work Engagement questionnaire. Cronbach's alpha coefficient of questionnaires was respectively ./89, ./90 and ./77 obtained. The construct validity of the questionnaires was determined through confirmatory factor analysis. Data analysis was performed using SPSS and LISREL software. The results showed that the spiritual leadership of school principals had a direct positive and significant effect on teachers' work engagement. Social capital had a positive and significant direct effect on teachers' work engagement. Spiritual leadership through social capital had an indirect, positive and significant effect on the variable of teachers' work engagement. Therefore, spiritual leadership along with the mediating role of social capital has an effective role in improving teachers' work engagement. So, it is necessary to pay attention to spiritual leadership and social capital to improve teachers' work engagement.The purpose of this study was to investigate the role of spiritual leadership of principals in work engagement mediated by teachers' social capital. The research method was descriptive-correlation with emphasis on structural equations. The statistical population of the study consisted of all teachers in Ilam with 1923 people, from which a sample of 340 people was selected by simple random sampling method based on Morgan table. Data were collected based on three questionnaires of spiritual leadership Fry et al., Nahapit and Gushal social capital and Shuffle and Baker's work Engagement questionnaire. Cronbach's alpha coefficient of questionnaires was respectively ./89, ./90 and ./77 obtained. The construct validity of the questionnaires was determined through confirmatory factor analysis. Data analysis was performed using SPSS and LISREL software. The results showed that the spiritual leadership of school principals had a direct positive and significant effect on teachers' work engagement. Social capital had a positive and significant direct effect on teachers' work engagement. Spiritual leadership through social capital had an indirect, positive and significant effect on the variable of teachers' work engagement. Therefore, spiritual leadership along with the mediating role of social capital has an effective role in improving teachers' work engagement. So, it is necessary to pay attention to spiritual leadership and social capital to improve teachers' work engagement.The purpose of this study was to investigate the role of spiritual leadership of principals in work engagement mediated by teachers' social capital.
https://jsa.uok.ac.ir/article_61653_e3398377906ecdbe5a0b4e8bb97082ca.pdf
2020-09-22
238
215
"Spiritual leadership"
"social capital"
" work engagement"
teachers"
سیروس
قنبری
siroosghanbari@yahoo.com
1
.دانشجوی دکتری مدیریت آموزشی دانشگاه بوعلی سینا، همدان، ایران
LEAD_AUTHOR
فرزانه
سلطانقلی
farzanehsoltangholi@gmail.com
2
.دانشجوی دکتری مدیریت آموزشی دانشگاه بوعلی سینا، همدان، ایران
AUTHOR
Aidoo, M. (2016). Empowering followers in the politics of spiritual leadership: A narrative critical study of 1 Samuel. The Expository Times, 1(1):1-11.
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47
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48
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49
ORIGINAL_ARTICLE
A phenomenological Analysis of the Principals and Teachers Perceptions and Experiences of the School Management Excellence Program in Sanandaj Secondary Schools
As a phenomenological study this paper aims to analyze the perceptions and experiences of principals and teachers of secondary schools in Sanandaj from the school management excellence program. Given the need for in-depth information on how participants perceived and experienced the nature of the School Management Excellence Program, its implementation mechanisms, effects and outcomes, as well as its potential harms, a qualitative phenomenological approach was applied to conduct the study. Participants including 29 principals and teachers of high schools who were purposefully selected and interviewed and the findings were analyzed using qualitative data analysis method. The findings showed that participants' perceptions of the nature and scope of the excellence program vary depending on their critical or conservative and sometimes praiseworthy approach which ultimately formulated in a comprehensive concept, three themes organizing level two and thirteen topics organizing level one. Accordingly, despite the fact that in their opinion, the school management excellence program has some problems in terms of nature and structure, but it also has both positive and negative effects and consequences. This finding indicated that despite the advantages such as orderliness and providing a platform for uniform implementation of high school instruction guidelines, due to the linear nature and compliance of such a program with a centralized approach, this program essentially opposes with the spirit learning processes in schools as an important cultural institutions. As a phenomenological study this paper aims to analyze the perceptions and experiences of principals and teachers of secondary schools in Sanandaj from the school management excellence program. Given the need for in-depth information on how participants perceived and experienced the nature of the School Management Excellence Program, its implementation mechanisms, effects and outcomes, as well as its potential harms, a qualitative phenomenological approach was applied to conduct the study. Participants including 29 principals and teachers of high schools who were purposefully selected and interviewed and the findings were analyzed using qualitative data analysis method. The findings showed that participants' perceptions of the nature and scope of the excellence program vary depending on their critical or conservative and sometimes praiseworthy approach which ultimately formulated in a comprehensive concept, three themes organizing level two and thirteen topics organizing level one. Accordingly, despite the fact that in their opinion, the school management excellence program has some problems in terms of nature and structure, but it also has both positive and negative effects and consequences. This finding indicated that despite the advantages such as orderliness and providing a platform for uniform implementation of high school instruction guidelines, due to the linear nature and compliance of such a program with a centralized approach, this program essentially opposes with the spirit learning processes in schools as an important cultural institutions. Keywords: School Management Excellence Program, Educational Quality, Lived Experiences, PhenomenologyAs a phenomenological study this paper aims to analyze the perceptions and experiences of principals and teachers of secondary schools in Sanandaj from the school management excellence program. Given the need for in-depth information on how participants perceived and experienced the nature of the School Management Excellence Program, its implementation mechanisms, effects and outcomes, as well as its potential harms, a qualitative phenomenological approach was applied to conduct the study. Participants including 29 principals and teachers of high schools who were purposefully selected and interviewed and the findings were analyzed using qualitative data analysis method. The findings showed that participants' perceptions of the nature and scope of the excellence program vary depending on their critical or conservative and sometimes praiseworthy approach which ultimately formulated in a comprehensive concept, three themes organizing level two and thirteen topics organizing level one. Accordingly, despite the fact that in their opinion, the school management excellence program has some problems in terms of nature and structure, but it also has both positive and negative effects and consequences. This finding indicated that despite the advantages such as orderliness and providing a platform for uniform implementation of high school instruction guidelines, due to the linear nature and compliance of such a program with a centralized approach, this program essentially opposes with the spirit learning processes in schools as an important cultural institutions. Keywords: School Management Excellence Program, Educational Quality, Lived Experiences, PhenomenologyAs a phenomenological study this paper aims to analyze the perceptions and experiences of principals and teachers of secondary schools in Sanandaj from the school management excellence program. Given the need for in-depth information on how participants perceived and experienced the nature of the School Management Excellence Program, its implementation mechanisms, effects and outcomes, as well as its potential harms, a qualitative phenomenological approach was applied to conduct the study. Participants including 29 principals and teachers of high schools who were purposefully selected and interviewed and the findings were analyzed using qualitative data analysis method. The findings showed that participants' perceptions of the nature and scope of the excellence program vary depending on their critical or conservative and sometimes praiseworthy approach which ultimately formulated in a comprehensive concept, three themes organizing level two and thirteen topics organizing level one. Accordingly, despite the fact that in their opinion, the school management excellence program has some problems in terms of nature and structure, but it also has both positive and negative effects and consequences. This finding indicated such as orderliness and providing a platform for uniform implementation of high school instruction guidelines, due to the linear nature and compliance of such a program with a centralized approach,s.
https://jsa.uok.ac.ir/article_61617_9e29acba6725bab0e3c652f0f03f419b.pdf
2020-09-22
275
238
school management excellence program
Educational Quality
Lived Experiences
Phenomenology
نعمت اله
عزیزی
n.azizi@uok.ac.ir
1
.استاد برنامهریزیآموزشی دانشگاه کردستان، سنندج، ایران
LEAD_AUTHOR
هوشیار
فتحی
fathi.hoshyar@gmail.com
2
کارشناسیارشد برنامه ریزی درسی دانشگاه کردستان، سنندج، ایران
AUTHOR
سیده زهرا
حسینی
zahrahosseini353@yahoo.com
3
.کارشناسیارشد برنامه ریزی درسی دانشگاه کردستان، سنندج، ایران
AUTHOR
Abdul Maleki, S., Nasiri V. B., Fakhralsadat, A., & Afzali. (2018). Evaluating the quality of school excellence program based on the SIP model in secondary schools. School Management, 6 (1), 43-61.
1
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Shirbagi, N., Salimi, J., & Azadbakht, N. (2016). Assessment of High Schools from the Stakeholders Point of View Based on the Total Quality Management Standards in Education. School Administration Journal, 4. (2): 145-164. (In Persian)
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Steinberg, M. P. (2014). Does Greater Autonomy Improve School Performance? Evidence from a Regression Discontinuity Analysis in Chicago. Education Finance and Policy, 9 (1): 1-35.
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STFEP. (2014). School Management Excellence Plan. Tehran: Monadi Tarbiat Cultural Institute. (In Persian)
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42
ORIGINAL_ARTICLE
Using Phenomenological analysis to represent the factors of some principals to Exploit Subordinates in school
The education system is one of the most important pillars of every country's development, and this critical institution and its human products play a decisive role in the development of countries. Management in educational systems is more important and more difficult, because it deals with human achievement. And among these, school management also has a special role in society because, if we are to achieve a desirable society, we must have successful schools. And this is possible if we have successful school principals. In order to realize this goal, it is necessary to identify the problems of school management by studying the current situation in our schools. And one of their most pressing problems is exploiting the subways. Exploiting subordinates by managers can have an impact on organizational performance. Today, the most important competitive advantage of organizations is in the field of human beings. Obviously, organizations with the appropriate intellectual and human capital will outperform other competitors in the field of competition, exploiting managers of a disadvantage and as a barrier to development from existing status to desirable status. It is and can be a threat to the desired goals of educational planning, so it is a social issue that requires theoretical perspectives to identify this damage and models for explaining social problems. The purpose of this study was to present and describe the lived experiences of school staff about the reasons some principals tend to exploit subordinates in education in order to provide a clear picture of the abuses and the underlying factors of these exploitation. Many managers seem to be inclined to do so, but there is insufficient scientific research on the prevalence of such behavior, which doubles the need to delve deeper into the depth-based approach. In this study, based on the social commentary paradigm, using descriptive phenomenological method, while analyzing the lived experiences of teachers and assistants and understanding their views and gaining a deep understanding of the phenomenon under study, it is searched the causes of managers' tendency to exploit subordinates and offenders be identified and represent it in activities. The phenomenological focus is on the experiences of life, the ones that make sense of each phenomenon for each individual and tell the person what is real and real in his or her life. In order to collect data, through purposeful sampling and semi-structured interviews 10 teachers and school principals of Mahdi Shahr, Semnan province were inter viewed. These kinds of inter views, because of their flexibility and depth for qualitative research are appropriate. The questions were prepared as an interview guide in advance and an interview protocol was developed to guide the interview process. Prior to the start of the interview, participants were allowed to record the interviews to increase accuracy and robustness of the same findings and to prevent forgetfulness of recall. Interview transcript was transcribed verbatim after repeated listening to be analyzed. Their lived experiences were then analyzed in depth using Colaizzi's seven-step strategy. In order to increase the credibility, transferability, dependability and confirmability, peer debriefing, negative case analysis, triangulation, member check, explaining the exact details of the data collection and analysis process, long-term immersion, and "inspection and verification at coding time", were utilized. Qualitative writing involves the reporting of textual data and is characterized by vocabulary, topics, and writings. Often participant direct quotes and singular first person pronoun, or in the term "active voice" are used. Such a sound leads to more assurance that in the present study also tried to take into account the features mentioned in the writing. Accuracy and diligence in the lived experience of staff and successive comparisons led to the identification of 4 main factors and 24 sub-factors of education managers' tendency to exploit. The most frequent ones are "how to appoint managers"; "professional characteristics of managers"; "ethical characteristics of managers"; and "subordinate ethics". It should be noted, however, that the ethical characteristics of managers and subordinates were similar to those of the participants. And these four themes can provide a clear picture of the reasons for managers' tendency to exploit. The first theme is how to appoint managers having 9 themes as follows: Appointment of managers due to lack of manpower; Appointment regardless of work experience and background; Appointment without regard to related field (management); Appointment of managers unfamiliar with job duties Self-appointment due to receiving end-of-service remuneration; Appointment without interest; Appointment without specific selection and filtering; Appointment by individualism and by pleading and appointment without regard to eligibility and meritocracy. The second theme, namely the professional characteristics of managers, has five themes as follows: Navigating systemic and computer tasks; managing the backyard; lacking in responsibility; refusing to perform tasks and learning tasks and being idealistic. The third theme, namely, the ethical and personality characteristics of managers, has five themes: tyranny and dominance of managers; opportunism and abuse of manager; comparability of manager; power seeking and sense of superiority and manager and leader. Being a manager. And finally, the fourth theme, namely the subconscious morality, has five themes as follows: Subordinate cowards; inherently oppressed employees; having emotional relationships with the manager; Subordinate commitment and acceptance of responsibility subject to working or financial conditions. The result of these factors will be the greater the productivity of the educational system in the longer term and the achievement of its transcendent goals. And given that the ultimate solutions to educational problems and problems are in the hands of educational managers, the potentials and abilities of managers need to be developed as far as possible. The results of this study can be used to develop programs to help develop and enhance the professional competencies of school principals and reduce the damage caused by neglect. Following are some practical suggestions and suggestions based on the research findings. Including: the necessity of holding short-term courses for new appointment managers, as well as meeting with experts and administrative assistants to justify their managerial and managerial duties and acquaintance with new directives, style sheets and guidelines; appropriate use of colleagues' opinions in relation to the selection of managers can be provided; while stricter management requirements, they must create the necessary attractions, both financially and spiritually, to welcome the talented and innovative people from the management post.
https://jsa.uok.ac.ir/article_61362_f860c6905c091dc3253e08ff423dff31.pdf
2020-09-22
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Lived Experiences
Principals Tendency
Exploitation of Subordinates
School
Factors associated with
سیده محبوبه
سیدعلیان
mahboobehseyedaliyan5162@gmail.com
1
.دانشآموخته کارشناسی ارشد تحقیقات آموزشی دانشگاه تهران، تهران، ایران
AUTHOR
کیوان
صالحی
keyvansalehi@ut.ac.ir
2
.عضو هیات علمی دانشکده روانشناسی و علوم تربیتی دانشگاه تهران، تهران، ایران
LEAD_AUTHOR
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52
ORIGINAL_ARTICLE
Exploring the key features of Governmentality in schools
By changing the face of societies, everything shifted from simplicity to complexity, and industrialism created public education to produce and educate the type of adults that are needed by society (Aries, 1960). then governments built (organized) new educational policies to be imposed on schools and described them as the proper discipline and education for children to make them ready to enter the community, and they considered these training necessary for the education of children (Aali, 2012). As a result, the school, as a child, was at the forefront of the ideals of modern industrial development (Toffler, 1393: 411-426), and nothing was hidden from modern sharp eyes, and crossed all geographical boundaries and countries of the world, including Iran and captured society by goals such as progress, prosperity, and happiness (Sadeghi, 2009). The history of today's Iranian educational system also shows the sowing of the seeds of modern education and the establishment of the modern school institution during the Qajar period (Irvani, 2013) and the signs of modernity in the education of the Islamic Republic of Iran are obvious (Ahanchian and Taherpour, 2011). According to Foucault, governance that has taken control of all aspects of life controlled schools too. Educational policies in Iran lead the minds towards specific government goals that can be understood through hidden discourse ideas and can be seen through school life (Habibpour Gatabi, 2013). What seems vague in the meantime is whether the signs of governance are clear and obvious in the real life of the school (school life) or not.To discover the symptoms of governance in the studied schools, a qualitative method of descriptive phenomenology was used. In the descriptive phenomenological method, which includes three stages of direct comprehension, analysis, and description, the essence of governance symptoms in schools can be identified by using the lived experience of sixth-grade elementary school students. The boys' primary schools in the fourth district of Mashhad were selected as the research sample, and with the coordination of education, three schools whose principals were more flexible with the presence of female and young researchers were introduced. Targeted sampling was also used to select the desired individuals. The sample size was considered according to "theoretical saturation". To collect the required data, a semi-structured interview was used. Strauss and Corbin coding methods were used for analyzing the data. The coding was done in two phases, open and pivotal, and proceeded to the extraction of the main themes. The GABA and Lincoln evaluation criteria were used to validate the findings: credibility, dependability, transferability, conformability. Therefore, the researcher provided the documents in all stages of the research and the ability to track and evaluate the accuracy of the steps by the supervisors and consultants. Also, recording the statements of the participants, and writing them down during the research, long-term contracts with the research environment help make the results reliable. Also, to increase the transfer capability, interviews were conducted with a large number of students to develop the data, and to describe the rich data, many sub-questions, and supplements to the main research questions were discussed in the interviews. And in coding, the necessary care was taken and the text, footnotes, and interviews were read line by line and coded more than five times. Besides, the researcher sought to achieve consensus among participants and to use this criterion to continue theoretical saturation and the emergence of a new concept.After analyzing data, ninth themes and sixty subjects were found as Wagnerian caring: imitating acquaintance (holy speech), temporal caring: temporal dungeon, environmental caring: rocky bricks, instructional-content caring: abacus minds, photography caring: physical caring, policy caring: clear walls, human telescopes, communicative caring: modern dialectics, Agora killing and political caring: technical Panak (imposed rules), and schools for the producing effective subjects. Furthermore, of producing effective subjects, sentence and submission, death of critical thinking, and non-considering the children’s rights were found as the result. It was concluded that silence culture, mug trust to educate members, and injustice rules of school were the sign of the only sound of modernism in schools. Thus, students were categorized by their personalities that were as: stuffy students, sun-worshipper students, genius students, deception of situation, rebellion forces, silent rebellions, and bootlicks.The purpose of this study was to discover governmental signs in Schools from students’ perspectives. The study was based on descriptive phenomenology and concerning the goal was applied research. The population was students of the sixth class in schools. Three schools and 21 students were selected as participants by the purposive sampling method. Semi- structure interviews and documentary analysis were used as instruments. After analyzing data, ninth themes and sixty subjects were found as Wagnerian caring: imitating acquaintance (holy speech), temporal caring: temporal dungeon, environmental caring: rocky bricks, instructional-content caring: abacus minds, photography caring: physical caring, policy caring: clear walls, human telescopes, communicative caring: modern dialectics, Agora killing and political caring: technical Panak (imposed rules), and schools for the producing effective subjects. Furthermore, of producing effective subjects, sentence and submission, death of critical thinking, and non-considering the children’s rights were found as the result. It was concluded that silence culture, mug trust to educate members, and injustice rules of school were the sign of the only sound of modernism in schools. Thus, students were categorized by their personalities that were as stuffy students, sun-worshipper students, genius students, deception of situation, rebellion forces, silent rebellions, and bootlicks.
https://jsa.uok.ac.ir/article_61621_ebd771fef95c10ba128eae92d85c9d74.pdf
2020-09-22
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Modernism
Governmental Signs
Modern School
Student’s Sound
مهدیه
دژبرد
sahardejbord114@gmail.com
1
دانشآموخته کارشناسیارشد مدیریت آموزشی دانشگاه فردوسی مشهد، مشهد، ایران
AUTHOR
رضوان
حسینقلیزاده
rhgholizadeh@um.ac.ir
2
.دانشیار گروه مدیریت آموزشی و توسعه منابع انسانی دانشگاه فردوسی مشهد، مشهد، ایران
LEAD_AUTHOR
محمدرضا
آهنچیان
ahanchi8@um.ac.ir
3
استاد گروه مدیریت آموزشی و توسعه منابع انسانی دانشگاه فردوسی مشهد، مشهد، ایران
AUTHOR
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ORIGINAL_ARTICLE
Evaluating the effectiveness of in-service training courses for teachers of primary school Based on the Kirk patrick's model
Teachers are a key element in any change in the education system. Investments in teacher education are among the most profitable investments, especially in the elementary school, which is the foundation of the education system and one of the most important and important courses. This investment promotes public education and is both individually and organizationally productive, as well as being the most important factor in the qualitative growth and development of education.To this end, education aims to increase the efficiency and effectiveness of teachers, updating teachers' knowledge and abilities in line with the development of science and technology, as well as developing ethical virtues, organizational culture, and improving human relationships, each year at a cost. It devotes attention to training its human resources. The thing that matters most here is whether these courses are effective. The purpose of this study was evaluating the effectiveness of in-service training for elementary school teachers of education department region 9 based on Kirkpatrick's model in Tehran city. It is an applied research and the research method was survey – descriptive. The study population included all the elementary school teachers of region 9 (815). Using cluster sampling and Morgan, 261 people were selected. To collect data, a researcher-made questionnaire was used, that the questionnaires validity was confirmed by a panel of experts and also its reliability (the Cronbach's alpha) was reported 0/98. Due to the non-normality of the research data, the data were analyzed by variate Binominal test, bivariate T-test, ANOVA. The result showed that the teachers' response, with mean of 3/247, is relatively favorable situation. Also, the courses were effective on teachers' learning, with mean of 3.17, and on improving the ability of teachers with mean of 3.11. But it was not effective on achieving the goals of region 9 by mean of 2.97. Generally, in-service training of region9 evaluated effective with mean of 3/121. The findings showed that the effectiveness of in-service training courses was relatively desirable. In other words, the quality of in-service training was relatively desirable, and the training programs were tailored to the needs of teachers. The result of the research showed that the on the reaction of the elementary school teachers in the Tehran-Tehran area to the in-service training provided the participants' reaction was relatively favorable. Examination of the subscales related to this question showed that the participants were willing to participate in these courses and, while partially confirming the overall quality of the courses, were satisfied, however, they indicated that they welcomed the new course. They are happy and happy to hear about the new course. The result showed that in-service training had a statistically significant effect on teachers' learning and this effect was relatively desirable. Investigating the sub-themes of this question showed that in-service training on the sub-components of recalling information and previous general knowledge, acquiring new knowledge in the workplace, expanding visibility in understanding the phenomena and scientific and social events of everyday life, enhancing knowledge Previous specializations and academic reservations, increased awareness of students' mood differences and how to behave properly, have been effective, but these courses have focused on the components of learning new knowledge outside the workplace. Setting up a successful and operational lesson plan on a daily and yearly basis reinforces the diagnostic and input evaluation of Neda meaningful students. Is the bottom. The result showed that in-service training had a statistically significant effect on improving teacher capability and this effect was relatively desirable. Examination of the sub-themes indicates that in-service trainings on the sub-components of presenting and understanding students better, performing tests and practical activities for students, asking and answering better quality tests, forcing knowledge Students think and motivate to learn, communicate effectively with students and pay attention to their individual differences, engage students more in the teaching process, motivate students, and create a vibrant and stress-free environment. In the classroom, the impact of courses has been on empowering individuals to solve problems in the role of the teaching profession. But these courses did not have a statistically significant effect on the components of continuing to focus on the lesson and paying more attention to it, improving communication and interaction with students' parents. The findings of the study showed that in-service training was not effective in achieving the goals of Tehran 9th education area. Sub-themes show that in-service training improves the students' academic knowledge, creates a spirit of inquiry and questioning in students, enhances student creativity, enhances perseverance and strives for excellence. Students were effective but did not affect students' ability to perform practical tasks and scientific tests. Moderating variables such as gender, age, marital status, degree, field of study, service history, and organizational background were studied in this study and later analyzes showed that the effectiveness of in-service training courses with Considering the moderating variables was not statistically significant. However, several factors can have an impact on the effectiveness of on-the-job training courses that can be considered in place. Based on the findings of the study and considering the importance of in-service training courses, the following is suggested: Based on the findings of the teachers 'feedback, it is suggested to maintain and increase teachers' motivation to participate in education. In-service incentives such as the positive impact of these courses on teachers' promotion of points, cash rewards for certain hours of training, an award, and so on. Considering the findings on teacher learning that these teachings did not have a significant effect on teacher learning, it is suggested that the teachers themselves be surveyed in order to provide the necessary background for enhancing teachers' academic and learning levels. Given the findings on improving teachers 'ability to say that these trainings have been effective in improving teachers' ability, it is suggested that teachers be given feedback after taking these courses in the workplace. And present the results of successful teachers' work in conferences and meetings. Given the findings regarding the achievement of the objectives of the elementary level that these trainings have not been effective in achieving the objectives of Area 9, it is suggested that a group of experts responsible for training and educational technology and in-service training be provided at the regional level. Develop, review and analyze these trainings and how to optimize these trainings to meet the educational and educational goals of Area 9.
https://jsa.uok.ac.ir/article_61469_7c89597173467d9bd1d2832863e3d9d7.pdf
2020-09-22
399
371
evaluation
effectiveness
In-service Training
Kirk Patrick's Model
teachers
رضا
محمدی
remohamadi@yahoo.ca
1
عضو هیئت علمی مرکز تحقیقات، ارزشیابی، اعتبارسنجی و تضمین کیفیت آموزش عالی سازمان سنجش آموزش کشور، ایران
LEAD_AUTHOR
اکبر
خرسندی یامچی
a.khorsandi1983@gmail.com
2
.کارشناس امور پژوهشی مرکز تحقیقات، ارزشیابی، اعتبارسنجی و تضمین کیفیت آموزش عالی سازمان سنجش آموزش کشور، تهران، ایران
AUTHOR
منیژه
اینانلو
m.inanloo.47@gmail.com
3
کارشناسی ارشد آموزش و بهسازی منابع انسانی، دبیر آموزش و پرورش، تهران، ایران
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ORIGINAL_ARTICLE
The Role of Talent Management on Organizational Agility of schools through Organizational Learning Mediation
The purpose of this study was to investigate the role of talent management in organizational agility of schools through organizational learning mediation. This descriptive-correlational study was conducted with the participation of 327 first grade teachers in Kermanshah who were selected by stratified random sampling in terms of volume. The Questionnaires of Eheli's talent management (2007), Nifeh organizational learning (2001), and Zhang and Sharifi's organizational agility (2000) were used. The reliability and validity of the questionnaires were assessed by Cronbach's alpha and confirmatory factor analysis. The results showed that the talent management variable had a positive direct effect (0.62), a positive indirect effect (0.147) and a positive and significant overall effect (0.767) on the organizational agility variable. The organizational learning variable has a positive direct effect (0.22) and a positive and significant overall effect (0.22) on the organizational agility variable. The talent management variable with indirect path coefficient through organizational learning (0.147) and t value (3.28) has indirect, positive and significant effect on organizational agility variable. According to the general effect of independent variables, it could be said that the talent management variable (0.767) has the most effect and the organizational learning variable (0.22) has the least effect on organizational agility variable. In other words, it can be said that talent management mediated by organizational learning enhances the organizational agility of school teachers.The purpose of this study was to investigate the role of talent management in organizational agility of schools through organizational learning mediation. This descriptive-correlational study was conducted with the participation of 327 first grade teachers in Kermanshah who were selected by stratified random sampling in terms of volume. The Questionnaires of Eheli's talent management (2007), Nifeh organizational learning (2001), and Zhang and Sharifi's organizational agility (2000) were used. The reliability and validity of the questionnaires were assessed by Cronbach's alpha and confirmatory factor analysis. The results showed that the talent management variable had a positive direct effect (0.62), a positive indirect effect (0.147) and a positive and significant overall effect (0.767) on the organizational agility variable. The organizational learning variable has a positive direct effect (0.22) and a positive and significant overall effect (0.22) on the organizational agility variable. The talent management variable with indirect path coefficient through organizational learning (0.147) and t value (3.28) has indirect, positive and significant effect on organizational agility variable. According to the general effect of independent variables, it could be said that the talent management variable (0.767) has the most effect and the organizational learning variable (0.22) has the least effect on organizational agility variable. In other words, it can be said that talent management mediated by organizational learning enhances the organizational agility of school teachers.The purpose of this study was to investigate the role of talent management in organizational agility of schools through organizational learning mediation. This descriptive-correlational study was conducted with the participation of 327 first grade teachers in Kermanshah who were selected by stratified random sampling in terms of volume. The Questionnaires of Eheli's talent management (2007), Nifeh organizational learning (2001), and Zhang and Sharifi's organizational agility (2000) were used. The reliability and validity of the questionnaires were assessed by Cronbach's alpha and confirmatory factor analysis. The results showed that the talent management variable had a positive direct effect (0.62), a positive indirect effect (0.147) and a positive and significant overall effect (0.767) on the organizational agility variable. The organizational learning variable has a positive direct effect (0.22) and a positive and significant overall effect (0.22) on the organizational agility variable. The talent management variable with indirect path coefficient through organizational learning (0.147) and t value (3.28) has indirect, positive and significant effect on organizational agility variable. According to the general effect of independent variables, it could be said that the talent management variable (0.767) has the most effect and the organizational learning variable (0.22) has the least effect on organizational agility variable. In other words, it can be said that talent management mediated by organizational learning enhances the organizational agility of school teachers.The purpose of this study was to investigate the role of talent management in organizational agility of schools through organizational learning mediation. This descriptive-correlational study was conducted with the participation of 327 first grade teachers in Kermanshah who were selected by stratified random sampling in terms of volume. The Questionnaires of Eheli's talent management (2007), Nifeh organizational learning (2001), and Zhang and Sharifi's organizational agility (2000) were used. The reliability and validity of the questionnaires were assessed by Cronbach's alpha and confirmatory factor analysis. The results showed that the talent management variable had a positive direct effect (0.62), a positive indirect effect (0.147) and a positive and significant overall effect (0.767) on the organizational agility variable. The organizational learning variable has a positive direct effect (0.22) and a positive and significant overall effect (0.22) on the organizational agility variable. The talent management variable with indirect path coefficient through organizational learning (0.147) and t value (3.28) has indirect, positive and significant effect on organizational agility variable. According to the general effect of independent variables, it could be said that the talent management variable (0.767) has the most effect and the organizational learning variable (0.22) has the least effect on organizational agility variable. In other words, it can be said that talent management mediated by organizational learning enhances the organizational agility of school teachers.
https://jsa.uok.ac.ir/article_61613_f6ce435de4fa0bbbb6f57f32bd45edbf.pdf
2020-09-22
418
400
talent management
Organizational Agility
Organizational Learning
محمدرضا
اردلان
ardalanmr@basu.ac.ir
1
دانشیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران
AUTHOR
مریم
قادری شیخی آبادی
maryamghaderi9294@gmail.com
2
دانشجوی دکترای مدیریت آموزشی گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران
LEAD_AUTHOR
Abolghasemi, M., Sharifi, A. A., & Imani, M. N. (2018). Providing a comprehensive model for agile education departments in the country. Journal of Research in Educational Systems, 12(1), 901-926. (Persian).
1
Aghahosseini, T., Sobhaninejad, M., & Abedi, A. (2006). Factors Influencing the Effectiveness of Secondary School Management from the Perspectives of Principals and Teachers. Shahed University of Science and Research, 13(18), 57-76. (Persian).
2
Aksakal, E., Dagdeviren, M., Eraslan, E., & Yuksel, I. (2013). Personel selection based on talent management. Procedia-Social and Behavioral Sciences, 73(1), 68-72.
3
Alavi, S., Arbab shirani, B., & Esfandiari, E. (2014). Investigating the Relationship between Organizational Learning and Innovation from a Dynamic System Viewpoint in Isfahan Engineering Research Center. Production and Operations Management Quarterly, 5(1), 71-92. (Persian).
4
Amin Bidukhti, A., Nemati, M., & Karimi, F. (2013). The moderating role of organizational commitment in the relationship between organizational learning and surrogacy management (Case study: Selected Universities of Tehran). Journal of Executive Management Research, 10(5), 35-58. (Persian).
5
Azizi, Gh., Ezzati, M., & Mohammad Davoodi, A. H. (2020). Providing a talent management model in gifted schools, a qualitative study. Scientific Quarterly of School Management, 8(3), 29-50. (Persian).
6
Azizi, M., Sadeghi, H., & Karami, R. (2015). Investigating the mediating role of organizational learning in the relationship between organizational intelligence and organizational agility. Journal of Educational Management Innovations, 11(1), 111-126. (Persian).
7
Bahrami, M. A., Kiani, M. M., Montazeralfaraj, R., Fallah Zadeh, H., & Mohammad Zadeh, M. (2016). The Mediating Role of Organizational Learning in the Relationship of Organizational Intelligence and Organizational Agility. Osong Public Health Res Perspect, 7(3), 190-196.
8
Claus, L. (2019). HR disruption-Time already to reinvent talent management. BRQ Business Research Quarterly, 22(1), 207-215.
9
Collings, D. G., & Mellahi, K. (2009). Strategic talent management: A review and research agenda. Human Resource Management Review, 19(4), 304-313.
10
Foundation, T. H. )2019(. A Critical Moment: NHS Staffing Trends, Retention and Attrition. The Health Foundation, London UK.
11
Ghanbari, S., Ardalan, M., Nasiri Valeh Benny, F., & Beheshti Rad, R. (2014). Assessing the Process and Infrastructure Effect of Knowledge Management on Organizational Agility. Journal of Public Management Research, 7(23), 27-52. (Persian).
12
Ghasemi, M., Joodzadeh, M., & Biggi Rod, E. (2015). The effect of talent management on organizational learning capability with the mediating role of organizational intelligence. Journal of Public Management Research, 30(1), 145-164. (Persian).
13
Jalalifrahani, M., Saberi, A., Hidari, M., & Javid, M. (2015). Explaining the Relationship between Targeted Organizational Forgetting and Organizational Learning with Organizational Agility in Hamadan Province Youth and Sports General Office. Journal of Organizational Behavior Management in Sport Studies, 2(8), 35-44. (Persian).
14
Javadipur, M., Kalani, A., & Saatchian, V. (2015). The Role of Organizational Learning Dimensions in Facilitating Organizational Agility. Journal of Sport Management Studies, 13(1), 105-120. (Persian).
15
Kehinde, J. S. (2012). Talent management: effect on organization performance. Journal of Management Research, 4(2), 53-70.
16
Khajehali, A., & Keshtehgar, A. (2018). The Role of Talent Management on Organizational Agility in Treatment Management System (Case Study: Social Security Management in Sistan and Baluchestan Province). Third National Conference on Ninth Approaches in Human Science, Challenges and Solutions, 1-10. (Persian).
17
Kiani, H. (2019). The relationship between talent management and organizational agility in Zahedan executive agencies. International Conference on Management, Accounting, Economics and Banking in the Third Millennium, Arvin Alborz Conference Company, Tehran, May 28. (Persian).
18
King, K. A., & Vaiman, V. (2019). Enabling effective talent management through a macro-contingent approach: A framework for research and practice. BRQ Business Research Quarterly, 22(1), 194-206.
19
Mardani, M. R., Amirnejad, Gh., & Ahmadzadeh, A. R. ( 2018). The effect of organizational leadership on organizational agility with mediating role Organizational Learning (Case Study: Khuzestan Provincial Municipalities). Journal of Social Development Quarterly (Former Human Development), 13(2), 219-238. (Persian).
20
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21
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22
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23
Pandita, D., & Ray, S. (2018). Talent management and employee engagement–A meta-analysis of their impact on talent retention. Journal of Industrial and Commercial Training, 50(4), 185-199.
24
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25
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26
Sanchez, L. M., & Nagi, R. (2001). A review of agile manufacturing systems. International Journal of Production Research, 39(16), 3561-3600.
27
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28
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29
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30
Sud-On, P., Abareshi, A.C.V., & Pittayachawan, S. (2014). Agility Enablers, Capabilities and Performance. conference paper.
31
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32
ORIGINAL_ARTICLE
Appropriate strategies for increasing the linkage between home, school and Community; Utilization of global experiences
Nowadays, the nature of education is not limited to instructional subject and its scope has spread to different sections of a society - like family, schools and local and outer communities. In fact, the participation of school, home and community is one of the most fundamental issues in every educational system, that its correct operation can provide the grounds for achieving educational goals. Thus, we have used the research synthesis method to identify appropriate strategies for involving parents, schools and community based on a combination of relevant research. In the theoretical framework of the research, the Epstein's Framework of Six Types of Involvement (2004) were used. Her six dimensions are: parenting, communication, volunteering, learning at home, decision-making, and collaboration with community. Parenting: Type 1 involvement occurs when family practices and home environments support “children as students” and when schools understand their children’s families. Communicating: Type 2 involvement occurs when educators, students, and families “design effective forms of school-to-home and home-to-school communications.” Volunteering: Type 3 involvement occurs when educators, students, and families “recruit and organize parent help and support” and count parents as an audience for student activities. Learning at Home: Type 4 involvement occurs when information, ideas, or training are provided to educate families about how they can “help students at home with homework and other curriculum-related activities, decisions, and planning.” Decision Making: Type 5 involvement occurs when schools “include parents in school decisions” and “develop parent leaders and representatives.” Collaborating with the Community: Type 6 involvement occurs when community services, resources, and partners are integrated into the educational process to “strengthen school programs, family practices, and student learning and development.” In order to achieve data at the international level, strategies for parental involvement in schools were systematically selected, content analyzed and categorized. As the first step; Inclusion criteria were considered. Accordingly, the geographical area: all over the world, the language of reports: English, the type of document: written (books, articles, dissertations, research reports, etc.) and non-written (sites, library software, etc.). Databases such as School website, Google scholar, Elsevier, Science Direct were searched from 1991 to 2017 using the keywords parent involvement strategies, parenting, communicate, volunteering, decision making, learning at home and collaborate with the community. In the screening stage, 32 studies with related characteristics were selected and presented based on the principles of data aggregation, analysis and rearrangement. According to the research findings, appropriate strategies are described based on Epstein's Framework of Six Types of Involvement. Parenting: Type 1 involvement include made a parent resource center, provide family support program, formation a school networking for Cyberspace management and Set up parent workshop. Communication: Type 2 involvement include Creating oral and face-to-face communication channels, writing and Internet communication, student performance report cards, using a school / home liaison, building a power school database. Volunteering: Type 3 involvement include Identifying parental talent, Reinforcement belief in volunteer parents, inviting volunteers to school events, conducting annual surveys, monitoring financial assistance and planning a flexible program. Learning at home: Type 4 involvement include Teachers' training focused on learning at home, parental training focused on providing Homework Guidelines and present interactive homework. decision - making: Type 5 involvement include formation a parent organization, provision a parental expectation checklist, parent/school involvement in informal opportunities and selection parental representatives in different communities and groups. Collaborate with community: Type 6 involvement include Identification of organizations related to school affairs, invite of social organizations, made a school network, and access to community resources map. Finally, According to the research findings and prevalence of coronavirus in the world, identified strategies in our research have become very important. For example, even though during the stay of students at home and closure of face-to-face education, learning at home strategies was a very effective factor in improving the performance and quality of virtual education, but Unfortunately, lack of implementation and realization of this issue in the educational system of Iran, there were problems for education in the mentioned period. Also, the lack of effective communication between schools and, social organizations provided the ground for losing the opportunity and time for proper education during the corona outbreak.
https://jsa.uok.ac.ir/article_61611_7860bc8d41b407d2b9ce49c4fb047922.pdf
2020-09-22
438
419
Appropriate Strategies
participation
سعید
باقری
sydb1509@gmail.com
1
دانشجوی دکتری گروه علوم ورزشی واحد قزوین، دانشگاه آزاد اسلامی، قزوین، ایران
AUTHOR
علی
همتی عفیف
ali_hemati@yahoo.com
2
استادیار گروه علوم ورزشی دانشگاه بین المللی امام خمینی(ره)، قزوین، ایران
LEAD_AUTHOR
مهدی
نادری نسب
mehdi_naderi@yahoo.com
3
استادیار گروه علومورزشی دانشگاه آزاد قزوین، قزوین، ایران
AUTHOR
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38
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39
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40
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43
ORIGINAL_ARTICLE
Study of Educational administration Developments: A Qualitative Study
The purpose of this study is to study the development of educational administration. The statistical population of this study was educational administration faculty members who were interviewed after 10 theoretical saturation. A qualitative and phenomenological research method was used in semi-structured interviews to identify 227 basic concepts, 45 themes and 25 main codes. Research Findings on Weaknesses and Challenges on Lack of Vision and Statement of Comprehensive and Integrated Educational administration Mission in Higher Education, Weaknesses in the Structure, Content and Methods of this Field, Uncertain Future of Education Graduates, New Fields And similarly refers to the rivalry and the lack of active engagement between the Ministry of Science and Education to exploit the capacities of educational management. In the area of strengths and opportunities, some findings also indicate the interdisciplinary nature, applicability and comprehensiveness of the field, and the many entrepreneurial and research opportunities in this field. Thus, 18 strategies include WO strategies (SO). (Adaptive), ST (contingent) and WT (defensive) strategies were determined.The purpose of this study is to study the development of educational administration. The statistical population of this study was educational administration faculty members who were interviewed after 10 theoretical saturation. A qualitative and phenomenological research method was used in semi-structured interviews to identify 227 basic concepts, 45 themes and 25 main codes. Research Findings on Weaknesses and Challenges on Lack of Vision and Statement of Comprehensive and Integrated Educational Management Mission in Higher Education, Weaknesses in the Structure, Content and Methods of this Field, Uncertain Future of Education Graduates, New Fields And similarly refers to the rivalry and the lack of active engagement between the Ministry of Science and Education to exploit the capacities of educational management. In the area of strengths and opportunities, some findings also indicate the interdisciplinary nature, applicability and comprehensiveness of the field, and the many entrepreneurial and research opportunities in this field. Thus, 18 strategies include WO strategies (SO). (Adaptive), ST (contingent) and WT (defensive) strategies were determined.The purpose of this study is to study the development of educational administration. The statistical population of this study was educational administration faculty members who were interviewed after 10 theoretical saturation. A qualitative and phenomenological research method was used in semi-structured interviews to identify 227 basic concepts, 45 themes and 25 main codes. Research Findings on Weaknesses and Challenges on Lack of Vision and Statement of Comprehensive and Integrated Educational Management Mission in Higher Education, Weaknesses in the Structure, Content and Methods of this Field, Uncertain Future of Education Graduates, New Fields And similarly refers to the rivalry and the lack of active engagement between the Ministry of Science and Education to exploit the capacities of educational management. In the area of strengths and opportunities, some findings also indicate the interdisciplinary nature, applicability and comprehensiveness of the field, and the many entrepreneurial and research opportunities in this field. Thus, 18 strategies include WO strategies (SO). (Adaptive), ST (contingent) and WT (defensive) strategies were determined.The purpose of this study is to study the development of educational administration. The statistical population of this study was educational administration faculty members who were interviewed after 10 theoretical saturation. A qualitative and phenomenological research method was used in semi-structured interviews to identify 227 basic concepts, 45 themes and 25 main codes. Research Findings on Weaknesses and Challenges on Lack of Vision and Statement of Comprehensive and Integrated Educational Management Mission in Higher Education, Weaknesses in the Structure, Content and Methods of this Field, Uncertain Future of Education Graduates, New Fields And similarly refers to the rivalry and the lack of active engagement between the Ministry of Science and Education to exploit the capacities of educational management. In the area of strengths and opportunities, some findings also indicate the interdisciplinary nature, applicability and comprehensiveness of the field, and the many entrepreneurial and research opportunities in this field. Thus, 18 strategies include WO strategies (SO). (Adaptive), ST (contingent) and WT (defensive) strategies were determined.The purpose of this study is to study the development of educational administration. The statistical population of this study was educational administration faculty members who were interviewed after 10 theoretical saturation. A qualitative and phenomenological research method was used in semi-structured interviews to identify 227 basic concepts, 45 themes and 25 main codes. Research Findings on Weaknesses and Challenges on Lack of Vision and Statement of Comprehensive and Integrated Educational Management Mission in Higher Education, Weaknesses in the Structure, Content and Methods of this Field, Uncertain Future of Education Graduates, New Fields And similarly refers to the rivalry and the lack of active engagement between the Ministry of Science and Education to exploit the capacities of educational management. In the area of strengths and opportunities, some findings also indicate the interdisciplinary nature, applicability and comprehensiveness of the field, and the many entrepreneurial and research opportunities in this field. Thus, 18 strategies include WO strategies (SO). (Adaptive), ST (contingent) and WT (defensive) strategies were determined.ome findings also indicate the interdisciplinary nature, applicability and comprehensiveness of the field, and the many entrepreneurial and research opportunities in this field. Thus, 18 strategies include WO strategies (SO). (Adaptive), ST (contingent) and WT (defensive) strategies were determined.
https://jsa.uok.ac.ir/article_61601_90abe0dcf219985b0d94f30b8140c69c.pdf
2020-09-22
458
439
development
educational administration course
Threat
challenge opportunity
strength
حمیده
پاکدامن ساران
hamide.pakdaman@yahoo.com
1
کارشناسی ارشد رشته مدیریت و برنامه ریزی آموزش عالی دانشگاه شهید بهشتی، تهران، ایران
AUTHOR
فرنوش
اعلامی
farnoosh.alami@gmail.com
2
دکتری مدیریت آموزشی و عضو هیات علمی دانشگاه شهید بهشتی، تهران، ایران
LEAD_AUTHOR
محمد
قهرمانی
dr_ghahramani@yahoo.com
3
.دکتری مدیریت آموزشی و عضو هیات علمی دانشگاه شهید بهشتی، تهران، ایران
AUTHOR
Abedijafari, H.(2013). Theory and Content Analysis: A Simple and Effective Method for Explaining Patterns in Qualitative Data, Strategic Management Thoughts, 5( 2): 151-198 (in Persian).
1
Adriana, D.(2015). Innovation in the management of educational institutions, international conference education, reflection, development, social and behavioral sciences.
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Alagheh band, A. (2015). Theoretical Foundations and Principles of Educational Management, Tehran, Arasbaran Publications (In Persian)
3
Bruner. (1966). The culture of education, London, Cambridge: Massachusetts, Harvard University.
4
Bush, T. (2003). Theories of educational leadership and management, sage.
5
Charles, L., & Campbell, Jr. (2015). Aligning Business and Education: 21st Century Skill preparation, Business Education & Scholarship of Teaching ( 9)2: 13-27.
6
Fred. (2009). Strategic management: concepts and cases, prentice Hall.
7
Eacott, S., & Evers, C. (2014). New frontiers in educational leadership, management and administration theory, educational philosophy and theory, 47 (4)
8
Eugenia, M. (2016). A literature review about Argentinian educational management in times of change. National university of laplata and national scientific and technical research council, Procedia - Social and Behavioral Sciences, (230): 447-454.
9
Ghadimi, F., & Abdollahi, B. (2016). Quality Assessment of Individual, Economic, Social and Scientific Dimensions of Master's Degrees in Educational Management, University of Tehran and Kharazmi, First National Conference on Psychological Research, Educational Sciences and Pathology.
10
Hosseingholizadeh, R.(2016).A Survey on the History of Educational Management Thoughts with a Look at International Experiences, Educational Research, (2). 152-128 (In Persian).
11
Khanifar, H., Ebrahimi, S., Seyfi, A., & Fayyaziu, M.(2020). Designing model for the competency of education administration for use in the evaluation center, Journal of school administration, 7(2).
12
Lakomski, G. (1987). Critical theory and educational administration. Educational Administration, 25(1): 85-100.
13
Malekifar, A. (2006) .Future Alphabet: the science and art of future exploring, Tehran, publications samt (In Persian).
14
Mohammadi, M., Haidarzadegan, A., & Zeinali, F. (2016). Curriculum Research, Iranian Curriculum Studies Association, (6) 1: 39-65(In Persin).
15
Özdemir, M. (2011). Educational Administration: the Intersection of Public Administration and Business Administration. Amme Idaresi Dergisi, 44(2): 29-42.
16
Qiang, L.(2008). Reform and Development of Educational Administration System in China, CCSE, International Education Studies, 1(3).
17
Oplatka, I., & Arar, Kh.(2016). The field of educational administration as an arena of knowledge production: some implications for Turkish field members, research in educational administration and leadership, ( 1) 2.
18
Pakdel, F., & aksefidi, M.(2016). A History of the Formation of Educational Management in the World, First International Conference on Management, Economics, Accounting and Education Sciences ( In persian).
19
Rahimian, H., Jahanijavanmardi, F,& norouzi, M.(2019). Employment Status of Graduates of Educational Management in Allameh Tabataba'i University, Management at Islamic University, (2) (In Persian)
20
Rasteh Moghadam, A., Abbaspour, A., & Jalali Dizji, A. (2016). Reflections on the World Scientific Heritage of Educational Management, Management and Planning in Educational Systems, (9) 16.
21
Rastegari, M., Farzaei, Sh., Keshtkar, T. & Bazdar, N.(2016). Educational management training in the focus of educational and psychological criticisms and perspectives, 5th International Conference on Psychology and Social Sciences: Tehran, Mehr Ishraq Conference (In Persian).
22
Safi, A.(2006). Organization and rules of education, Samt publishing: Tehran (In Persian)
23
Shirazi, A. (1995). Theories and application of educational management, Jahad daneshgahi publishing: Tehran (In Persian).
24
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25
ORIGINAL_ARTICLE
Designing a Pattern of Social Deprivation Factors for School Students in Western Iran
The purpose of this study was to design a model of social deprivation factors in western school students. This research has a qualitative approach and Grounded Theory method has been used as research method. The method of data collection is study of theoretical basics and in-depth interviews with academic experts and sociologists as well as some social workers. 16 interviews with 14 people continued until theoretical saturation. Two of the interviewees were interviewed twice. First, one of the sociology professors who have published more research on social exclusion was identified and then asked to select more samples. Then the next person introduced the next person. On the other hand, one of the social workers active in the field of academic and social deprivation was identified and asked about the following examples. The sampling method continued as snowball and to theoretical saturation. The validity of this study was evaluated and confirmed by the interviewers and then by the professors. Reliability was also achieved using the process audit method of 74.4%. Continuous comparison method during three stages of open, axial and selective coding was used for data analysis. Finally 19 main categories were extracted. It is suggested that the education managers of the western regions of the country use the results of this study, especially the strategies obtained to eliminate the social deprivation of students. The results of the research are consistent with the results of existing researches in other statistical populations and investigate that the results do not contradict the results of this research. In explaining these results, it can be said that the family is one of the most important pillars of each person's life. Regarding poverty and social deprivation, the family also has an important role. Due to economic problems, many parents inevitably prevent their children from continuing their education. Therefore, economic issues and family income also play an important role in creating social exclusion of students. Parents' level of education and occupation can also be influential. On the other hand, the number of children in the family and the residence of the students are also very influential. Many families (especially girls) do not allow their children to attend school due to the mixed schools in the villages. Therefore, the shortage of schools in many western regions of the country due to rural dispersion in these areas is an important factor. On the other hand, the number of teachers does not meet the educational needs because in many villages due to lack of manpower (teachers), classrooms are not established. The number of sparsely populated villages with a small number of students in this area is very high and there is a need to transport students to attend the nearest school, which is basically a long distance from where they live. Long distances increase the cost of transportation and ultimately prevent parents from attending school with their children. Management factors such as planning, coordination, control and evaluation of affairs by education managers are effective in these areas. Poor management factors can affect the incidence of social exclusion of students. One of the contextual conditions identified in this research is society and culture. In terms of value and importance in the family, more facilities, freedom and material things are allocated to boys. Masculinity and the culture of poverty are important factors in this regard. The culture of poverty means that the poor do not consciously praise their poverty, but consciously maintain it. Thus, a culture of poverty can be an important factor in social exclusion. Among the strategies identified in this study, the establishment of boarding schools, reforming the structure of income and wealth distribution, good educational governance and the use of counselors in schools can be. Due to the issues related to facilities and transportation, the establishment of boarding schools can provide conditions for many students. Good educational governance is one of the next strategies introduced. In this research, the model of good educational governance in the educational system has been studied and the consequences of creating such a model, the effectiveness of the educational system, educational growth and development and promotion of rank in international forums have been mentioned In this regard, it is suggested that educational counselors be used more seriously in schools in less privileged areas. The presence of such people in the body of the educational system (school) has many positive effects. Because students have more confidence in school counselors and communicate their problems and issues more easily to them. Therefore, many anomalies can be prevented in them. Another result of the present study is to determine the intervening conditions in the research. Rural-to-urban migration, which leads to marginalization in cities, as well as laws that in some cases play an intervening role in the proposed strategies, can have negative effects on the process of improving the social deprivation of students in the west of the country. In recent years, due to the occurrence of natural disasters such as earthquakes in large areas of the west of the country, the phenomenon of migration from rural to urban areas has occurred more intensively, which has led to an increase in suburbanization in metropolitan areas. It is suggested that specialized research be conducted on this type of migration and Education directors in these areas will use the results to help reduce social harm in the future. Education administrators in these areas should also identify vulnerable students so that preventive measures can be taken against them. Another intervening variable is the existence of rules that are different from the local culture or in order to improve the existing restrictions. More research is needed on this topic in other research. Other solutions included to allocating more funds to schools in these areas to form a working group on social deprivation in the western regions of the country in the Ministry of Education, allocating more counselors in schools in these areas, Allocating nutrition packages for students in these areas among the snacks to improve academic performance and allocating livelihood packages for students' parents and establishing boarding schools to eliminate transportation restrictions.
https://jsa.uok.ac.ir/article_61473_60fad49637a7341d72bb8fca34d8ddb3.pdf
2020-09-22
219
235
Social deprivation
poverty
School
Grounded Theory
حمیده
ژیان باقری
lmnopqrst903@gmail.com
1
دانشآموخته دکتری فلسفه اجتماعی، گروه علوم فلسفی، دانشکده فلسفه و سیاستشناسی و حقوق، آکادمی علوم جمهوری تاجیکستان، دوشنبه، تاجیکستان
LEAD_AUTHOR
محمد
خوجیف
hgresearcher@yahoo.com
2
استاد گروه علوم فلسفی، دانشکده فلسفه و سیاست شناسی و حقوق، آکادمی علوم جمهوری تاجیکستان، دوشنبه، تاجیکستان
AUTHOR
Abitorabi, B., Hossingholizadeh, R., & Mahram, B. (2019). Representing the Organizational Structure of the School in the Document of Fundamental Education of the Islamic Republic of Iran. Journal of School Administration (JSA), 7(2): 273-303. [in Persian].
1
Alibeygi, A., & Heydari, H. (2015). Survey of Parents 'Attitude toward Rural Girls' Education (Case Study: Villages in Sangar and Kelayi Townships). Rural research, 6(3): 593-612. [in Persian].
2
Amone, C., Julie, A., & Akotm D. (2013). A culture and girl- child education in Northern Uganda. Prim Research on Education (PRE), 13, 570-578.
3
Arouri, M., Youssef, A.B., & Nguyen, C. (2017). Does urbanization reduce rural poverty? Evidence from Vietnam. Economic Modelling, 60, 253–270.
4
Asghari, A., Zadvali, F., & Khageh, Sh. (2013). Urbanization and Poverty, Solutions and Consequences (Case Study: Tabriz City), First National Conference on Urban Development and Architecture in Time, Qazvin, Imam Khomeini International University. [in Persian].
5
Ashtari, A., Hossinpor, M., & Hatami, Z. (2014). Survey of social deprivation status among young people aged 18-30 in Tehran. Sociological Studies of Iran, 4(12): 61-75. [in Persian].
6
Bahrami, Sh., Ghobadi, B., & Mohamdi, Sh. (2019). Investigating the Complication of Exercise in Schools in Deprived Areas of Iran. Journal of School Administration, 7(3): 111-129. [in Persian].
7
Basatian, SM. (2011). Investigating the Silent Pattern of Poverty Culture and its Related Factors (Case Study: Delfan County of Lorestan Province). Iran Social Issues, 2(2): 7-32. [in Persian].
8
Farahmand, M., & Forozandeh, F. (2018). A Sociological Study of Social Deprivation of Rural Girls in Zabol and Related Factors, Journal of Iranian Cultural Research, 11(2): 161-189. [in Persian].
9
FirozAbadi, S.A., & Sadeghi, A. (2013). The Social Exclusion of a Sociological Approach to Deprivation, Tehran: Sociology Publications, First Edition, [in Persian].
10
Howe, R., & Covell, K. (2003). Child poverty in Canada and the rights of the child. Human Rights Quarterly, 25(4): 1067–1087.
11
Kosher, H., & Ben-Arieh, A. (2016). What children think about their rights and their wellbeing: A cross-national comparison? American Journal of Orthopsychiatry, 87(3): 256–273.
12
Maika, A., Mittinty, M. N., Brinkman, S., & Lynch, J. (2017). Associations of early- and later- childhood poverty with child cognitive function in Indonesia: Effect decomposition in the presence of exposure-induced mediator-outcome confounding. American Journal of Epidemiology, 185(10): 879–887.
13
Maniei, R., Solimani, N., Abaszadeh, N., & Tabatbaee, M. (2019). Designing and Validating the Model of Good Educational Governance in the Education System. Journal of Marine Science Education, 18, 17-36. [in Persian].
14
Mosavi, M., Hasani, M., & Sameri, M. (2015). Evaluation of Development Degree and Deprivation of Education Areas of West Azerbaijan Province. Educational Planning Studies Bi-annual, 7, 21-35. [in Persian].
15
Shamrova, D., & Lampe, J. (2020). Understanding patterns of child material deprivation in five regions of the world: A children’s rights perspective. Children and Youth Services Review, 108, 1-15.
16
Sharma, P., & Saini, N. (2013). Health, Social and emotional problems of college student. Journal of Humanities and Social Science, 14(5): 21-34.
17
Undiyaundeye, F. A., & Igiri, I. E. (2015). The status of the girl-child at the primary, junior secondary and senior secondary schools in Northern Cross River State, Nigeria. International Journal of Multidisciplinary Thought, 7, 283-289.
18
UNICEF. (2016). State of the world children report. Retrieved from: https://www.unicef. Org/sowc2016/.
19
United Nations Human Rights. (1989). Convention on the rights of the child. Retrieved from: https://www.ohchr.org/en/professionalinterest/pages/crc.aspx
20
ORIGINAL_ARTICLE
Design of process model for developing educational leader’s skills: a Qualitative Research
This research was conducted in order to provide a process model for developing the skills of educational leaders in a qualitative way. The purpose of the research, development-application and the approach used in it was the data theory of the foundation. In today's world, school management is not just about managing, organizing, supervising, and disciplining the school. Rather, educational leaders in schools must have special personal characteristics and skills in order to be able to meet and meet the growing needs of students. Because the quality of leadership in a particular school education system can affect learners' academic achievement in a variety of ways and contribute to the effectiveness of schools. In the most comprehensive definition of educational leadership, it is stated that educational leadership is considered as an influential process through which leaders, direction and direction for school, employee motivation, coordination of class strategies to improve education and learning. they prepare. A sociological approach to the pathology of school management can also reflect the impact of school leadership skills on all aspects of school performance. According to some experts, the lack of leadership in many public high schools in the United States has led to a crisis of leadership, a lack of ability to transform schools, and low academic achievement. In this regard, improving the quality and making fundamental changes in schools, not only depends on the quality and managerial and expert qualifications of principals, but also greatly affects the skills of their leadership. Education, like the Transformational Transformation Document, testifies to the high contribution of school leaders in improving the school situation. (20); Curriculum (15%); Space, equipment and technology (11%); Financial resources (4%); Research and Evaluation (6%); Leadership and management (44%) can be clearly seen that the quantitative share of the "leadership and management" sector is higher than other subsystems (44%) and this difference in quantity is definitely due to the improvement. In all aspects of this sub-system, the obvious development of the country's education, especially schools, is considered. However, despite the high importance of educational leadership in schools and its role in the quantitative and qualitative development of the school, it seems that this important issue The proper and real ones have not been properly studied, and mainly, in the relevant relevant sources, the general concept of leadership has been studied, and in fact, there is still a kind of disconnect between the proper and proper characteristics of leadership in schools. It has overshadowed the internal structures and structures of schools, and in view of the fact that in recent years the Ministry of Education has sought to compensate for this shortcoming by implementing upgrades such as the "School Management Excellence Plan".Research conducted inside and outside the country on research topics and the impact of educational leaders on the development and improvement of the teaching and learning process reveals significant facts about the excellence and quality of schools. Therefore, if in the appointment, training or promotion of educational principals, attention is paid to the skills and competencies of their leadership and management, and school principals and teaching staff are aware of the importance and effects related to these skills of principals, then a suitable ground will be provided. All the facilities and resources of the organization have been used in a desirable way, and as a result, in the long run, we will see the increasing productivity of the educational system and the realization of the goals set forth in the upstream documents of the country's educational system. The statistical population of the study includes 4 well-educated professors and experts with scientific achievements in the field of leadership and educational management inside and outside the country, managers of the Ministry of Education, staff and executive managers of Semnan province and Garmsar city and Also, principals with at least 12 years of experience in the management of secondary schools in Garmsar are in the 2018-2019 academic year. The sample size with theoretical saturation was 30 people. Snowball sampling methode’s was used to select the sample. Data collection tools were interviews, the validity of which was confirmed by the "triangulation" method, and its reliability was determined by Cope Cohen coefficient and Cryppendorf Alpha Coefficient by agreement. The statistical population of the study includes 4 well-educated professors and experts with scientific achievements in the field of leadership and educational management inside and outside the country, managers of the Ministry of Education, staff and executive managers of Semnan province and Garmsar city and Also, principals with at least 12 years of experience in the management of secondary schools in Garmsar are in the 2018-2019 academic year. The sample size with theoretical saturation was 30 people. Snowball sampling was used to select the sample. Data collection tools were interviews, the validity of which was confirmed by the "triangulation" method, and the reliability was obtained by the Cope Cohen coefficient and the Cryppendorf alpha coefficient by agreement. Open, centralized, and selective coding was used to analyze the data using Maxqda 2018 software. The results illustrated the process pattern of developing leadership skills in the form of causal factors, contextual conditions, pivotal phenomenon, intermediate conditions, strategies, and outcomes.
https://jsa.uok.ac.ir/article_61623_291aa312c81ba95b8d5b6cff52aa0918.pdf
2020-09-22
508
484
Leadership
Instructional Leadership Skills
Outstanding schools
development
حامد
رنجبر
hranjbar3963@gmail.com
1
دانش آموخته دکتری تخصصی مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد گرمسار، سمنان، ایران
AUTHOR
نادر
سلیمانی
drnasoleimani@yahoo.com
2
.دانشیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد گرمسار، سمنان، ایران
AUTHOR
حمید
شفیعزاده
shafizadeh11@gmail.com
3
دانشیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد گرمسار، سمنان، ایران
AUTHOR
Ababneh, R. I. (2016). Successful Leadership Component’s: A Qualitative Approach. The 2016 WEI International Academic Conference Proceedings.
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