محسن شاکری

Aim: Man is a social being who needs to communicate with others. In this regard, the present study aimed to investigate the challenges of verbal skills among high school students in Yazd. Method: The research approach was "qualitative" and the method was "Grounded theory". The target group in the study included the teachers of Persian language, literature, psychology and educational sciences in Yazd who were selected by theoretical sampling. The research instrument was "semi-structured in-depth interview". Theoretical saturation was obtained and the interviews were conducted on up to 12 cases. Data were analyzed by coding and categorization in three levels of open, axial and selective coding. Results: The results showed that "Core Category" included verbal skills. "Causal conditions" included practice and activity, enrichment of the environment and psychological characteristics of the students. "Strategies" included effective communication and prevention of misunderstandings, social activities. "Environmental conditions" included socio-cultural, economic, planning and policy and technology environment, and "context" including facilities, incentives, dialect. Consequences included personal and academic success, social success, and student career success. Discussion: The results indicated that practice and activity, enrichment of the environment and psychological characteristics of the students causes verbal skills. In the face of these conditions students will have more effective communication and social activities and less misunderstandings. Conclusion: Based on the results of this study, we can expect consequences such as personal, academic, social and career success by overcoming the challenges of verbal skills.

Aim: A female teacher plays multiple roles in her life as a teacher, mother, wife, etc., and her occupational dissatisfaction can override her other roles. The present study investigated the issues and challenges of female contract teachers. Method: A qualitative approach and grounded theory design were adopted in this research. The target population included all the female contract teachers of Ashkezar in Iran, and 12 participants were selected by theoretical sampling in the academic year 2021-2022. Semi-structured interviews, continued until the theoretical saturation, were used to collect data, which were then analyzed by open, axial, and selective coding and categorization. Results: The analysis led to the development of 27 sub- and 11 main categories within a paradigmatic model. The main categories encompassed causal conditions (cultural and organizational factors), core category (dissatisfaction), strategies (behavioral changes and thinking about economic alternatives), intervening environmental conditions (familial-cultural and economic-political environment), contextual conditions (financial-software and inhibitory contexts), and consequences (teacher-centered and educational consequences). Discussion: The results indicated that cultural and organizational causes engender teacher dissatisfaction. In the face of these conditions, teachers change their behaviors and think about economic alternatives, leading to teacher-centered and educational consequences. Conclusion: Female contract teachers faced many challenges that negatively influenced their efficiency and motivation and made them feel disappointed. These challenges brought about some sensible and insensible issues and intricacies. In general, this study suggests considering approaches to motivate and involve in making decisions and put the guidance and consultation of female contract teachers on the agenda.

Background: Regarding the principles of professional ethics by teachers is one of the most important and vital issues in the field of education and training of children, especially in primary school. In this regard, the purpose of this study was to design a model of "professional ethics" for primary school teachers in Yazd. Method: The research approach was qualitative and the research method was "grounded theory". The study population was all primary school teachers in Yazd. 11 interviews were conducted until the theoretical saturation was reached. Participants were selected using "theoretical sampling" method. The research tool was "in-depth semi-structured interview". Data were analyzed at three levels of open, axial and selective coding. The "triangulation" method `as used to determine the validity of the data. Results: The findings showed that the central phenomenon of this research is professionalism. Also, the most important causal conditions included culture and family education, teacher modeling, the position and importance of ethics in the educational system, the position of the teacherchr('39')s job and moral education. In addition, rules and regulations, salaries and benefits, school climate, school management and the structure of the education system were the most important underlying characteristics. Environmental intervention conditions including socio-cultural, political, economic and technological environment were identified. Strategies, motivation and feedback were also determined. Finally, outcomes were identified, including studentschr('39') performance and life course, popularity, career success, and social impact. Conclusion: In a general conclusion, it should be said that the presented model can be used in the development of ethical and professional codes and by training ethical teachers can take a big step toward promotion of science, understanding and ethics in society.