رفیق حسنی

The purpose of this study was to analyze the professional learning standards in Iranian secondary schools (case study: Kurdistan province). This research is applied in terms of purpose and descriptive-survey in terms of data collection method. The statistical population includes all schools in Kurdistan province, which consist of 101 schools. According to the Cochran formula, 12 schools were selected as the sample size through multi-stage cluster sampling. A researcher-made questionnaire was used to collect data. This 47-item questionnaire was designed by researchers to measure professional learning standards in schools in three main areas: conditions for the success of the professional learning program, processes of transforming the professional learning program, and comprehensive and accurate content. According to the research results, the subscale of equity and justice in the conditions for the success of the professional learning program is in a desirable state, while the collaborative culture is in the worst state. The drivers of educational equity are in the best desirable state, and the educational plans are in the worst state in the domain of the processes of transforming the professional learning program. Regarding the area of comprehensive and accurate content in schools, the curriculum, planning, and teaching are reported to be in the best desirable state, while the professional expertise of teachers is in the worst state. Finally, the results indicate that the average status of professional learning in schools is at a moderate level.

The study aimed to design a quality assurance evaluation model for a sample of Iranian secondary schools. Considering the nature of the research questions, the researchers chose a plan based on relativistic ontology and constructivist epistemology The participants included all educational specialists, principals and teachers of West Azerbaijan that among them; 23 experts were selected purposefully by snowball sampling method. The data collection tool was a semi-structured interview protocol. Data analyzed through grounded theory three-steps coding process (open, axial and selective). The results revealed that quality evaluation model of secondary school education consists 248 open codes, 37 axial codes and finally 5 selective codes. Among axial codes 7 items belonged to causal factors, 7 categories are related to contexts and backgrounds, 12 categories are belonged to intervener factors, 6 categories are related to strategies, 6 categories are related to consequences and one category is considered as core phenomenon. Finding of the research reveal that education quality assurance evaluation is affected by facilities and equipment, objectives of secondary education, curriculum, teaching method, teaching-behavioral competence of teacher, organizational factors, educational content, needs and expectations of stakeholders and financial problems; it can lead to educational productivity and academic satisfaction.

The study aimed to design a quality assurance evaluation model for a sample of Iranian secondary schools. Considering the nature of the research questions, the researchers chose a plan based on relativistic ontology and constructivist epistemology The participants included all educational specialists, principals and teachers of West Azerbaijan that among them; 23 experts were selected purposefully by snowball sampling method. The data collection tool was a semi-structured interview protocol. Data analyzed through grounded theory three-steps coding process (open, axial and selective). The results revealed that quality evaluation model of secondary school education consists 248 open codes, 37 axial codes and finally 5 selective codes. Among axial codes 7 items belonged to causal factors, 7 categories are related to contexts and backgrounds, 12 categories are belonged to intervener factors, 6 categories are related to strategies, 6 categories are related to consequences and one category is considered as core phenomenon. Finding of the research reveal that education quality assurance evaluation is affected by facilities and equipment, objectives of secondary education, curriculum, teaching method, teaching-behavioral competence of teacher, organizational factors, educational content, needs and expectations of stakeholders and financial problems; it can lead to educational productivity and academic satisfaction

Human resource organization is one of the human resource activities that guides each person towards perfection by finding the path of advancement of each person in his professional life. The aim of the current research was to identify the dimensions and components of the organization of human resources in Kurdistan's education system in order to provide a conceptual model. From the objective point of view, the research is of the "applied" research type; because it seeks to apply knowledge in new situations and develop practical knowledge in a specific field. This research, in terms of how to collect the required data, is classified in the “qualitative research group. In the framework of this research method, in order to know the opinions and ideas of these people in connection with the field of human resource organization In Kurdistan province, 21 of these elites were selected by purposeful sampling and the interview process continued until theoretical saturation was reached. . Paying attention to the family, not paying attention to quality, high costs for obtaining national positions, low special points for group supervisors, giving grades without degrees and certificates, not paying attention to the conditions and working environment, not paying attention to parents' satisfaction, not paying attention to modernization.