هادی غلامرضایی

Background: Paying attention to personalization of learning process in educational systems is of special importance. Therefore, the purpose of this study is to determine the role of commitment and professional ethics on teacherschr('39') attitudes toward personalizing the learning process. Method: The method of the present study was descriptive and correlational that was performed on 195 primary school teachers in Ghaen. Samples were selected by cluster sampling. To collect data from three standard questionnaires; Professional commitment, professional ethics and teacherschr('39') attitudes toward personalizing the learning process were used and the data were analyzed using SPSS_18 software and coefficient statistical tests. Multiple regression and Pearson correlation coefficient were analyzed. Results: The results showed that professional commitment with an average of 3.97 ± 0.098, professional ethics with an average of 5.26 ± 0.082 and teacherschr('39') attitudes toward personalizing the learning process with an average of 4.13 ± 0.064 above average. Professional ethics explains 15% of the variance of professional commitment and 25% of the variance of teacherschr('39') attitudes toward personalizing the learning process; Professional commitment also explains 37% of the variance changes in teacherschr('39') attitudes toward personalizing the learning process. Conclusion: Commitment and professional ethics improve teacherschr('39') attitudes toward personalizing the learning process. On the other hand, professional ethics provides the basis for improving the professional commitment of teachers. Therefore, organizational managers can improve their attitude towards personalization of the learning process by promoting the commitment and ethics of teacherschr('39') professions, and thus provide the basis for improving the efficiency of the educational system.

The Noble Quran and the Testaments share the common feature of being composed of various parts or chapters. These chapters are called "Surahs" in the Quran and "Books" in the Testaments. Unlike the Testaments, whose content mostly possesses a linear order similar to human books, with each book usually centered on a specific or general topic, the Surahs of the Quran—with the exception of the shorter Surahs and some collectively-revealed ones—typically lack a specific topic and order, appearing as if diverse and varied subjects are scattered throughout them (the "Scattered" nature of the Quran). Some believe the human-like order of the Testaments indicates their human origin, while the non-human order of the verses in the Quran's Surahs is a sign of its divine origin. However, according to this research, conducted using library resources and critical analysis method, neither the structure of the Testaments and their similarity to human books is proof of their non-divine origin, nor is the scattered structure of most long Quranic Surahs and their dissimilarity to the order found in most human books proof of its divine origin.