اکبر محمدی

Background: In today's evolving world, employees of organizations must have professional and ethical skills and competencies to perform their jobs and professions. Therefore, the present study was conducted with the aim of developing a model of professional competence of faculty members according to the ethical components in the Islamic Azad University. Method: The combined research approach (qualitative and quantitative) was exploratory and confirmatory. In the qualitative part, the foundation data approach was used. Society, professional qualification experts, professors of Islamic Azad University, evaluation experts in higher education and policy makers in the field of higher education were selected by snowball sampling of 16 people. The interview tool was semi-structured. For data analysis, the open and pivotal and selective coding process was used. In a small part of the community, there were teachers, teaching assistants, specialized personnel and specialists in the field of professional competence of Islamic Azad University, from which 385 samples were randomly selected. The questionnaire was made by a researcher. For data analysis, the second type of exploratory and confirmatory factor analysis method and Pearson correlation coefficient matrix and structural equation model were used using SPSS 22 software and AMOS 24 software. Results: The results showed that in general, the professional competence of the faculty members can be classified into three areas: knowledge (general, individual, internal and external), ability (cognitive, sensory and motor) and skill (basic, management and social). Conclusion: The present study identified three main categories of competence that were related to the work of Azad University teachers. Therefore, the information provided in this study can be used to assess the qualifications of newly hired teachers in different stages of their teaching and activities and to develop a curriculum accordingly.

This study aimed to investigate mindfulness's effectiveness on the problem-solving styles of secondary school students of Garmsar city. The statistical population of this research was all second-year high school students of Garmsar city in the academic year 2022-2023. The sample included 341 students who were selected by random cluster sampling. The research tools included a standard questionnaire on mindfulness and a questionnaire on problem-solving styles. The data was analyzed by Lisrel and SPSS software. Considering that the effect of the mediator variable is considered, structural equation modeling was used for data analysis. The results showed that the five components of observation, description, action, awareness, non-judgment, and non-reaction affected the problem-solving styles of secondary school students of Garmsar city. Based on the obtained results, mindfulness can affect problem-solving techniques. Based on the obtained results, mindfulness can influence problem-solving styles. Therefore, the results of this study can have important implications in the field of education, such as the effectiveness of mindfulness on problem-solving for educational professionals.