درخت حوزه‌های تخصصی

Purpose: The aim of this study was to identify the main components of school performance evaluation in desirable condition. Methodology: The present study was a descriptive cross-sectional study. The statistical population of the study consisted of 1980 high school principals who were selected based on Cochran's formula of 322 students using cluster-cluster sampling method. Educational management (including 15 university professors, 20 administrators and 15 school administrators) selected through purposive sampling, semi-structured interviews were conducted, primary components identified and then identified by the researcher to determine the final components. It had 172 items and its face validity and content validation by Tidopa experts for it was 75/0 using Cronbach's alpha, was used. Data were analyzed using exploratory factor analysis and structural equations. Findings: The findings indicated that the following components could be considered for evaluating the performance of 12 components and 172 sub-components: 1- Management and leadership 2- Administrative and financial affairs 3- Teaching processes- Learning and planning 4-Axis programs 5-Information technology and intelligence 6-Physical space and equipment 7-Empower teachers and staff 8-Supplemental, extracurricular activities 9-Organizational climate and organizational culture10-Interaction with school environment and Gaining Experiences11- Physical Education, Health and Well-being 12- Staff Involvement, Parents and Students in School Affairs Conclusion: School management has a very important role in school performance. Therefore, school management and leadership as the main pillar of schools should play a scientific role and with respect to good human relations which will play an important role in enhancing school performance. Keywords: Evaluation, Performance, Schools, Desire.

Purpose: The purpose of this study was to determine the impact of leadership style on innovation according to the mediating role of commitment and organizational climate. Methodology: The research method was applied in terms of purpose and descriptive-survey in terms of data collection method. The statistical population of the study consisted of all employees of the Tax Administration of Iran. Using Cochran formula and stepwise cluster random sampling, 752 individuals were considered as the sample size. Data were collected using standardized and transformational leadership questionnaires by Bass & Avilio (2000); organizational commitment by Meyer & Allen (1997); Holpin & Croft (2000); After collecting the questionnaires, the data were analyzed by mean, standard deviation, percent, frequency and table using SPSS software and statistical inference was made by structural equation modeling using lisrel software. Path coefficients and software significant coefficients were used to investigate the research hypotheses. Findings: The results showed that the degree of fit of the proposed model was appropriate according to the research components; transformational leadership on innovation with mediator role of organizational commitment was 0.90, transformational leadership on innovation with mediator role of organizational commitment. 0.82, pragmatic leadership influenced innovation with mediator role of organizational commitment 0.99, also pragmatic leadership influenced innovation with mediator role 0.71. Conclusion: Managers can increase employees' organizational commitment by adopting transformational leadership style or a combination of transformational and pragmatic leadership style rather than pragmatic style.

Purpose: The purpose of this research is to design and validate the model of teaching appropriate art for primary school students in Iran. Methodology: The present research is applied in terms of practical purpose, descriptive correlation in terms of data collection and content analysis in terms of qualitative research method and using textbooks and articles of journals and conferences, in order to extract dimensions, components and indicators of learning environment. There has been a change in learning. Then, the experts of educational sciences and psychology, using the Delphi method, after discovering, rejecting or confirming the discovered components, and after calculating the validity and reliability of the researcher-made questionnaire made from the dimensions, components and indicators obtained, provide a qualitative model of art education model. Was. Findings: The results of the present study were based on a model of 61 themes as basic themes and 24 organized themes and 7 comprehensive themes were extracted. Based on the results of this model, 7 indicators of art teaching model include teaching method index including group and individual dimensions, student index which includes dimensions of knowledge, attitude, skill, intelligence and thinking, teacher index which includes dimensions of teaching method, scientific development and promotion. , An index of opportunities that includes the dimensions of culture, heritage, art and art in society, an index of weaknesses that includes the dimensions of parents, education, time, equipment and books and an index of strengths that includes upstream documents and the status of art and finally an index of principles that includes The principle of moderation, the principle of creation, the combination of art with the goals and the principle of freedom. Conclosion: Through the teaching of art, children's skills, creativity, talent, intelligence and imagination can be explored and hidden points in the child's mind can be discovered.

Purpose: The present study was designed and validated the Entrepreneurial Skills Model in Saze Gostar Saipa Industrial Company. Methodology: The research method was purpose-based, applied-fundamental; in terms of data type, mixed (qualitative-quantitative), of exploratory type; it was survey-based on data collection method. Statistical population in the qualitative section was academic and industrial experts including senior managers of Sazeh Gostar Saipa Industrial Company. The statistical population in the quantitative part of the study included all employees of Saze Gostar Saipa Industrial Company. Using Cochran formula, 309 persons were selected using multi-stage sampling. In this research, library method, semi-structured interview (qualitative section) and researcher-made questionnaire (quantitative section) were used for data collection. Content analysis was used to analyze the qualitative data of the research and in the quantitative part descriptive and inferential statistical methods (structural equation modeling, exploratory factor analysis and single sample t-test) were used. Findings: The findings showed that entrepreneurial skills include technical, managerial, interpersonal, interpersonal, applied and critical thinking skills. The model presented in the present study was also well-fitted. Conclusion: According to the findings of the study, it can be acknowledged that in order to acquire entrepreneurial skills in Saze Gostar Saipa Industrial Company, it is necessary to pay attention to the technical, communication and thinking skills of the employees and to train them.

Purpose: The purpose of the present study was to determine the effectiveness of life skills training on coping strategies and psychological capital of adolescents. Methodology: The research design was quasi-experimental with pretest-posttest design with the control group. The statistical population of this study consisted of all female high school students in the 4th District of Tehran in the academic year of 1396-97. According to Cohen's table, the sample size was 30 people. The initial random sampling method was used, but the participants in the control and experimental groups were randomly assigned and 15 individuals in the experimental group and 15 in the control group were replaced. The measuring tools included Lazarus's Coping Strategies Scale (1985) and Lutz's Psychological Capital Scale (2007), which subjects completed before and after the life skills training program. Analysis of variance (ANOVA) was performed using Spss21 software at a significant level of 0.05. Findings: The results showed that life skills training (14.3%) played a role in explaining the problem-focused coping strategy, but it was not effective in the emotion-focused coping strategy (P = 0.824). Life was 19.7% in explaining self-efficacy, 23.2% in explaining hope, and 17.1% in explaining the resilience of the experimental group. But the experiment group was not optimistic (P = 0.904). Conclusion: Based on the findings, it can be concluded that life skills training has been effective in coping strategies and psychological capital of adolescents.

Purpose: Today, countries around the world have come to realize that a wide range of skills, thinking skills and basic skills are needed to prepare students for an unpredictable future. To achieve this, learners must expand their awareness of themselves as thinkers and learners, practice strategies for effective thinking, and develop the thinking skills they need throughout their lives, because thinking and thinking are at the beginning of any Production and construction in the human world. The new education is trying to provide children with the necessary curriculum preparation through the various curricula. Teaching philosophy to children is one of the ways that has been considered in recent years for thinking and reasoning. Methodology: The purpose of this study was fundamental and in terms of data collection, it was a descriptive survey and it was a qualitative research in terms of content analysis and foundation data method. All elementary school students in the city of Sari were the community of research experts who had at least one elementary school teacher. Semi-structured interviews were conducted with 12 people using snowball sampling. Findings: The results of the content analysis and dimensional data analysis method showed that teaching philosophy included teaching how to think, teaching to ask, how to ask. Emphasis on the rightness of thought, on right thinking, on the transfer of philosophical thoughts to learners. Conclusion: Involving children in teaching philosophy has both cognitive effects and increased self-esteem, self-efficacy, social intelligence, emotional intelligence and perhaps transferable skills. It is effective in reducing anxiety, enhancing positive behaviors in the classroom, promoting positive self-concept, cultivating emotional adjustment, and reducing irrational thinking