درخت حوزه‌های تخصصی

Purpose: Explaining and analyzing the professional and religious ethical needs of the human resources at Farhangian University, with an emphasis on the esteemed faculty members of this university, can be a positive step towards achieving the critical mission of teacher training and education in the country. As indicated by the title of the article, the goal of this research is to analyze the needs of instructors and faculty members in the domain of professional and religious ethics. This article aims to answer the following questions: 1) What professional ethical characteristics do Farhangian University professors need? 2) Do Farhangian University professors possess these characteristics? 3) How can these characteristics be created and reinforced? Methodology: The research methodology of the present study follows a mixed paradigm and employs descriptive-analytical and descriptive-survey methods. Findings: In summarizing the findings, it was concluded that: empathy and the development of a spirit of cooperation among students by the professor, campus presidents, providing a foundation for self-confidence, preventing rigid and dogmatic discipline in the educational environment, and adherence to the scientific and cultural norms and regulations of the university are crucial. Therefore, it is expected that the planners and managers of Farhangian University, in addition to issuing directives and regulations, also pay special attention to implementation and practice. Thus, considering the important fact that in universities, education alone does not have a meaningful impact; rather, the educational process includes teaching ethics and institutionalizing it in order to properly implement the quality charter of Iran's teacher training university. Conclusion: The study underscores the necessity for Farhangian University to integrate ethical training into its educational practices to fulfill its mission effectively.

Purpose: Teachers are one of the most important pillars of the education system and play a crucial role within it. Therefore, the present study aimed to design a model for policy-making on empowerment and professional advancement of teachers, focusing on in-service training. Methodology: This study was applied in terms of objective and mixed in terms of implementation method, i.e., qualitative and quantitative. In the qualitative section, the research population consisted of experts familiar with the research field, 10 of whom were selected using purposive sampling based on theoretical saturation and subjected to semi-structured interviews. Furthermore, in the quantitative section, the research population was teachers in the city of Neyshabur, 384 of whom were selected using random sampling according to the Krejcie and Morgan table and responded to a researcher-made questionnaire. In this study, qualitative data were analyzed using thematic analysis based on grounded theory in MAXQDA software, and quantitative data were analyzed using exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software. Findings: Qualitative findings indicated that causal conditions included three themes: social needs, changes in educational needs, and the creation of individual needs in teachers; the central phenomenon included three themes: value creation, problem solving, and scientific and practical training; contextual conditions included five themes: proper course implementation, course content richness, a suitable environment, proper planning, and teachers' mindset; intervening conditions included six themes: uncommitted and inexpert managers, improper performance evaluation, improper needs assessment, lack of teaching quality in courses, unconventional teaching methods, and a weak motivational system; strategies included ten themes: successful modeling, course content improvement, region-focused planning, accurate and scientific needs assessment of courses, removing teachers' individual barriers, changes in educational systems, improvement of physical conditions, employing experienced and expert instructors, providing motivational frameworks, and a suitable evaluation system; and outcomes included four themes: social outcomes, improvement in teachers' educational performance, job well-being of teachers, and psychological outcomes of teachers. Quantitative findings showed that the factor loading of all themes (except for 6 themes) was above 0.60, and the Cronbach's alpha and composite reliability of all of them were above 0.70. Additionally, the model for policy-making on empowerment and professional advancement of teachers, with emphasis on in-service training, had a suitable fit, and the effect of causal conditions on the central phenomenon, the effect of the central phenomenon, contextual conditions, and intervening conditions on strategies, and the effect of strategies on outcomes were significant (P<0.05). Conclusion: The designed model for policy-making on empowerment and professional advancement of teachers, focusing on in-service training, can assist planners in the education system to empower and advance teachers professionally through in-service training.

Purpose: Good governance and organizational development can create a competitive advantage for any organization, including educational institutions. Consequently, the purpose of this study was to identify the dimensions and components of good governance and organizational development at Mazandaran University of Medical Sciences. Methodology: This study was applied in purpose and qualitative in approach. The study population consisted of experts familiar with the research field at Mazandaran University of Medical Sciences. The research sample included 10 managers and professors at Mazandaran University of Medical Sciences, selected through purposive sampling based on the principle of theoretical saturation. Data were collected using semi-structured interviews, the validity of which was confirmed based on confirmability, credibility, and transferability, and reliability was calculated using a Holsti coefficient of 0.76. Data analysis was conducted using thematic analysis in MAXQDA-2020 software. Findings: The analysis results showed that good governance comprises 20 components across five dimensions: desirable governance, value orientation, capacity building, transparency, and accountability; and organizational development consists of 19 components across three dimensions: non-financial performance, financial performance, and organizational growth. Ultimately, a model of the dimensions and components of good governance and organizational development at Mazandaran University of Medical Sciences was developed. Conclusion: Utilizing the model designed in this study can assist professionals and officials at Mazandaran University of Medical Sciences in improving conditions and creating a competitive advantage.

Purpose: The purpose of this study was to investigate the policy-making processes for online education at the primary level, focusing on the objectives, content, strategies, resources, and assessment practices. It aimed to identify the challenges and opportunities within these policies to enhance the effectiveness of online education. Methodology: This cross-sectional survey study involved 384 educators, administrators, and policymakers in the primary education sector. Data were collected via a researcher-made questionnaire to gather comprehensive insights into the participants' perceptions of online education policies. The questionnaire was validated through a pilot study, and data analysis was conducted using SPSS and SMART-PLS for quantitative responses and thematic analysis for qualitative responses. Confirmatory factor analysis and Cronbach's alpha coefficients were utilized to assess the reliability and validity of the constructs within the questionnaire. Findings: The findings revealed a general consensus on the importance of clearly defined objectives, engaging content, and effective strategies for the successful implementation of online education policies. Challenges identified include the need for better technology infrastructure, financial resources, and professional development for educators. The analysis also highlighted the significance of affective and psychomotor domains in online education, which are often overlooked in policy making. Participants expressed a desire for more innovative and interactive online learning environments to enhance student engagement and learning outcomes. Conclusion: The study concludes that while there are significant opportunities to enhance the quality and effectiveness of online education through policy improvements, there are also considerable challenges that need to be addressed. These include the integration of affective and psychomotor learning goals, the development of comprehensive support systems for educators, and the improvement of technology and financial infrastructures. Policymakers and educators must work collaboratively to refine online education policies, ensuring they are inclusive, effective, and capable of meeting the diverse needs of primary education students.

Purpose: This study examines the influence of emotional intelligence (EI) and social competence (SC) on career readiness among senior undergraduate students. With the evolving demands of the professional world, understanding these attributes provides essential insights into preparing students for successful career integration. Methodology: A cross-sectional design was utilized involving 330 senior undergraduate students selected based on the Morgan and Krejcie table for appropriate sample size. The Career Readiness Scale (CRS), Social Competence Inventory (SCI), and Emotional Competence Inventory (ECI) were employed to measure the respective constructs. Data analysis included descriptive statistics, Pearson correlation, and linear regression analyses performed using SPSS version 27. Findings: Descriptive statistics indicated average scores of 3.45 (SD = 0.88) for career readiness, 4.12 (SD = 0.75) for social competence, and 3.98 (SD = 0.81) for emotional intelligence. Pearson correlation results revealed significant positive relationships between career readiness and social competence (r = 0.61, p < 0.01), and between career readiness and emotional intelligence (r = 0.56, p < 0.01). Linear regression analysis demonstrated that these variables collectively accounted for 38% of the variance in career readiness (R² adjusted = 0.38, F = 14.36, p < 0.01). Conclusion: The findings highlight the significant predictive power of both emotional intelligence and social competence on career readiness in undergraduate students. These competencies are crucial for educational and professional development programs aiming to enhance students' transition into the workforce.