درخت حوزه‌های تخصصی

Purpose: The school principals’ competence plays an important role in improving the education system. As a result, this study aimed to investigate and present the competency model of high school principals. Methodology: The current research was applied in terms of purpose and mixed (qualitative and quantitative) in terms of implementation. In the qualitative part, the research population was the educational management experts of Guilan province in the academic year of 2021-22, and according to the principle of theoretical saturation, 15 of them were selected as a sample using targeted and snowball sampling methods. In the quantitative part, the research population was the principals of the second year high school in Guilan province in the academic year 2021-22, and according to the table of Krejcie and Morgan, 127 of them were selected as a sample by stratified random sampling method. The research instrument was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part, whose psychometric indicators were checked and confirmed. The data of the qualitative part were analyzed by open, axial and selective coding method in Maxqda software, and the data of the quantitative part were analyzed by exploratory factor analysis method in Amos software. Findings: The results of the qualitative section showed that 137 indicators, 17 components and 5 dimensions were identified for the competence of high school principals; so as to include the dimensions of belief (with the components of cognition, belief, value and behavior), rational (with the components of discretion power, future studies and effective decision-making), personal (with the components of creating a positive environment, needs assessment, mental health and the flourishing of talents), managerial (with the components of human/general skills, perceptual/maturity skills and specialized/leadership skills) and educational (with the components of teaching and learning process, educational supervision and guidance, and educational evaluation). Also, the results of the quantitative section showed that the factor load and the average variance extracted of the dimensions and components were higher than 0.50 and their content validity and reliability ratio with Cronbach’s alpha method was higher than 0.80. In addition, the Competency model of high school principals had a good fit and each of the dimensions had a significant effect on the corresponding components and each of the components had a significant effect on the corresponding indicators (P<0.05). Conclusion: According to the competency model of high school principals, planning to improve and promote the competence of school principals through the identified dimensions, components and indicators seems necessary.

Purpose: The covid-19 pandemic caused many and extensive changes and transformations in educational teaching. Considering the importance of students' academic achievement, the aim of this study was to comparison the effectiveness of Bybee's teaching method as face-to-face and non-face-to-face on the academic achievement of mail students of the first secondary school in the conditions of the Covid-19 pandemic. Methodology: This study was a semi-experimental with a pretest and posttest design with a control group. The research population was male students of the first secondary school in Zahedan city in the academic years 2019-2020. The sample size was 45 people (15 people for each group) who were selected by cluster sampling method and each of the clusters randomly by lottery replaced in three groups (two experimental groups and one control group). Each of the experimental groups was trained with Bybee's teaching method as face-to-face and non-face-to-face and during this time the control group was trained with the traditional method. The data were collected with Pham and Taylor's academic achievement questionnaire (1999), which whose validity was confirmed by the opinion of experts and its reliability was calculated by Cronbach's alpha method 0.92 and analyzed by methods of univariate analysis of covariance and Bonferroni post hoc test in SPSS software. Findings: The findings indicated that there was a significant difference between the experimental and control groups in terms of academic achievement. In the other words, Bybee's teaching method as a both face-to-face and non-face-to-face in compared to the control group caused a significant increase in the academic achievement of mail students of the first secondary school (P<0.001), but between the experimental groups means Bybee's teaching method as face-to-face and non-face-to-face there was no significant difference in increasing academic achievement (P>0.05). Conclusion: According to the results of this study mean effectiveness of both Bybee's teaching method as face-to-face and non-face-to-face on students' academic achievement and the lack of significant differences between them, to improve academic achievement can be used both Bybee's teaching method as face-to-face and non-face-to-face along with other effective teaching methods.