درخت حوزه‌های تخصصی

Purpose: This study aims to develop a comprehensive model for performance improvement management among educational group managers by identifying critical factors and components that influence managerial effectiveness in educational settings. Methodology: The research adopts a descriptive-survey methodology, with a statistical population comprising 400 educational group managers from Islamic Azad University in Tehran. Using the Morgan table, a sample of 196 participants was randomly selected. Data were collected using a researcher-made questionnaire and analyzed using structural equation modeling (SEM) based on an exploratory factor analysis approach with LISREL software. Validity was assessed using composite reliability (CR) and Cronbach's alpha, with additional evaluations through Bartlett's test and KMO measure. Findings: The analysis identified six significant factors affecting performance improvement management: continuous monitoring and evaluation (R = .67, t = 9.56), knowledge management (R = .58, t = 8.27), professional development (R = .61, t = 8.70), empowerment (R = .89, t = 13.12), professional ethics (R = .71, t = 15.81), and managerial role (R = .69, t = 9.85). These factors encompass 25 specific components, such as planning, educational needs assessment, knowledge sharing, self-development skills, cognitive support, and strategic planning ability, all demonstrating significant factor loadings (p < .001). Conclusion: The findings underscore the importance of structured and continuous management practices in educational settings. Emphasizing continuous monitoring, effective knowledge management, professional development, empowerment, ethical standards, and strong managerial roles can significantly enhance the performance of educational group managers. These insights provide a robust framework for educational institutions to improve their management strategies and achieve better organizational outcomes.

Purpose: This study aimed to compare the effectiveness of academic buoyancy training and psychological capital training on academic procrastination among female students. Methodology: The population of this research included all female high school students in District 7 of Mashhad in the academic year 2020-2021. To collect data, the Academic Procrastination Questionnaire by Solomon and Rothblum (1984) was used. This research was a quasi-experimental study with a pre-test and post-test design with a control group, involving 45 participants who had higher scores on the dependent variable and were willing to participate in training sessions. They were randomly assigned to two experimental groups and one control group (each group consisting of 15 students). One week after the pre-test was conducted for all three groups, one of the experimental groups was exposed to the independent variable of academic buoyancy training, and the second experimental group was exposed to psychological capital training, while the control group did not receive any training. Then, a post-test was administered to all groups. In this study, to examine the differences between groups, multivariate and univariate repeated measures analysis of variance was used, taking into account within-group (test) and between-group (group membership) factors. Findings: The results showed that both academic buoyancy training and psychological capital training led to a reduction in academic procrastination among female students. The results also indicated that there was no significant difference in the effectiveness of academic buoyancy training and psychological capital training on academic procrastination. Conclusion: It can be concluded that both academic buoyancy training and psychological capital training are effective in reducing academic procrastination, and there is no difference in their level of effectiveness.

Purpose: Organizational health within schools significantly influences teacher well-being, professional efficacy, and student outcomes. This study aimed to identify and explain the dimensions and components of organizational health among middle school teachers in Tehran, focusing on how individual, organizational, and environmental factors contribute to the overall health of educational institutions. Methodology: Adopting a qualitative research design, this study engaged 26 middle school teachers from Tehran through semi-structured interviews. The participants were selected purposively to ensure a diverse representation of experiences and viewpoints. Data collection continued until theoretical saturation was reached, and thematic analysis was employed to identify and analyze the emerging themes related to organizational health. Findings: The study revealed that individual factors such as motivation, professional development, and job satisfaction; organizational factors including leadership, communication, and organizational culture; and environmental factors like policy influence and community engagement are critical to the organizational health of schools. These factors together create a comprehensive framework affecting the overall effectiveness and well-being of educational settings. Conclusion: The findings underscore the importance of addressing both the internal and external components of organizational health in schools. A holistic approach that considers individual, organizational, and environmental factors is essential for fostering a positive educational environment, supporting teacher well-being, and enhancing student achievement. The study provides valuable insights for educational leaders, policymakers, and practitioners aiming to improve the organizational health of schools.