درخت حوزه‌های تخصصی

Purpose: The aim of the present study was to investigate the mediating role of self-esteem in the relationship between psychological capital, academic engagement, and academic procrastination with academic performance among high school students in Al-Diwaniyah, Iraq. Methodology: The research method was descriptive-correlational with a structural equation modeling design. Among the students of Al-Diwaniyah schools in the first semester of the 2023-2024 academic year, 250 were randomly selected using multi-stage cluster sampling, of which 194 completed the questionnaires. Data were collected using the Academic Performance Questionnaire (Pham & Taylor, 1990), the Academic Procrastination Questionnaire (Solomon & Rothblum, 1984), the Academic Engagement Questionnaire (Fredricks et al., 2004), the Psychological Capital Questionnaire (Nguyen et al., 2012), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965), and analyzed using SPSS version 26 and AMOS version 24. Findings: The findings showed that there is a significant positive relationship between psychological capital and academic engagement with self-esteem and academic performance, and between self-esteem and academic performance (p < .01). Additionally, academic procrastination has a significant negative relationship with self-esteem and academic performance (p < .01). Furthermore, self-esteem partially mediates the relationship between psychological capital, academic engagement, and academic procrastination with academic performance. Conclusion: Based on the findings of this study, it can be concluded that fostering self-esteem through the development of psychological capital and effective academic strategies can lead to improved academic performance.

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: The present study aimed to design a framework for recruiting non-teaching educational staff in Iran’s Ministry of Education. Method: The present study pursues a qualitative approach. The statistical population of the research included experts and professors in the field of specialization and the senior managers of the General Department of Education of Semnan province in the academic year of 2023-2024, among which 15 were chosen as the samples using theoretical saturation sampling and targeted sampling. The research instruments were a semi-structured interview and a review of the existing documents on this subject. The collected data were validated using member checking. The data validity was evaluated and confirmed using the quality criterion (reliability). The research data analysis method was thematic analysis in three levels: basic themes, organizing themes and Global Themes. Findings: The data analysis led to the identification of 393 basic themes, 33 number-one organizing themes, and 13 number-2 organizing themes in the field of specialization in recruiting non-teaching educational staff in the Ministry of Education. These themes were categorized under 4 global themes including expertise management with two organizing themes (expertise management and performance management), resource management with four organizing themes (human, time, material, and information), change management with three organizing themes (change in organizational structure, change in competitive atmosphere, and change in attitude), and management of organizational development with four organizing themes (managerial capabilities, human resource planning, creation of specialization culture, and organizational interactions). Conclusion: The use of elite and expert employees in the nonteaching sector of the educational system, as a leading institution in providing extensive services to the general public, depends on the presence of a specialization pattern in the recruitment of non-teaching staff. Identification of specialization criteria in the non-teaching sector, which has been done in this research, helps with the formulation of an appropriate specialization model to employ skilled and specialist staff in this sector.

Purpose: This study focused on the structural modeling of competencies of high school managers in Tehran as a driver for sustainable development. Methodology: From the perspective of its objective, this research is developmental-applied, and in terms of data collection, given the nature of the study, it is descriptive-survey. The statistical population in the quantitative section includes high school managers from districts 2, 5, 6, and 8 in Tehran, who have experience in managing high schools and are active in executive and research activities in the field of education. Therefore, the sample size for the forthcoming research is 384 individuals, for which 384 questionnaires were used for data analysis. To measure the research variables, questionnaires by Shamsudin & Chutipattana (2012) and Wayla & Tolud (2021) were utilized. The reliability of the questionnaire was calculated based on Cronbach's alpha, and the validity of the questionnaire was based on confirmatory factor analysis. In the present research, the structural equation modeling method was used for data analysis. The software used for data analysis were SPSS-22 and SMARTPLS-4. Findings: According to the research findings, the professional competency model of school managers includes competency enablers, management competencies, ethics and professional behavior competencies, manager development, social indicators of managers, the establishment of work groups to enhance performance and green competency, attitudinal competencies, knowledge competencies, educational competencies, commercialization of knowledge-skills and technology competencies, hardworking spirit, consumption pattern modification, and participation in development towards national authority, which lead to the realization of results such as a hardworking spirit, consumption pattern modification, and participation in development. Conclusion: The professional competency model of school managers in high schools, with the expansion of professional competency, can assist managers and planners of educational systems in improving educational and training conditions.

Purpose: This article aims to investigate the impact of strategic human resources management (SHRM) on organizational excellence across various sectors. Methodology: This study, aimed at practical application, employs a descriptive-survey research design for information gathering, situating it within the quantitative descriptive-analytical category. The statistical population consists of managers, deputy managers, and employees of the Zahedan Education Organization, totaling 1929 individuals. The sample size was determined to be 320 participants based on the Krejcie and Morgan table, considering the total population number. A stratified random sampling method, organized by educational region, was utilized for selecting the sample. For research question exploration and data analysis, both descriptive and inferential statistical methods were applied using the SPSS 23 and Amos software programs. Findings: The SEM analysis demonstrated all paths to be significantly accepted, with p-values ranging from <0.001 to 0.003, indicating strong statistical support for the hypothesized relationships. This evidences a robust model that accurately captures the dynamics and influences within the organization, providing a solid foundation for strategic planning and implementation. Conclusion: Strategic HRM is pivotal in achieving organizational excellence, necessitating a holistic and strategic approach to managing human resources. Organizations that effectively integrate SHRM practices within their strategic planning processes can enhance performance, adaptability, and resilience, achieving a sustainable competitive advantage. Future research should explore the dynamic interactions between SHRM practices and emerging global challenges to further understand HRM's evolving role.