درخت حوزه‌های تخصصی

The purpose of this research was to construct, validate and determine the reliability of online teaching satisfaction model among virtual course professors. For this purpose, an attempt has been made to design a questionnaire based on the model of Bolliger and Vasilik (2009) to measure the satisfaction of professors with online teaching. In order to create, compile and standardize such a questionnaire, the literature related to satisfaction with online teaching, which was available in the form of articles and books, was carefully reviewed. Finally, the definitions and concepts of satisfaction with online teaching were designed as 30 questions with 5 options using the "Likert scoring" method in the form of measuring the satisfaction of professors with online teaching. The reliability of the questionnaire was evaluated through Cronbach's alpha and retest and construct validity through confirmatory factor analysis. The formal and content validity of the questions was examined by asking the opinions of 19 expert professors in the field of online teaching, and its reliability was also tested on 50 professors of online courses in the "retest" method and at a time interval of 5 weeks. , 0.72 was calculated. Then the questionnaire was implemented on 350 professors of the virtual courses of Payam-Noor University and by using factor analysis with "rotational" method of "Varimax" type, 3 factors with characteristic value higher than 5 were determined as follows: "Satisfaction" from the organization", "student satisfaction" and "self satisfaction". Therefore, the reliability coefficients were between 0.68 and 0.89 for all subscales and 0.78 for the whole questionnaire by the test-retest method. The internal consistency coefficients for all subscales were between 0.62 and 0.75 and for the whole questionnaire was 0.93. In general, the validity and reliability coefficients obtained for the questionnaire were satisfactory. The designed questionnaire is distinguished from other questionnaires in the field of online teaching satisfaction for two reasons. First, this questionnaire covers areas of satisfaction that are related to organizational, student, and self-satisfaction. Second, each of its questions is derived from a defined index, and this issue makes the professors' "satisfaction with online teaching" based on a theoretical framework. Finally, it can be said that according to the reliability and validity results, this questionnaire is a relatively suitable tool for measuring the threshold of "satisfaction with online teaching" of online course professors at Payam Noor University. Obviously, building a scale to measure an existing structure is extremely difficult and time-consuming if done correctly; For example, studying the history of the formation of well-known tests in the world, which are highly reliable and valid.

This research was conducted with the aim of identifying the characteristics of knowledge leaders in Tehran schools. Based on this objective, the study was conducted using a qualitative method. Data was collected through triangulation, including semi-structured interviews with administrators and teachers of all-girls secondary schools and knowledge management specialists, observation of schools and the study of relevant documents. Interviews were conducted with 28 people using criterion-based sampling method and 8 schools were observed in the areas under study using sequential sampling method. The Document of the Fundamental Evolution of Education and the Regulations for the selection and appointment of school administrators were also reviewed. The data was analyzed using thematic analysis. The characteristics of the school administrator as a knowledge leader were categorized into 3 main classes including: knowledge network builder, knowledge guardian and school knowledge flow facilitator, and 10 subcategories. The emergence of knowledge leaders in the schools under study requires the following criteria: development of a digital physical space in the school, financing and sufficient educational budget, development and training of school administrators for the role of knowledge leaders, reforming the conditions for the selection and appointment of school administrators, granting independence and freedom of action to school managers, scientific and practical directives and instructions. It is suggested that professional development programs for school administrators should be developed and implemented, and the renovation of the public space of classrooms and school libraries based on knowledge literature should have a place on the agenda of the Ministry of Education.

The aim of the study was to investigate the role of school organizational culture on the lean behaviors of elementary school principals by the mediating role of their coaching leadership. The research population was all primary school teachers in Ilam province, from which a sample of 339 teachers was selected using proportional stratified random sampling based on Cochran's formula. This is a quantitative correlational research study through covariance-based structural equation modeling approach. For data collection, Denison's (2000) organizational culture questionnaire; Pilaz Zuborbuhler et al. (2021) coaching leadership questionnaire as well as, the researcher-made questionnaire of lean behaviors of school principals were used. The reliability and validity of the questionnaires were investigated with Cronbach's alpha techniques, content validity ratio, exploratory factor analysis and confirmatory factor analysis. In order to analyze data and test research hypotheses, correlation matrix analysis and structural equation modeling were used with SPSS.v25 and LISREL.v10 software. The results indicated that: 1) the four types of organizational culture (involvement, adaptability, mission and consistency) had a direct, positive and significant effect on the lean behaviors of school principals 2) the four types of organizational culture had an indirect, positive and significant effect on the lean behaviors of school principals through mediating role of their coaching leadership. 3) Four types of organizational culture and coaching leadership of school principals estimated 59% of the variance of their lean behaviors. They were elementary. 4) Among all types of organizational     culture, adaptability culture had the highest effect on principals' lean behaviors