درخت حوزه‌های تخصصی

In order to increase the efficiency and productivity of employees and organizations industrial and organizational psychologists have identified and examined the important psychological structures affecting the effectiveness of organizations and to achieve this goal the variables of job enthusiasm, authentic leadership and scientific optimism have always been considered.The purpose of this study is to investigate the mediator role of the scientific optimism in relationship between authentic leadership andteachers' job engagement. The study is an applied descriptive correlational one in which he statistical population consisted of all English language teachers in the city of Sanandaj from among which 190 individuals were selected as samples based on Morgan Table and using a random stratified method. They responded to three questionnaires of authentic leadership, academic optimism, and job engagement. The results were analyzed using structural equation modeling method. Findings indicated that that authentic leadership has a direct effect on scientific optimism, scientific optimism has a direct effect on job enthusiasm, and authentic leadership has a direct effect on scientific optimism. furthermore, authenticleadership through scientific optimism has an indirect effect on job engagement and the hypothetical model of the research showed a good fit. Therefore, it can be said that authentic leadership and academic optimism are important variables that are closely related to job engagement in teachers.

Achieving the goals of educational systems and responding correctly to the expectations of students, parents and teachers depend on the existence of efficient and effective educational administrators and their beliefs. Therefore, the attention of education researchers is focused on the understanding of management in educational settings. Since individuals' beliefs cause the creation of personality structures, so the study of managers' personality structures can be helpful in selecting, transferring and relocating educational managers on a scientific basis, recognizing the necessary components of management to establish training courses, predicting future actions of managers and reducing skepticism and uncertainty and identifying the stylistic complexity of managers. On the other hand, structures enable educational administrators to better fulfill their professional mission. Based on the importance of this issue, the main purpose of the study was to identify and compare the personal structures of management among school principals. In the present study, in order to achieve the personal construct of managers, an interpretive approach and a qualitative method of case study were used. Participants included all public school principals in Sanandaj who were employed in 2021 and had more than one year of managerial experience. Therefore, sampling was done in a target based using the criterion method. Also, the number of samples was appropriate for the Repertory Grid Technique which is usually used for the sample with small number, 43 novice and experienced Principal were chosen. Data were collected using semi-structured interviews and a Repertory Grid Matrix. Finally, 575 personal construct were extracted during 43 interviews. Content analysis with the unit of subject was applied for the data analysis. The collected data of the personal construct of administrator were classified in 4 main categories and 13 sub-categories, which included issues as morality, relationship, personal features and intellectual-functional. The results of this study indicates that the highest percentage of personal constructs of novice and experienced managers is in the category of communication and the lowest percentage of personal structures for novice managers is in the category of intellectual-operational and also for experienced managers is in the category of ethics.

The present study aims to predict the role of learning approaches, studying strategies, metacognitive strategies, and reflective thinking on students’ academic achievements. A cross-sectional analytical study was carried out in Iran. The statistical population encompasses the all 5000 students at Roudehen Islamic Azad University throughout 2020-2021. According to Morgan's Table, the sample size was estimated to be 384 persons. Five standard questionnaires including studying strategies, learning approaches, metacognitive strategies, reflective thinking and academic achievement were used for data gathering. Structural equations based on partial least squares were used to analyze the data. The results showed a moderate relationship between learning approaches and metacognitive strategies while a significant relationship was observed between learning approaches, studying strategies, and reflective thinking (P<0.05). There was also a weak relationship between learning approaches and academic achievement. Beside, a moderate relationship was observed between metacognitive strategies and academic achievement, and a significant relationship was revealed between reflective thinking and academic achievement. Numerous factors affect academic achievement. Managers and families by recognizing these variables and providing appropriate conditions could smooth the rate of success for students.