درخت حوزه‌های تخصصی

The purpose of this research is meta-analysis of the factors related to the philosophical mindset of students based on the researches published in the last 10 years. The population of this research is all the researches published in scientific journals. The sampling method was based on the Purposive sampling method. In this way, out of the total number of researches, which was 13, 3 of the researches were excluded due to reasons such as incompleteness of statistical information. In fact, studies that reported the necessary information and used correct statistical tests were selected, and studies that did not report the necessary information were excluded. The statistical sample is based on the researches that have been carried out on the factors related to the philosophical mindset of students, and their number is 10 researches (14 factors). In order to select studies suitable for meta-analysis and extract appropriate information, meta-analysis checklists were used. These checklists include researchers' names, research title, year of publication, place of implementation, statistical population and sample size, gender, educational level, research tools, reliability and significance level. CMA3 software was used to analyze the results. According to the research results, the effect size and Z calculated for 12 variables out of 14 variables are significant. Also, the largest effect size is related to t self-direction , creativity ,also the smallest effect size is related to mathematical self-efficacy and problem solving . Also, the effect size for all studies in the fixed and random model is at a high level.

The present study was conducted with the aim of investigating the effect of the good character of principals on the self-efficacy of teachers with the role of coaching leadership as a mediator. This study is applied in terms of purpose and descriptive-correlational in terms of data collection method of structural equations. The statistical population of the research consisted of 234 teachers of the first secondary schools of Durood city, and the sample size was 145 by referring to the Karjeci and Morgan (1970) table and was selected by the stratified relative sampling method. Data collection tools include teachers' self-efficacy questionnaire by Moran and Hoy (2001), good character of principals by Barker and Koi (2003) and leadership style by Bekan and Spear (2003). Convergent validity indices, Cronbach's alpha coefficient and composite reliability were used to measure the validity and reliability of the instruments. The results of all the indices confirmed that the questionnaires have a favorable condition. The data were processed using SPSS26 and Smart PLS3 software. showed that the effect of good character on teachers' self-efficacy is significant, according to the standard coefficients of the path, the direct effect of good character on teachers' self-efficacy is 0.335, and its overall effect is equal to is 0.681. Coaching leadership directly explains teachers' self-efficacy to the extent of 0.378 (37.8%). The good character of principals today as a strategy can strengthen the sense of self-efficacy and improve teachers' performance through coaching leadership, which ultimately improves the academic and moral level of students.

The present study was conducted in order to evaluate the effectiveness of the intervention program of social competence on social anxiety and the school bonding of the first year elementary school students of Sanandaj city. This research is semi-experimental with a pre-test-post-test-follow-up design and control group. The tool used in this research is the Spence Anxiety Questionnaire and the Link Questionnaire with the Brown and Evans School. From the mentioned society, 26 students of 7-9 years old with symptoms of social anxiety were assigned to two experimental groups (13 people) and control group (13 people) by simple random sampling method. Before starting the training process, both groups were pre-tested. After the completion of the intervention process, a post-test was conducted for both groups and after one month of the post-test, a follow-up test was conducted for both groups. The results of the covariance analysis showed that the social competence intervention program had a significant effect on reducing social anxiety and increasing students' school bonding (p<0.001). Therefore, it can be concluded that the intervention program of social competence has a good effect on bonding with school and reducing their social anxiety, so the use of this intervention program is recommended by teachers, psychiatrists, psychologists and counselors.

Today, with the virtualization of education, schools no longer have their former identity and the sense of belonging to the school among students is decreasing, so it is necessary to provide educational solutions to improve the sense of belonging to the school. Collaborative learning was carried out on belonging to the school of secondary school students. The present research method was semi-experimental in terms of practical nature and in terms of the intervention method. The research population was 60 second high school students of Sanandaj city, in two intervention groups and one control group. The research tools included reverse learning package (Mahmodi et al., 2023), GI cooperative learning package (Kazemi et al., 2022) and Brown and Evans (2002) sense of belonging to school questionnaire were used to analyze the effectiveness of the analytical test. Covariance was used. Based on the results of the educational intervention, the pattern of reverse learning and cooperative learning has a positive and significant effect on students' belonging to the school (sig<0.05). Also, the findings showed that there is a significant difference between teaching the reverse learning educational program and teaching based on cooperative learning on belonging to the school of students (sig <0.05). Reverse learning is more effective on belonging to the school than cooperative learning. Therefore, based on the results of education based on reverse learning, considering the increase of student involvement in class activities and strengthening the motivations of attending the classroom, it can be effective on belonging to the school of students.

The aim of this study was to identify the roles of school principals in improving the job performance of teachers in rural schools in Mashhad. The research was applied in terms of its purpose and qualitative in terms of its data collection method and descriptive phenomenology. Its potential participants were the principals and teachers of rural schools in the Tabadkan region of Mashhad in the academic year 1402-1403, who were selected using a purposive snowball sampling method based on theoretical saturation. The data collection tool was semi-structured interviews. In order to analyze the data obtained from the interviews, the open and axial coding method of Strauss and Corbin (1990) was used, and the findings were validated using four Lincoln and Guba judgment criteria. In total, after data analysis, 69 open codes and 7 axial codes were extracted. The results of the analysis showed that the roles of rural school administrators in the Tabadkan region of Mashhad that play a role in improving teacher performance include the role of facilitator, support role, empowerment role, education management role, cultural promoter role, incentive role, and the role of promoting creativity and entrepreneurship.

The purpose of the article is to identify,analyze and rank the most popular sources (translated and authored) in the field of curriculum studies at the moment.The research method was qualitative content analysis (inductive), Shannon entropy and TOPSIS methods.The research field the qualitative method was all experts and university faculty members in the field of curriculum studies in Iran. Participants were selected using available and snowball sampling and data were collected using semi-structured interviews. Finally, 15 participants were invited to interviews which reached the theoretical saturation limit. Then, using the method of thematic analysis, the data were coded and analyzed.The validity and reliability of the research was checked and confirmed based on reliability, transferability, generality and verifiability of the indicators.The statistical population of the Shannon entropy method and TOPSIS was the doctoral students of the Curriculum Studies Department of Tehran Universities, 112 people were selected based on the formula of sample size and answered the questionnaire through available sampling and researcher-made(structured) questionnaire tool. Finally, according to the obtained components extracted from the interviews with expert faculty members as well as the answers of doctoral students, analysis was done and the results were extracted.According to the obtained results,12 works were ranked.

The current research to aim was purpose conducted the mediating role of academic burnout in the relationship between the perception of the educational atmosphere creative and academic stress with motivational orientations (intrinsic motivation, extrinsic motivation, and motivation). The research method was the correlation of the path analysis type. The population of this study included all students of senior high schools in Sanandaj city. 250 the student (138 female students and 112 male students) were selected using a random multi-stage cluster sampling method and responded to the questionnaires of the creative educational atmosphere (Mohebi & et al., 2013), the academic stress Questionnaire (Kamkari & et al., 2010), academic burnout questionnaire (Bersu & et al., 2007) and academic motivation scale (Vallerand & et al., 1992). Data analysis was performed using the path analysis statistical method and by the SPSS-22, and AMOS-24 statistical software and bootstrapping method were used to examine the mediating role of the variables. The results showed that among the assumed direct relationships, only the direct effect of perception of the creative educational atmosphere on intrinsic motivation was significant. Indirect results showed that academic burnout could play a mediating role in the relationship between the perception of a creative educational atmosphere and academic pressures with intrinsic motivation, extrinsic motivation, and motivation.

The main question of the present research was theorizing controversies and their reason in educational administration studies. The search for the answer to this question was done by genealogical method. In the present thesis, an attempt was made to investigate the end and method of theorizing and its supposed reasons as the two main topics of discussion in this controversy, by Foucaultian genealogy. Following the search for the roots, this study led to the discovery of the sources of theorizing, including scientific power and governmentality, three conflicting discourses of theorizing, and two major ruptures in the theorizing process of educational administration studies. The discourses were identified and divided into three categories: “conventionalism”, “sanctification of science” and “evolution”, and the ruptures were categorized as “methodological rupture” and “teleological rupture”. According to the findings of this study, it can be concluded that educational administration studies are on the one hand considered by experts in the fields of education and social sciences, and on the other hand, are favored by politicians and rulers as a political tool for governments. Contrary to the claims of many competing theories, the emergence of theory in educational administration studies in its global origin has been a tool of political governance rather than seeking to achieve ideal goals such as awareness, welfare, educational justice, democracy, freedom and education. Following the expansion of colonial territories in the European and American governments, facing the huge population of colonized countries such as India and China and the ineffectiveness of previous models of governance, technological tools of discipline from authoritarian and force-based governance are changed to governance based on the education and training of individuals in accordance with the demands of the ruler systems. In other words, according to the conflicting discourses and double ruptures, theorizing in educational administration studies from Foucault’s point of view as a technology of discipline in the modern era, where it has followed political purposes, has had no advantage for this field of study, and every theory with a new claim has increased the ambiguity and confusion in its theoretical nature.

With the increasing popularity of virtual education following the COVID-19 pandemic and the advancement of technology in education, new opportunities and challenges have entered the realm of education. So it is necessary to pay attention to the preparation of schools for this type of learning as well as the self-efficacy of teachers in using information and Communication technology (ICT) skills and the stress they experience in using technology in their jobs. The aim of the study was to investigate the role of Computer Self-Efficacy and E-Learning Readiness Mediated with Technostress in Teacher Professional Competence. This study was applied in terms of goal and fell under descriptive-correlational research in terms of data collection. The statistical population consisted of all teachers of Tehran’s District 15 working at high school levels from 2021 to 2022 (675 people), as 194 people were selected through convenience sampling. In order to collect data from Technostress and Computer Self-Efficacy questionnaire (Dong et al., 2020); E-learning Readiness questionnaire (Keramati et al., 2011); and Teacher Professional Competence questionnaire (Motahhari-Nezhad & Jahangard, 2016) were used. After calculating the scales’ reliability, data were analyzed by SPSS and LISREL Software. The results showed that: computer self-efficacy and e-learning readiness had a direct, positive and significant effect on teacher professional competence. computer self-efficacy and e-learning readiness had  a positive and significant indirect effect on teacher professional competence through technostress. Also technostress had a direct, negative and significant effect on teacher professional competence.