مطالب

INTRODUCTION: Nowadays, quality as the heart of education has become the concern of education policymakers around the world. The present study was conducted with the aim of identifying and classifying factors for improving the quality of education in applied science higher education institutions in Tehran. METHODS: This qualitative research was conducted by using qualitative content analysis. The statistical population includes articles, documents, and all the key informants of applied science higher education institutions in Tehran city. A total of 21 key informants were selected and studied using the purposive and snowball sampling method and maximum diversity technique. Data were collected by semi-structured interview, observation, review of documents and scientific texts and analyzed using MAXQDA-2022 and weighting of factors, criteria, and indicators with the Shannon entropy method and prioritization with RANK function in Excel. The validity of data was calculated by triangulation (examiner, methods and data) and reliability between two coders (0.72) FINDINGS: The results demonstrated that the quality of education includes 33 factors. CONCLUSION: Applied science higher education institutions are required to identify and improve the quality factors of education based on ethical, professional, competitive requirements, responsibility and accountability to the needs of students, parents and employers and attracting financial resources.

Purpose: The present study aimed to provide a model of a poststructuralist educational system based on rhizomatic philosophy. Methodology: This study is of a fundamental research type, and the research method was qualitative, specifically utilizing a synthesis research approach. The research environment included all published domestic articles (from 2010 to 2022) and international articles (from 2007 to 2023). Purposeful sampling was used in this study until data saturation was achieved, thus sampling continued until the necessary data for analysis were obtained (23 articles). Following the review of the selected article texts, data were obtained through a combined synthesis method based on interpretive and analytical approaches. Subsequently, concepts were categorized based on their similarities into central categories, and ultimately, core categories were identified by combining the central categories. Findings: The findings revealed that a poststructuralist educational system based on rhizomatic philosophy includes three dimensions: reengineering planning, technological teaching, and curriculum reading. Conclusion: Given that in rhizomatic thinking, hierarchy or other concepts that impose a structure are not possible, democratic structures should be established in determining the strategies and programs of the educational system to ensure the participation of all stakeholders and the utilization of all capabilities and resources.

Purpose: The aim of the present study was to design and elaborate the neuro-coaching model (neuroscience of coaching) at Isfahan Steel Company. Methodology: This research is an applied study and, in terms of methodology, a mixed-methods (qualitative-quantitative) research. The statistical population of the study consisted of 15 experts from Islamic Azad Universities and managers of the Isfahan Steel Company. In the qualitative section, their opinions were used to identify and code the categories. For modeling purposes, the statistical population included a group of officials from the Isfahan Steel Company. Cochran's formula was used for sampling, resulting in a sample size of 384, and the sampling method was randomly accessible. To identify the factors, interviews were conducted initially, and with the help of open coding, selective coding, and axial coding, categories and concepts were extracted. Findings: The results of included 41 axial codes and 251 open codes. Subsequently, in the next stage, using confirmatory factor analysis, the axial, causal, contextual, intervening conditions, strategies, and outcomes were examined. Finally, consensus was reached on 209 open codes and 40 selective codes. For modeling, structural equations and partial least squares (PLS) with Smart PLS software were utilized. The results indicated that the neuro-coaching model (neuroscience of coaching) at Isfahan Steel Company is underpinned by 8 causal conditions, 8 contextual conditions, 6 intervening factors, and 7 strategies, leading to 11 major outcomes for Isfahan Steel Company. These outcomes include: improved neural process performance, personal growth and development, empowerment and psychological improvement, enhanced interactions and satisfaction, improved performance and cost reduction, psychology and personal relationships, interaction and communications, personal and psychological growth, individual and professional development, interactions and exercises, and the quality and effectiveness of neural solutions. Conclusion: In conclusion, the neuro-coaching model holds significant promise for transforming coaching practices and enhancing organizational outcomes. The integration of neuroscience principles provides a robust framework for developing more effective and scientifically grounded coaching interventions.

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: The purpose of this research was to compare the effectiveness of emotional intelligence training and self-compassion practices on mental well-being, academic vitality, and academic self-concept among female high school students in Hamedan. Methodology: The research method was a semi-experimental three-group design (two experimental groups and one control group) with pre-tests and post-tests. The sample was selected using multi-stage cluster sampling from the population of female high school students in Hamedan in the academic year 2023-2024, with 60 individuals randomly chosen (20 in the first experimental group, 20 in the second experimental group, and 20 in the control group). Measurement tools included the Keyes and Magyar-Moe (2003) Mental Well-being Scale and the Liu and Wang (2005) Academic Self-concept Questionnaire. MANCOVA test and its assumptions were used to test the research hypotheses. ANOVA (one-way analysis of variance) with box plot and post-hoc tests like Tukey and Scheffé were employed for multiple comparisons in the post-test using SPSS version 23. Findings: The results showed that both emotional intelligence training and self-compassion practices are effective in improving the mental well-being and academic self-concept of female high school students in Hamedan. Additionally, it was found that self-compassion training is more effective than emotional intelligence training in enhancing academic self-concept, but there is no significant difference in the effectiveness of emotional intelligence training and self-compassion practices on mental well-being. Conclusion: Psychologists can help students gain more awareness of their emotions and learn how to deal with them, set meaningful and achievable goals, increase academic vitality and motivation through realistic goals aligned with personal interests, and strengthen their academic self-confidence. Students should be taught how to cope with educational stress and anxiety, find creative solutions, and learn to utilize available resources and supports.

This study endeavored to explore the beliefs that Iranian English for Academic Purposes (EAP) teachers held and scrutinize the extent to which their beliefs can correspond to their actual practices in EAP context. To these ends, a mixed mehod study was conducted in which 40 EAP teachers (20 English teachers & 20 subject-area teachers) teaching EAP courses in Universities of Medical Sciences in Iran participated in this nationwide study. The quantitative data gathered through a belief questionnaire was analyzed by SPSS software and the qualitative data collected through interview and observation of EAP courses was analyzed through content analysis. Analyses of the gathered data disclosed that the participants held different beliefs in terms of teaching strategies so that they did differently in their reading-based performances as well as the teaching and learning strategies. Besides, it was revealed that unlike subject-area teachers whose beliefs and performance were derived from their content-related concerns, English teachers’ beliefs and performance were presided by the students’ real needs, interest, and what is substantiated in the current literature. Within the EAP community of teachers and teacher educators, not only novice teachers who aim to enter into the EAP teaching mainstream can benefit from the findings, but also EAP teachers currently teaching such courses can gain the advantage of reflecting upon the beliefs and their actual practices. In addition, the findings may have implications for all EAP teachers to verbalize tacitly held beliefs, think consciously about them, and be aware of existing challenges and critical areas in EAP teaching.

As a possible and influential factor in academic success, student growth mindset has recently received attention. However, the number of the studies concerning the effects of growth mindset on language skills in the context of Iran is not considerable and no study has specifically examined the influence of growth mindset on Iranian EFL learners’ vocabulary development. To fill this gap, this study was conducted in order to investigate if the intervention has any significant effects on Iranian EFL learners’ vocabulary development compared to those who do not receive such intervention. A quasi-experimental design in the form of pre- and posttest was used in this study. To homogenize the participants in terms of their proficiency, OQPT was used. Subsequently, out of 78 learners, sixty Iranian intermediate language learners were randomly assigned into two groups of control group receiving conventional vocabulary training and experimental group receiving a growth mindset intervention besides the conventional method for vocabulary learning. Vocabulary knowledge of the students was tested with the help of a vocabulary knowledge test that was specifically prepared and developed by researchers. To investigate if using growth mindset intervention had positive effects on learning English vocabulary by the learners in each control and experimental groups, two sets of paired-samples t-test were conducted. Afterwards, to explore which method had been more effective, the mean scores of the posttests of the control and experimental groups were compared by executing an independent two-sample t-test. The results revealed that implementing growth mindset intervention had positive effects on vocabulary development of EFL learners. Accordingly, this study has pedagogical implications for EFL teachers and students, as well as material designers.

Teachers play a pivotal role in the instruction-assessment process. Knowing EFL teachers’ conceptualizations of the role of assessment as well as their own role in the implementation of assessment is very critical. Accordingly, the current study aimed to compare Iranian EFL public high school teachers’ literacy and perceptions of dynamic assessment with those of English language institute teachers. In so doing, 45 (23 high school, 22 institute) English teachers, teaching in Lahijan, Iran were selected according to convenience sampling method. The teachers were invited to cooperate and participate in the study and fill out the questionnaire sent via social network like WhatsApp and Telegram. In addition, nine teachers (five high school, four institute teachers) were selected through purposive sampling to participate in a semi-structured interview with five questions posed through the above-mentioned social networks. A researcher-adapted questionnaire with 23 items in a Likert-type scale was utilized to collect data. The validity and reliability of the questionnaire were achieved through experts’ opinion and Cronbach Alpha, respectively. Having collected the data, descriptive and inferential statistics of the findings showed that although both groups of teachers had a realistic view about the application of dynamic assessment due to its practicality and social acceptance, the teachers in two different contexts of teaching had different rates of literacy and perceptions of dynamic assessment. Furthermore, the difference in the two groups of teachers’ perceptions of dynamic assessment practicality was significantly different. The institute teachers enjoyed a higher average of both literacy and perceptions of dynamic assessment practicality in their classrooms. This study echoes the teachers’ voices, and as in the wake of new forms of curricular policy in many parts of the world, teachers are increasingly required to be agents of change that would hopefully encourage change at the discipline and in the institutional level.

Purpose: Enhancing divergent thinking and academic enthusiasm in students can positively affect their academic and non-academic performances. Consequently, the present study aimed to determine the effectiveness of critical thinking education on divergent thinking and the academic enthusiasm of high school students. Methodology: This quasi-experimental study followed a pre-test, post-test, and follow-up design with experimental and control groups. The research population comprised all female students in the 10th and 11th grades of the academic branch in Saveh city for the 2022-23 academic year, with a sample size calculated as 25 for each group based on G*Power software. Thus, 50 individuals were purposively selected and randomly assigned to experimental and control groups. The experimental group underwent 10 sessions of 75-minute critical thinking training, while the control group received no intervention during this period. The research instruments included the divergent thinking subscale in Kolb’s (1984) Learning Style Inventory and Schaufeli et al.’s (2002) Academic Enthusiasm Questionnaire. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS software. Findings: The results showed significant differences between the experimental and control groups in post-test and follow-up stages in terms of divergent thinking and academic enthusiasm. In other words, critical thinking education led to an increase in divergent thinking and academic enthusiasm among high school students, and the results were sustained at the follow-up stage (P<0.05). Conclusion: According to the results of this study, counselors and psychologists can use critical thinking education alongside other effective educational methods to improve academic and non-academic characteristics of students.

Purpose: One of the methods of curriculum design is based on the positive education approach. Therefore, the aim of this study was to design and validate a curriculum model based on the positive education approach in Iran's secondary education. Methodology: This study was applied and mixed-methods in terms of objective and implementation, respectively. The research population in both design and validation parts consisted of experts and scholars in the fields of educational studies, educational management, educational psychology, and research and planning experts for the compilation of secondary education textbooks. The sample of this study, based on the principle of theoretical saturation, included 22 individuals who were selected through purposive sampling and were subjected to semi-structured interviews and completion of a researcher-made questionnaire. The data obtained from the interviews and questionnaires were analyzed using coding methods based on grounded theory, exploratory factor analysis, and structural equation modeling. Findings: Coding findings revealed that for the curriculum model based on the positive education approach in Iran's secondary education, 50 components were identified in 4 categories: causal factors (16 components), contextual and intervening factors (18 components), strategies (8 components), and effects and outcomes (8 components). Validity was confirmed through triangulation method and peer review, and reliability was calculated at 77 percent using the inter-rater agreement method. Findings from the exploratory factor analysis showed that the factor loading of each of the 50 components was appropriate, and 11 components were able to explain 86.4 percent of the total variance of the curriculum based on the positive education approach in Iran's secondary education. Structural equation modeling findings indicated that the curriculum model had a suitable fit and significantly impacted all four categories: causal factors, contextual and intervening factors, strategies, and effects and outcomes. Conclusion: Curriculum specialists and planners, based on the categories and components of this study, can take effective steps towards improving the curriculum based on the positive education approach in Iran's secondary education.

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.

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.