JOURNAL OF NEW APPROACH IN EDUCATIONAL ADMINISTRATION
Year:2020 | Volume:11 | Issue:1 (41)|Papers Count:14

The purpose of this study was to examine the conceptual framework for the realization of good governance in Iran's general education and education. This qualitative study was conducted with a phenomenological approach. In this research, 30 experts in the field of public education, which had good authoritative papers in the field of good governance, were selected through targeted snowball sampling to theoretical saturation boundary and were subjected to semi-structured interviews. The data from interviews were also analyzed and coded using the analysis method. The dependability, reliability and verifiability were also used to determine the reliability of the research. Based on the open coding of the interviews, 87 component were identified in the preliminary stage. Finally, 35 concepts in the form of 3 main themes (pre-emergence 14 cases, process and implementation of 12 cases, and the outcome and 9 results) were identified as part of conceptual structures for achieving good governance in educational societies. The analysis presented in this study shows that these extractive concepts are in the conditions of extensive internal and external changes of the capacity to establish good governance in Iran's general education. Also, the realization of good governance in the public education system of the country is conceptualizing based on the six constructs as, the effectiveness of roles and tasks,promotion of values, transparency, capacity building and responsiveness.

The aim of this study is to provide a model for achiving to effective student educational guidance in Iran's educational system. The research approach was mixed method with exploratory desigen. In qualitative part of the research, the Grounded Theory method and in quantitative part a descriptive survey type was used. Sampling method in qualitative part was purposive and in quantitative part was Random stratified. The statistical sample in qualitative part was 17 people, according to theoretical saturation law, and in quantitative part was 242 people according to the Cochran formula. The data collection tool in qualitative part was semi-structured interview and in quantitative part was researcher-made questionnaire with 39 questions. In qualitative part for achieving the validity from checking by contributors and to determine the reliability, approval strategy of research colleagues was used. In quantitative part expert's opinions were used to assess the validity and the result of Cronbach's alpha test was 0. 96, which indicates a high reliability. The data analysis method In qualitative part was an inductive content analysis with using coding at three levels of open, axial, and selective. In quantitative part, exploratory factor analysis was performed by spss software and verifiable factor analysis, structural equations and path analysis by lisrel software. the results showed that the dimensions of the effective model of educational guidance of student's are, respectively, talent identification, legal factors, effective policies, structural and managerial, IT, knowledge, family and socity factors. in exploratory factor analysis the impact of all dimensions and components on the effective model of educational guidance of student's was confirmed. the final model of the study was confirmed with the indices of fit and the standardized coefficients.

The purpose of this study was to provide "a strategic planning model for Islamic Azad universities of Fars province" with the aim of identifying the main and sub components and showing the interaction and combination of environmental (socio-cultural, political and economic) effects. This study is a research and development (R & D) study and its research method is a descriptive-survey one. The statistical population includes all the Chancellors, Vice-Chancellors, General Directors and Faculty members of Fars Azad Universities, whose majors were management with different sub disciplines and other humanities field, except for the management. The participants’,academic ranks were professor, associate professor, assistant professor or instructor. The study sample consisted of 194 of these Professors. The research data has been analyzed using "factor analysis", "analysis of variance" and "t-test" for both the "main and sub-components”, . The research findings show that the strategic planning model of Islamic Azad universities in Fars province has six main components: ruling values and beliefs, mission designation, perspectives, macro goals, strategy determination, development of the operational program, and the six sub-components were the analysis of Environmental opportunities, environmental threats analysis, strengths and weaknesses analysis, strategic planning and strategic assessment, and the degree of its appropriateness was 75. 2%.

The main purpose of the present research is to study the Parsons organizational culture by sharing knowledge in the education organization of the Arjan Area of Shiraz. The research method is descriptive correlational. In the quantitative part, two standard questionnaires of Parsons AGIL Organizational Culture (2003) and Raja & Chenamani Knowledge Sharing Behavior Questionnaire (2012) And used in the qualitative section of the interview. The reliability of the questionnaires was 0. 88 and 0. 94, respectively, through Cronbach's alpha. The statistical population consisted of managers, staff and teachers of education in Argan Area of Shiraz with Using random stratified sampling method and using Cochran formula, 450 people from the community were selected as 207 individuals. The sampling method in part interview, was of intentional and after interview with 10 Persons were Principals, staff and teachers, the researcher reached theoretical satisfaction. The show results that average of organizational culture overall (x= 87/15) a little higher than the supposed average (x= 84) and the average of knowledge sharing (x= 76/81) was lower than supposed average (x= 96). Furthermore, regression result show that component conformity and unity impact from organizational culture on variable knowledge sharing. Also notice the results from interview culture obstacles which impact in knowledge sharing consist: distrust, non-undertaking, disaffiliation, lack of support from management and lack of organizational culture which support.

The present study was carried out with the purpose of the investigation of the effect of spiritual intelligence on job burnout with organizational commitment mediation. The research method was descriptive-correlational. The statistical population consisted of all teachers working in the department of education in “, Sangar”,area of Rasht city (N = 700), of which 350 people were selected as the sample size by stratified random sampling method. In order to collect data, Abdollahzadeh’, s Spiritual Intelligence Questionnaire (2008) (α, = 0. 96), Allen & Meyer’, s Organizational Commitment Questionnaire (1992) (α,=0. 91), and Maslach’, s Job Burnout Questionnaire (1981) (α, =0/95) were used. Data analysis was performed using structural equations modeling and using PLS software. Results showed that spiritual intelligence has a negative and significant effect on occupational burnout. Also, spiritual intelligence has a positive and significant effect on teachers’,organizational commitment, and organizational commitment has a negative and significant effect on job burnout. Finally, the results of the main hypothesis showed that spiritual intelligence affects occupational burnout through the organizational commitment mediation.

Human resource empowerment is process of enhance the sense of self-efficacy among organization members by identifying and eliminating factors that is caused weakness in strength. The purpose of this study was to investigate the role of individual self-efficacy, knowledge transfer and quality of work life in teacher empowerment. The research is correlational based on structural equation modeling and objective aspects is applied. the population is included all high school teachers of Tabriz to2. 747people in2016years. that samples was estimated according of Kerjsy-Morgan table to335people. the sampling was done of three-stage cluster randomly. data collection tools is includeof four standardized questionnaire" Sherer, s individual self-fficacy(1982), empowerment Martin(2001), DeCaster etal, s knowledge Transfer(2008)and the quality of working life Elgan and et al (2014)"that theier reliability and validity reviewed and approved. data were analyzed by Amos24software. The results showed that individual self-efficacy has a significant positive correlation with quality of work life(t=7. 798,p < 0/01),knowledge transfer has a significant positive correlation with quality of work life(t= 7. 541,p< 0/01), knowledge transfer has a significant positive correlation with empowerment(t= 6. 344,p < 0/01), quality of work life has a significant positive correlation with empowerment(t=7. 211,p < 0/01) and individual self-efficacy has a significant positive correlation with empowerment(t = 5. 980,p < 0/01) and confirmatory factor analysis showed that the model is a perfect fit (CFI=0. 98,RMSEA= 0. 04,X2= 8357. 99,df = 5531,p < 0. 01). According to the results, in the survey of the direction effect, knowledge transfer had the greatest influence on teachers empowerment from three variables, therefore, education system responsers should be puted on priority programs of strategies for knowledge creation, knowledge development and use it.

The purpose of this study is to design a resource allocation model in educational organizations. In this research, the statistical society was defined in two formats. The research method is a survey and statistically of a type of development. The sampling method was used in the research in the experts section of the census type and in the educational-oriented organizations of the simple cluster type. In this research, to increase the validity of the questionnaire, a questionnaire was prepared, then articles, books and journals were designed and then questioned with a number of professors, and questions were considered. Then, a number of questionnaires were distributed among each section of the statistical society and all ambiguities were identified and resolved and the final questionnaire was distributed. Since the questionnaires are made up of a series of indicators or criteria, their reliability is unnecessary. Delphi analysis method and AHP hierarchical analysis method were used to analyze the data. In Delphi analysis, 23 factors were identified in the form of three dimensions of financial, physical, technological and human resources. Also, the results of the AHP hierarchical analysis showed that financial costs have the highest priority among dimensions. After that, physical and technological resources have been prioritized.

Educational entrepreneurs are a group of creative and innovative people who seek to provide new services, new educational tools, and create schools and educational institutions. the aim of present Research identifying the competencies of educational entrepreneurs in order to create a conceptual framework and develop its theoretical foundations. This research is a qualitative research that was conducted using a descriptive phenomenological approach. The participants in this study include 18 managers of educational institutions. The selection of contributors was based on experience and general familiarity with the subject. The data were collected by method of semi-structured interview, general guidance and continued until theoretical saturation. The inductive content analysis method was using three open, axial and selective levels. The findings showed that competencies identified and categorized in five dimensions and components 1-Executive competencies (managerial skills, economic skills and digital skills) 2-entrepreneurship Competencies 3-Academic competencies (professional knowledge, general knowledge, Knowledge about education, knowledge about labor market) 4. Professional competence professional growth and development skills, communication skills, professional ethics, 5-Individual competencies (personality traits, attitude competence, intellectual competence) were explained and categorized.

The purpose of this research was to study of barriers to the adoption and application of ICT in primary schools from the viewpoint of teachers in Babol. The statistical population of this study was primary school teachers in public schools in Babol city in the academic year 96-97. Using systematic random sampling 280 persons were selected as sample. A researcher made questionnaire (Barriers to adoption and use of ICT) was used to collect data. The Content validity using CVR is 0. 90 and the reliability coefficient of the questionnaire was also obtained through Cronbach's alpha coefficient of 0. 90. SPSS software and exploratory factor analysis were used to analyze the data. The findings indicate that the priority of motivational, skill, educational and cultural infrastructure barriers from the viewpoint of teachers in Babol is the barriers to the adoption of ICT. In addition, barriers to the application of ICT are considered as the priority of barriers of technical equipment, attitudes, educational barriers and human barriers from the viewpoint of teachers in Babol is the barriers to the application of ICT. Information technology in the education is a culture, a program and an educational process that requires cultural foundation and the transfer of information technology culture. Accordingly, the educational system should be addressed by addressing barriers to admission and application by teachers as an important element in the educational system.

The aim of this study, as part of the PhD thesis, is to explain the school head's competency criteria based on Fuzzy Delphi method. This research is a mixed research type and the research project is exploratory type. It is also applicable in terms of purpose and nature. First, educational management literature was studied in depth and then the primary competency criteria were extracted. Twenty-five people (20 males and 5 females) comprising professors and educational management experts from universities across the country were selected by the Network Sampling method and semi-structured interviews were conducted to modify or moderate the pre-model. A sample of 368 school administrators were selected and competency questionnaire was provided to them. Its validity was determined by using a confirmatory factor analysis with AMOS software and reliability by calculating the Cronbach's alpha(0. 96). Based on the modified pre-model, with the aim of secondary screening and the implementation of sub-criteria, a Fuzzy Delphi questionnaire was developed. A sample of 51 school principals was selected based on the targeted sampling method and the questionnaire was provided to them. The results of the questionnaire, using the Delphi technique and fuzzy approach, were analyzed and a hierarchical structure related to the competency criteria, including, individual, occupational and organizational core criteria, as well as 12 sub-criteria and 74 sub-criteria were determined.

Anger is associated with destructive consequences; therefore, it is of great interest to psychologists, ethical and education scholars and thinkers each of which has somehow studied its management solutions. Sa’adi is one of the world's greatest literary scholars who has a particular interest in ethical, emotional and education issues, and the extraction of hidden implications from his works is a potential mission. The main aim of the present research is to identify the principles and methods of "anger management” in Sa'adi’s Būstān and its application to education administrators. The present study was conducted using the theme analysis method. The research area in this study is Sa'adi’s Būstān and the sample was selected using theoretical sampling method. The coding list of themes derived from anger management in Sa’adi's view revealed that: 1. Anger management includes four principles of goodness, humility, fairness, and easygoingness. 2- goodness methods include contemplation in action, formality of speech, pragmatism, and farseeing; humility methods include self-criticism; fairness methods include goodness with the bad, self-sacrifice, fairness, empathy; and easygoingness methods consist of tolerance, altruism, forgiveness, peace seeking, and pacifism. Anger and its management from Sa’adi’ perspective have been used in teaching moral concepts and high human emotions, and the categories achieved by this research can be a model for the practice of education administrators and curriculum planners.

The present study aimed to prioritize the components of green schools with a fuzzy approach in the education system of Ira«. Purpose, research, application and method of data collection were descriptive-survey. The statistical community of the study formed the dominant experts in the field of green schools. Purposeful sampling method. a paired comparison matrix was used to collect the data using the Expert Questionnaire on a 9 degree scale, with an incompatibility rate of 0. 07. Hierarchical analysis using AHP method was used to analyze the data. The results showed that among the green components, the "sustainable education" index with the standardized weight of 0. 149 ranked first and the component of the "environmentally friendly citizen" with a weight of 0. 024 ranked half. The second to eighth component grades also correspond to the components of "school environment quality" 0. 140 "School participation with the environment" 0. 135 "Use of technology in energy management" 0. 134 "Renewable energy utilization" 0. 123 "Design And architecture" 0. 117, the correction of consumerism model", 0. 101 and "waste management and green purchasing" 0. 73.

At the new Millennium, Education is one of the most significant means of achieving a sustainable progress. The Education system is fundamental in human progression. The in-service education enables and provides opportunities for enhancing the skills and the professional abilities of the teachers. This paper is based on an applied research in which a comprehensive survey was conducted. The Statistical population included the entire teachers of the Komijan City in the Central State of Iran. The selected sample constituted 30 teaches. The method relied on Linear Regression and Statistical analysis. The findings demonstrated that organisation was the most significant factor followed by the quality of the teachers’,educational background, course purpose and course content.

Assessing the achievement of the component of lifelong education in the elements of the implemented curriculum at the Shiraz University. In this study, descriptive-survey method has been used. The study populations included were all the students of supplementary education course of Shiraz University. Stratified random sampling method have been used that 345 college students were selected. The research instrument, scale curriculum lifelong education (Mohammadi et al., 2016), and its validity using item analysis and confirmatory factor analysis was performed. Its reliability using Cranach’, s alpha was confirmed. For data analysis, inferential statistics analysis of variance with repeated measures, Bonferroni post hoc test. One-sample t-test, and SPSS 21 and LISREL 8. 8 software was used. The results showed that: Students of art and architecture group have allocated the most mean of being life-long to goal element and the lowest mean to content element. The results showed that there is a significant difference between students' viewpoints and the nature of curriculum elements about the tendency towards lifelong evaluation. There is a significant difference between the amount of tendency toward the lifespan of the target element, the content and the teaching strategy-learning with some elements. There is no meaningful difference in the degree of trend towards lifelong learning in the curriculum of Ph. D. and Masters. There is also no significant difference in the rate of lifelong learning of the curriculum and there is a significant difference in the rate of lifelong learning of the nine elements of the curriculum.