New thoughts on Education
Year:2022 | Volume:18 | Issue:1|Papers Count:10

The present study aimed to develop a student academic optimism educational package based on Tschannen-Moran theory. This qualitative study used the Delphi method. The research tool was a researcher-made Delphi questionnaire based on Tschannen-Moran theory of academic optimism with 3 components and 22 subcomponents. The questionnaires were distributed in two consecutive rounds of Delphi among 10 purposefully selected samples and Delphi responses were analyzed to reach relative agreement and achieve high consensus by descriptive statistics using indices (frequency, mean, standard deviations), tables, and graphs. The findings showed that experts have reached relative agreement and consensus on the three main components of Tschannen-Moran theory of academic optimism, namely academic identity, trust, and academic emphasis, as well as nine subcomponents. Based on the results, the educational package for student academic optimism was initially designed according to the regular educational model of James Brown, then the content validity of the package was measured based on the comments of five experts, which were applied in the package and the final package was presented in 12 sessions. Introduction Tschannen-Moran et al. (2013) examined and validated academic optimism as an individual belief of learners, identified some related variables, and introduced the variable of “student academic optimism”. Student academic optimism shows a rich picture of human agency explaining students’ behavior in cognitive, emotional, and behavioral dimensions (Ghadampour et al. 2017). This concept consists of three components of students’ sense of identity towards school, students’ trust in teachers, and students’ perception of academic pressure. Optimism is a pattern of thought that can be taught and learned, so learners will be able to develop and strengthen the skills needed to achieve academic optimism through learning and education. Students are among the most active and influential segments of society and their optimal academic performance is the source of many positive changes in the society, and hence, teaching academic optimism to students is essential. So far, research on academic optimism has used a positivistic approach, quantitative data, correlation methods and structural equation models to investigate the relationship among the variables and identify correlated and predictive factors of academic optimism construct. The present study used an interpretive approach and qualitative data and methods such as the Delphi technique to collect the data to develop a student academic optimism educational package for the first time in Iran. The present study examined three questions for the first time: (1) Based on document mining and literature review, what are the subcomponents and features of the components of student academic optimism based on Tschannen-Moran theory? (2) Does the Delphi method validate the subcomponents and features of the student academic optimism educational package based on Tschannen-Moran theory? and (3) Does the student academic optimism educational package based on Tschannen-Moran theory have face validity? Methodology This study was designed with a qualitative approach. Within this framework, the present study is considered applied research because of developing knowledge and its practical application for a specific theory. Also, it is a developmental research because of developing a student academic optimism educational package for the first time in Iran, validating it, and proposing it pilot implementation and dissemination in the educational system. The research was conducted in three phases. The library method (review of the literature) was used in the first phase to extract and collect indices and components, and to compile the initial educational package. The Delphi method was used in the second phase to gain the consensus of experts on the subject and prepare the final framework of the educational package. Content and face validities were used in the third phase to check the validity of the educational package. First, the available sources related to Tschannen-Moran theory of academic optimism and its components were studied. Subcomponents and features extracted from the literature review entered the Delphi phase in the form of questionnaires with structured and focused items. In the Delphi method, the questionnaires were provided to the Delphi group in two rounds to reach a consensus. The group members consisted of ten professors and experts from the departments of psychology and educational sciences, selected via purposive sampling. During each phase, the data collected through the questionnaires were analyzed and summarized using descriptive statistics, which led to the formation of convergence of opinions among the participants. Then, an educational package was developed for academic optimism. The academic optimism educational package followed the regular educational model of James Brown and had a cognitive-behavioral approach. In the third phase, the content validity of the educational package was examined using the comments of five research experts. Table 1 lists the method and number of samples. Findings In the literature review phase, 190 subcomponents were extracted and recorded from 100 sources (books, articles, journals, and dissertations), and after several rounds of refinement and correction, 22 key components were categorized in the three main components of Tschannen-Moran theory and called “final edition of the extracted components of academic optimism”. The components of Tschannen-Moran theory containing the extracted key components are (1) Academic identity (with 9 subcomponents), (2) Trust (with 7 subcomponents), and (3) Academic emphasis (with 6 subcomponents). In the Delphi phase, the researcher used the extracted key components of the previous phase, set up and constructed the Delphi tool in the form of a questionnaire with three main components and 22 subcomponents. By calculating the parameters of descriptive statistics including frequency, frequency percentage, mean, and standard deviation, the researcher analyzed the Delphi phase data and made conclusions about the subcomponents according to the consensus criteria. Extracted variables from the literature review phase were reduced to three main components and nine consensus subcomponents including: academic identity (commitment, sense of belonging, self-knowledge), trust (sharing, collaborative tendencies), and academic emphasis (academic engagement, task orientation, research, educational autonomy) and consolidated with the social approval of the panel of research experts as a basis to develop the student academic optimism educational package (Figure 1). Then, considering to the default model, the student academic optimism educational package was developed in accordance with the regular educational model of James Brown. The educational package designed based on the consensus subcomponents of the Delphi phase included twelve 90-minute sessions in which students are taught techniques according to the extracted subcomponents or provided with materials to raise their awareness. It runs for at least six weeks. The last phase involved determining the content validity of the educational package. The research tool at this stage was a questionnaire containing the objectives, content, techniques, and tasks of each session of the educational package, as well as a section for comments and suggestions of experts about the objectives, techniques, and tasks of each session. The qualitative validity questionnaire and students’ academic optimism workbook were delivered to five professors of psychology and educational sciences in person and collected after two weeks. The experts made some minor recommendation, which were applied, and approved the objectives, content, techniques, and tasks of the educational package for preparing the final report. Hence, the participating professors and experts of psychology and educational sciences at universities in the city of Birjand approved the educational package with three main components and nine subcomponents. Conclusion and Discussion Subcomponents resulting from the Delphi consensus were consistent with studies by Berzonsky (2002), Farjami (2013), Marcia (1966), Was and Isaacson (2008), McNealy & Nonnemaker (2002), Jensen & Jetten (2018), Alsharo, Gregg, & Ramirez (2017), Gill, Ramsey, Leberman, & Atkins (2016), and Fraser et al. (1998). Among the limitations of this research were the reliance on questionnaires in both Delphi and content validity phases, not using observation and interview, and not evaluating the effectiveness of the educational package due to time limitations. A recommended executive and practical solution would be the use of the student academic optimism educational package based on Tschannen-Moran theory by counselors in counseling centers, by educational counselors at schools, and by professors at universities.

This study has been conducted with the aim of predicting academic avoidance based on the meaning of education, academic self-efficacy and academic stressors. The present research is a descriptive correlational study in which 255 high school and vocational school students in Khusf County were selected through random sampling method in the academic year 2019-2020 and were studied based on four scales of the meaning of education, academic self-efficacy, academic stressors and academic avoidance. The stepwise regression analysis results demonstrated that among the ten meanings of education, profession in the first step and stress in the second step, academic performance in the third step and also among the dimensions of academic stressors, failure and self-imposed stress in the fourth and fifth steps significantly predict 37% of the variance of students’ academic avoidance. Introduction Failure to attend school (related to academic avoidance) has consequences. Among other things, it affects learning and development (Carroll, 2010) and puts young people at risk of school dropout (Crystel et al., 2007). Therefore, it is important to identify the factors affecting academic avoidance. According to Finning et al. (2017), a wide range of individual and external factors are associated with school attendance problems (e. g., academic avoidance). One of the individual factors is the meaning of education. The meaning of education refers to the internal implication of education for the learner and education may be considered by some students as a way to achieve a profession and for others as a source of pressure (Henderson-King & Smith, 2006). Further, one of the individual factors that has a protective role in school dropout (related to academic avoidance) is academic self-efficacy (Brun et al., 2019). Academic self-efficacy is defined as students’ belief and self-confidence in their ability to succeed in academic tasks (Gore, 2006) and is recognized as a valid predictor of academic outcomes (Ikman et al., 2019). Among the external factors, one can refer to academic stressors. Stress, especially academic stress, is applied to the feeling of increasing need for knowledge and at the same time, the individual’s perception of not having enough time to achieve the desired knowledge and the individual’s evaluation of experiencing inconsistencies between situational demands and intrapersonal resources (Godzella & Baloglu, 2001). Due to the limited studies in this field, the purpose of this study is to predict academic avoidance based on the meaning of education, academic stressors and academic self-efficacy. Methodology This research is a descriptive correlational study in which 255 high school and vocational school students in Khusf County were selected through random sampling method in the academic year 2019-2020 and were studied based on four the following scales: A) Meaning of Education Questionnaire: This questionnaire was designed by Henderson-King and Smith in 2006 to assess the meaning of education, which consists of 86 items and measures ten components. In the present study, Cronbach’s alpha coefficients for the subscales of the meaning of education were as follows: profession (0/78), independence (0/69), future (0/63), learning (0/80), self (0/77), next step (0/44), social (0/79), the world around (0/76), stress (0/69), liberation (0/61) and the whole scale (0/94). B) Academic Stressors Questionnaire: This questionnaire was developed by Godzella (1991,cited in Gadzella & Baloglu, 2001). In the present study, the questionnaire reliability coefficients were obtained through Cronbach’s alpha to be 0/87, 0/73, 0/70, 0/56, 0/76 and 0/71, respectively, for the whole scale and subscales of failures, conflicts, pressures, changes and self-imposed stress. C) Academic Self-Efficacy Questionnaire: This questionnaire was developed by Mazaheri and Sadeqi in 2015 to measure students’ academic self-efficacy. In the present study, the questionnaire reliability coefficients were obtained through Cronbach’s alpha to be 0/92, 0/86, 0/85 and 0/70, respectively, for the whole scale and subscales of academic performance self-efficacy, academic skills self-efficacy and future academic self-efficacy. D) Academic Avoidance Questionnaire: This scale was developed by Khormaei and Saleh Ardestani (2015) and contains 21 items. In the present study, the questionnaire reliability coefficients were obtained through Cronbach’s alpha to be 0/95, 0/90 and 0/91, respectively, for the whole scale and subscales of academic aversion and school avoidance. Findings This study was performed on 255 senior high school students in Khusf County. To investigate the main research hypothesis (there is a significant relationship between the meaning of education, academic stressors and academic self-efficacy with academic avoidance), stepwise regression analysis was used, the results of which are reported in Table (1). According to Table (1), the results suggested that in the first step, the variable of profession as the strongest predictor variable alone predicts 15% of the variance of academic avoidance. Considering the significance level, the role of this component of the meaning of education in predicting academic avoidance can be explained (f= 43/51, df= 253, p <0/001). In the second step of this analysis, the variable of stress as another strong variable after the variable of profession entered the equation of academic avoidance prediction, which with its addition, the predictive power increased to 28%. Considering the significance level, the role of this component of the meaning of education in predicting academic avoidance can be explained (f= 48/45, df= 252, p <0/001). In the third step, the variable of academic performance as another strong variable after the variables of profession and stress entered the equation of academic avoidance prediction, which increased the predictive power to 34% (f= 43/17, df= 251, p <0/010). The results also indicated that in the fourth step, the variable of failure as another strong variable after the variables of profession, stress and academic performance entered the equation of academic avoidance prediction, which increased the predictive power to 36% (f= 34/33, df= 250, p <0/030). Finally, in the fifth step of this analysis, the variable of self-imposed stress as another strong variable after the variables of profession, stress, academic performance and failure entered the equation of predicting academic avoidance, which increased the predictive power to 37% (f= 16/75, df= 294, p <0/001). Discussion and Conclusion This study aimed to predict academic avoidance based on the meaning of education, academic stressors and academic self-efficacy. The results of this study revealed that among the ten meanings of education, profession in the first step and stress in the second step, academic performance in the third step, and also among the dimensions of academic stressors, failure and self-imposed stress in the fourth and fifth steps significantly predict students’ academic avoidance. Finally, based on the obtained results, it is suggested that workshops be held to develop meaning and self-efficacy of students as well as teachers as an effective and important member in education and an important step be taken to reduce academic avoidance. However, since this research was limited to self-assessment tools, it is recommended to conduct qualitative research to complete the results and achieve a deep understanding of students’ opinions in this area, using more diverse tools (such as observation and interview). Moreover, the obtained results are limited to this statistical population,therefore, it is suggested to consider a wider population in future studies.

This study was conducted to validate story and storytelling with emphasis on the goals of preschool curriculum. The research method was mixed method with exploratory sequential design. The qualitative phase used the document method and the quantitative phase used the descriptive survey method. The results of content analysis in qualitative phase showed that ratings of story and storytelling components in preschool curriculum ranked from the strongest to the weakest as follows: cognitive goals, attitude goals, skill goals. The results of t-test showed that the mean score of the sample (3. 70) was higher than the mean of the community (3). The results showed that story and storytelling can have a significant role in the curriculum and motivate students to be more motivated. Introduction Storytelling is a form of discussion and brainstorming. Students perform a mental search through expressing key words of the storytelling or finishing an unfinished story. The storyteller allows their audience to create mental imagery when they tell stories. As children listen to a story, they create its scenes and characters, and actualize the ability to visualize and fantasize which underlie creative imagination (Green, 2015). Stories are among factors encouraging children to learn and love school. Stories evoke children's awakening, precision, tolerance and thought control that are all essential to formal education. They help train children’s imagination and memory, and are the best means of learning to read (Shoari Nejad, 2016). Using models in curriculum development leads to greater efficiency and usefulness because the curriculum paradigm provides the theoretical framework needed to implement an effective preschool education program and provides opportunities for children to learn. Therefore, presenting models teaches many educational concepts in the form of storytelling, as it is much easier to understand through storytelling. Training will be indirect through models. In the present study, we seek to answer the question of what the goals of story and storytelling in preschool curricula of Kermanshah Province are and what model can be proposed. The purpose of this study is to investigate the position of story and storytelling goals in preschool curricula and to provide a desirable model with emphasis on Kermanshah Province. For this purpose, four main questions were examined: 1-What are the desired goals of story and storytelling in preschool curriculum? 2-What are the current goals of story and storytelling in preschool curriculum? 3-What kind of model can be used to achieve the desired goals of story and storytelling in preschool curriculum? 4-How credible is the designed model? Methodology Given the exploratory nature of the present study and the way the data were collected and organized, both qualitatively and quantitatively, this research used sequential exploratory design. To answer the first question, documents including texts, books, publications, and all articles related to preschool storytelling were examined. Furthermore, interviews were conducted with experts in the statistical community including teachers of provincial universities in the fields of educational sciences and curriculum planning as well as pre-school education experts at the Education Office. Experts confirmed the validity of the interview guide through content validity. To answer the second question to identify the status quo, the research method was descriptive-survey. To determine the sample size of the stratified sampling was used. Data gathering tool was a researcher-made questionnaire based on the findings of the first question. The overall reliability of the questionnaire was 0. 74. After analyzing the results of the first and the second questions and identifying the gap between the current situation and the desired situation, curriculum experts and experienced instructors were interviewed to answer the third question for designing the optimal model of story and storytelling in preschool. Given the mixed method nature of the study, data were analyzed using content analysis in the qualitative phase in two steps. The first step was open coding, that is, the unit of analysis was each line or phrase. The second step was axial coding, that is, the categories and items created in the open coding stage were categorized as a related network. In the quantitative phase, descriptive statistics and univariate inferential statistics and the Friedman’s test were used to describe the current situation. Data analysis To investigate the purpose of the study, data obtained from the study of documents including texts, books, publications, all preschool storytelling articles related to the theoretical foundations of the preschool storytelling curriculum. By analyzing and summarizing the components of any document we deemed important or appropriate, and categorizing these findings, they were analyzed to obtain the desired result. Seventeen interviews were conducted with seven pre-school education experts at the Ministry of Education and 10 faculty members selected for the storytelling curriculum. The interviews yielded three categories of cognitive, attitude, and skill goals. To describe the current situation, the data obtained from the completed questionnaires were analyzed. The results are presented in two parts: descriptive and inferential, including Kolmogorov-Smirnov test to determine normal distribution of data, one-sample t-test, and Friedman test to rank and explain story and storytelling in preschool curriculum, and its components, and a theoretical comparison of the existing and desirable situation for examining the research question. Frequency distribution of the respondents indicated that 83 (34. 6%) were male and 157 (4. 4%) were female. In terms of position, 43 (17. 9%) were education experts, 120 (50%) were preschool teachers, and 77 (32. 1%) were preschool principals. Seventy persons (29. 2%) of the respondents had less than 10 years of service experience, 141 persons (58. 8%) 10-20 years, and 29 persons (12. 1%) more than 20 years. In this test, since the significance level was 0. 0001 and level of error was reported to be less than 0. 05, it can be concluded that the mean ratings of each of the variables of storytelling and storytelling in this study had a significant difference with storytelling and storytelling. Storytelling in the preschool curriculum is also from weak to weak. The results of the goals section showed that trainers paid less attention to the proper citizenship behavior, interest in literature and creative attitudes, and paid moderate attention to the goal of familiarizing with local culture and children’s self-recognition and enhancing their sense of optimism. They also paid more attention to with familiarizing with religious rituals, environmental issues, and increasing vocabulary. Discussion Preliminary information was collected in an open and focused manner in the form of documentary studies, theoretical and past research, and semi-structured interviews with experts for the desirable status of story and storytelling in preschool curricula. Since the principles of curriculum design (foundations, principles and elements) are particularly important in designing story and storytelling curriculum, this model can be seen as a new step in the evolution of curriculum design.

The purpose of this study is to investigate the role of curricula in social sciences and behavioral sciences in developing the general entrepreneurial skills of students of Shahid Beheshti University. This research is applied in terms of purpose and descriptive-survey in terms of data collection method. The statistical population of the study included all students of Shahid Beheshti University, from whom 220 individuals were selected through stratified random sampling. The results show that physical education curriculum did not perform well in two components: "individual and technical" capabilities and "managerial capabilities" component in relation to the two components of "individual and technical" entrepreneurship has not worked well and the role of psychology curriculum In the component of "managerial capabilities" it has not been desirable and in the two components of "individual and technical" it has not been desirable and there has not been much difference between other disciplines. Introduction Given the increasing competition in the world, the intensification of economic activities at the community level, and the move towards a knowledge-based economy, it is believed that tomorrow's global markets belong to organizations that value entrepreneurial risk-taking and strive to achieve it. Due to rapid economic, industrial and cultural developments in recent decades, and Iran’s need to strengthen knowledge-based structures and wealth creation through knowledge, one of the main duties of universities is to focus on training necessary skills of entrepreneurship to their students to help them start a business. Entrepreneurship and entrepreneurs have a significant share in the economic development of the country (Mohseni, 1397: 188). Artes et al. (2017) concluded that entrepreneurship and employability in higher education requires an emphasis on capabilities such as "planning, communication skills, and teamwork". Volp (2018) mentions that curricula have not been successful in developing the technical capabilities of entrepreneurship, such as "problem solving, team work, and technological skills". Employment is a problem for university graduates as they are unable to create business or employment opportunities for themselves. One of the appropriate solutions to solve this problem is to empower them. Entrepreneurship capabilities during university education refers to the skills required for entrepreneurship, which Hestridge and Peters (2011) categorize in three dimensions: individual, managerial and technical. Therefore, the purpose of this study is to answer the question to what extent curricula of social and behavioral sciences cultivate general entrepreneurial skills. Methodology The present research is applied in terms of purpose and descriptive-survey research in terms of data collection. The statistical population of the study included all undergraduate students of social sciences and behavioral sciences of Shahid Beheshti University in 2014 (n=368). Data collection tool was a researcher-made questionnaire with two parts: a) demographic characteristics of students based on field of study, and b) the role of curricula in developing general entrepreneurial skills in three components of "individual, managerial and technical" skills with 26 items. Thirteen items pertained to individual capabilities, five items to managerial capabilities and eight items to technical capabilities, which were categorized thematically. The questionnaire was scored based on a Likert scale. The face and content validities of the questionnaire were confirmed by five professors in this field and its reliability was confirmed by Cronbach's alpha coefficient of 0. 87. Finally, in order to statistically analyze the data, Kalmogorov-Smirnov test, one-sample t-test, multivariate analysis of variance (MANOVA) and Scheffe’s post hoc test were used. Research Findings Demographic characteristics including gender and field of study were examined. The results showed that about 54% were female and 46% were male. As per field of study, 10. 5% studied physical education, 15. 5% psychology, 31. 2% economics, 7. 3% political sciences and 35. 5% management. One-sample t-test was used to examine the main research question: "To what extent do curricula in social and behavioral sciences cultivate general entrepreneurial skills? ". In order to judge the role of curricula in social sciences and behavioral sciences in developing general entrepreneurial skills, one-sample t-test was used. Based on the above data, the mean score assigned by the sample to the role of curricula in social and behavioral sciences was 2. 54 for individual entrepreneurial skills, 2. 51 for technical capabilities, and 2. 77 for general entrepreneurial skills. Since the mean scores are lower than the theoretical mean of 3, it can be said that in the study population’s view, the score of the category under study is lower than average. In addition, considering the value of t and p = 0. 001, it can be stated with 99% confidence that this result is significant and generalizable to the society. Therefore, it can be concluded that curricula in social and behavioral sciences pay little attention to the development of individual, technical and general capabilities of entrepreneurship. Conclusion and Discussion The results indicate that the role of physical education curriculum in the two components of "individual and technical capabilities of entrepreneurship" and in the component of cultivating "managerial capabilities" in relation to the two components of "individual and technical" entrepreneurship has not been very favorable and the role The psychology curriculum has not performed well in the "managerial capabilities" component and in the "individual and technical" components, and there is little difference between the other disciplines in the desirability of the role of the curriculum in developing general entrepreneurial capabilities, including "individual capabilities. ", "Managerial and technical", not observed. Therefore, it is suggested that: The country's higher education system take effective steps to cultivate general entrepreneurial capabilities in the fields of social sciences and behavior through education related to these areas in the university education system.

The aim of this study was to investigate the mediating role of psychological contract fulfillment in the relationship between ethical leadership and organizational citizenship behavior and creative performance. The study population was all 735 employees of Bu Ali Sina University of Hamadan, from which a sample of 252 people was selected by simple random sampling method based on Cochran's formula. The research method was quantitative, descriptive and of correlation studies and structural equation modeling. For data collection from ethical leadership questionnaires, psychological contract fulfillment and creative performance, and for data analysis from descriptive (frequency, mean and standard deviation) and inferential techniques (confirmatory factor analysis and confirmatory path analysis) It was used using Spss and Lisrel software. The results showed that ethical leadership has a direct, positive and significant relationship with organizational citizenship behavior, psychological contract fulfillment and creative performance. It was also found that psychological contract fulfillment plays a mediating role in the relationship between ethical leadership and organizational citizenship behavior and performance creatively. Introduction In what is called the "post-reality" era, in which moral behavior does not seem necessary for leadership success, the concept of moral leadership may seem old-fashioned or even disturbing to some(Ahmad & et al, 2019: 98). Such social realities are in contrast to research in areas such as organizational behavior and organizational psychology that link ethical leaders to reducing widespread scandals in organizations(Smith, 2016). In fact, scholars specifically agree on the importance of work ethic and ethical leadership(Ilyas, Abi & Ashfaq, 2020,Fu & et al, 2020,Javed & et al, 2017,Badleh, Nemati & Hosseini, 2020). Because leaders are the main representatives of the organization, their behaviors, actions, and thoughts influence followers' beliefs about their organizations. Therefore, leaders, as representatives of the organization, play a key role in influencing and shaping various strategies, including selection and recruitment, reward management, fair behavior, ethical standards, health, safety, and career advancement(Ahmad & et al, 2019: 100). Ethical leaders allow their employees to express their opinions and participate in decisions, listen to their thoughts and ideas, and instill in them a sense of trust(Zarei Matin & et al, 2016). Employees try to compensate for the ethical behaviors of their leaders in a similar way and with different results(van Prooijen & Ellemers, 2015). One of the most important ways that subordinates may compensate for the behavior of moral leaders is through their performance in extra-task behaviors such as organizational citizenship and creative performance(Ahmad & et al, 2019: 98). Organizational citizenship behaviors are extra-role behaviors that are not recognized by the formal reward system of the organization (directly or explicitly) but help the organization to achieve the goals of sustainable development by(Ardalan, Taajobi & majooni, 2020) enhancing effective performance in the workplace(Zhao & Zhou, 2019). Creative performance is also associated with new and unique ideas and processes(Oldham & Cummings, 1996) that are necessary to solve problems and meet the basic needs of the organization and force organizations to use the creative abilities of their employees(Chen & Hou, 2016). The main asset of any organization, especially service organizations such as universities, are its employees. By creating a spiritual atmosphere and ethical leadership and adhering to formal and informal contracts, officials and faculty heads at Bu Ali Sina University can enhance staff role-playing behaviors, including organizational citizen behavior and creative performance. Methodology The present study according to the research philosophy, quantitative research, according to the purpose of the type of applied studies and in terms of data collection and analysis,The method used is a descriptive method of correlation studies and especially structural equation modeling. The study population of all employees of Bu Ali Sina University was 735 people. To estimate the sample size, Cochran's formula with an error of 0. 05 and a confidence level of 1. 96 was used, which was determined to be 252 people. To collect data from the standard questionnaire of 24 questions of moral leadership of Kalshon et al. (2011) in the form of five dimensions (fairness, ethical guidelines, personal orientation, power sharing and role transparency) based on a 5-point Likert scale,Questionnaire of 24 questions of organizational citizenship behavior of Padaskov, Mackenzie-Moran and Fetter (1990) in five dimensions (conscience, chivalry, civic virtue, humility and altruism) in the 5-point Likert scale,Questionnaire for 10 questions of Rousseau (1995) psychological contract fulfillment in three dimensions (career path development, job content and job reward) in 5 Likert scale,The 20-item Creative Performance Questionnaire by Aldham and Cummings (1996) was used in three dimensions (personal characteristics, job complexity, and job reward) in a 5-point Likert scale. Results Test of research hypotheses showed that: the variable of ethical leadership has a direct, positive and significant effect at the level of 0. 05 on organizational citizenship behavior, creative performance and psychological contract fulfillment,Psychological contract fulfillment variable has a direct, positive and significant effect at the level of 0. 05 on organizational citizenship behavior and creative performance,Ethical leadership has an indirect, positive and significant effect on organizational citizenship behavior through the realization of psychological contract at the level of 0. 05,Ethical leadership also has an indirect, positive and significant effect on creative performance through psychological contract fulfillment at the level of 0. 05. Therefore, it can be said that psychological contract fulfillment a mediating role in the relationship between ethical leadership and organizational citizenship behavior and creative performance. The results of the fit indices in the confirmatory path analysis model indicated an appropriate and acceptable fit of the structural model of the research. Conclusions and discussions Given the impact of leaders' thoughts, ideas and behaviors on employees, their existence as a harbinger of ethics and ethical values ​​in organizations is undeniable. Today's managers have come to the conclusion that in order to better manage organizations, in addition to emphasizing and paying attention to laws and regulations, they must also promote adherence to ethics and ethical behavior in their organizations. University leaders can influence employee behavior through fairness, ethical guidance, employee involvement in decisions, and the creation and development of an appropriate ethical environment on campus. In this way, if employees find that leaders treat them fairly, respect their opinions, clearly articulate job expectations and organizational responsibilities, and be sensitive to their family and professional issues and problems. They show that they have acquired positive attitudes about their job and organization and seek to compensate for these services by accepting additional roles and activities such as organizational citizenship behavior and creative performance. Finally, according to the findings of the current research, the deans of the faculties and the officials of Bu Ali Sina University are recommended to encourage the staff to discuss various issues of the university and to respect their opinions,Fairness and justice in dealing with employees,Paying attention to the personal and family needs of employees,Observance of etiquette and preservation of human dignity of employees,Adherence to informal and unwritten agreements between university officials and staff and institutionalizing ethical behaviors in the university environment through: honesty, trust, role transparency and kindness, provide the necessary ground for staff role-playing behaviors including organizational citizenship behavior and creative performance.

This study was conducted to identify the key drivers explaining social responsibility in the education system with a scriptwriting approach. Descriptive data were collected with the documentary (library) method and interviews. Analytical data were collected using a combination of survey method via a questionnaire and the Delphi method. The statistical sample in the Delphi phase was 15 individuals from among teachers, educators, and educational staff in the field of social responsibility at schools. The sample in the survey phase included 20 activists in the relevant field who were selected by snowball sampling. In the present study, data were analyzed in SPSS, MICMAC, and Scenario Wizard software. The research findings indicated 15 factors as key drivers of social responsibility, 40 possible situations for the 15 factors, and two categories of promoting and hindering scenarios for social responsibility in Iran’s education system. Introduction Various issues (Huda et al., 2018) currently surround the educational system which will lead to the collapse of national and international societies if ignored (Liu & Wu, 2016). This suggests that today’s interactive world needs responsible people more than ever (Tomazevic, 2019). Hidger (2012) considers social responsibility as a coping strategy to meet the community concerns because it is beyond individual or group interests (Dabrowski et al., 2018) and will lead to prosperity (Amadi & Bayo, 2020), growth, and excellence of society as a whole (Wang et al., 2020). Therefore, the educational organizations at the school level have a serious responsibility in involving students with social responsibility (Eghdampour et al., 2017). Dixit (2020) believes that having a good role model in the social institutions of the family and school will provide individuals with a good environment to cultivate a sense of responsibility. Additionally, Santos et al. (2020) stated that little research has been done on students’ social responsibility, which will incur a lot of social costs on the future of society. Patel (2019) also pointed to the crisis in the quality of education and the challenges in the field of social responsibility strategies in the education system. Therefore, given the importance of the subject, the present study tried to add a new aspect to the research in the field of education in Iran through scriptwriting approach. Hence, questions such as “What factors and drivers will be effective for creating responsible behavior, especially among students? ”, “What are the possible situations for each of the selected key factors? ”, and “What will be the possible scenarios resulting from different situations? ” have been raised as fundamental questions. Methodology The initial drivers in the field of social responsibility were identified by examining the review of the literature, and semi-structured interviews with experts in the relevant field were used to determine the appropriateness of these factors. Then, analytical data were collected using a combination of survey method (questionnaire) and Delphi panel. The Delphi panel of the present study included 15 educational staff (teachers, educators, and principals) employed in or retired from the Education Department in Golestan, Sistan and Baluchestan, and Isfahan provinces in Iran who had a common characteristic of being concerned about social responsibility education and social volunteer activities. Two questionnaires of MICMAC and scenario development (semi-open) were used in the survey method. The statistical sample that completed these two questionnaires included 20 teachers, educators, and principals active in this field. In addition to face validity, triangulation (literature documents and records, semi-structured interviews with experts, and Delphi panel of experts) was used to ensure the convergence of the research and measure its validity. SPSS, MICMAC, and Scenario Wizard software were used to analyze the data. Using MICMAC software, first, important factors were identified based on the mentioned process and entered into the impact analysis matrix. Then, the relevance of these factors to the field was determined (Godet, 2008) and a scenario was designed for the future (Aryanmanesh et al., 2019). Results The findings of the present study are summarized in seven phases. In the first phase, 95 factors were extracted from reviewing 235 Iranian and non-Iranian articles, some of which were removed or merged after a semi-structured interview with experts in the field of social responsibility at schools. In the second phase, factors identified in the previous phase were used in a questionnaire to be distributed among Delphi panel members to determine the importance and value of each factor. The selection of 30 key factors by experts was the third phase of the present study. In the fourth phase, selected factors were weighted in the form of a questionnaire to determine the relevance of the factors. In the fifth phase, after entering the data obtained from the questionnaire, the cross-impact matrix was examined in both direct and indirect ways. Figures 1 and 2 show the position of the factors and their relevance. In the sixth phase, according to the 15 selected key drivers, a total of 40 favorable and unfavorable situations were designed that the number of situations of each factor ranged from 2 to 8 in proportion to the complexity of its conditions. According to the obtained situations, a cross matrix of 40x40 was formed and the questionnaire was again provided to the panel of experts to determine the impact of each situation on the system by scoring them from-3 to +3. Grouping scenarios and determining the most effective scenarios was the seventh phase of the research. Discussion and conclusion According to the results of the present study, 15 key driving factors of responsible behavior among students, 40 possible situations (a range of desirable and undesirable situations), and two promoting (enhancing social responsibility) and hindering (undermining social responsibility) scenarios were identified. The second and first promoting scenarios, and the third and fourth hindering scenarios were introduced as effective scenarios, respectively. The results of this study are consistent with those of Kordlu (2008), Fazlollahi Qomshi (2015), Eghdampour et al. (2019), Alaa Tag Aldin (2015), Sharma and Sharma (2019), and Gallardo‐Vazquez et al. (2020). Each of the mentioned studies has pointed to different aspects of education, research, and management, which are among the important findings of the present study. However, other studies conducted in this area are appropriate but insufficient because they often refer to the importance of the role of schools and universities in strengthening social responsibility, and express the influential factors and their interactions with the issue,however, they have failed to provide key driving factors of social responsibility. Furthermore, most of them were conducted at the university level, when it is difficult to cultivate a sense of social responsibility in individuals. Cognitive competencies and practical initiatives that ultimately lead to responsibility would be much easier to develop in students and adolescents who are studying at schools rather than at universities. Given the importance of this issue, one of the main differences between the present study and previous ones is in focusing on how to teach responsibility to students in elementary and high schools and also to address the scriptwriting approach to create decision-making and planning capabilities in the future.

The study aims at using the analytical, critical, and deductive method to analyze the philosophical foundations of the attitude based on the theories of Mulla Sadra. Accordingly, the study has analyzed the three basic foundations of the approach including excessive humanism, religious pluralism, and the unprovability of religious propositions, and was then analyzed based on the philosophical foundations of Mulla Sadra. The results obtained from this study revealed that the " teaching about religion " approach is distorted in terms of foundation, and can't be an appropriate model to meet the needs of a human being to spirituality. Also, it is unreasonable to prescribe that for the educational system of Iran. Introduction This study aims at identifying and analyzing the foundations of education on religion. For identification and analysis of the foundations of this approach, the thinking and philosophical streams shall be analyzed. The approach was created in 18 and 19th centuries in the field of science and thinking in the west and is analyzed by Mulla Sadra's religious education model. The foundations of "teaching about religion" Excessive humanism: the " teaching about religion " approach can be extracted from excessive humanism. Among the pro-humanism people, the foundation and the ultimate goal of a human shall be searched in the people. In their opinion, God is only a symbol of man's superior self (Fromm, trans. Javid, 2008: 201). Religious pluralism: in the theory of Hick, the nature of religion is changing human beings, and the religious teachings are the derivatives. Overemphasis on religious educations should not cause negligence of the nature of the religion. Hick shows functionalist reactions to religious educations so that religious educations are useful and honest until the time that it can be employed by the nature of religion (Hick, 2003). Meaninglessness and unprovability of religious propositions: the issue of meaninglessness and unprovability of religious propositions in the framework of empiricist philosophies. Undoubtedly, such attitude toward religious propositions was begun from the time that the "Philosophers of the Vienna Circle" regarded empirical investigability as the criterion to prove the propositions (Macquarie, 2009). The foundations of Mulla Sadra's religious education Divine humanism: Mulla Sadra regards the knowledge of self as a basis for many other fields of knowledge, and also believes that identification of self can guarantee the recognition of God (Mulla Sadra, 1360: 132). Mulla Sadra's humanism is opposed to considering human beings in place of God. According to Mulla Sadra, the freedom of human beings is dependent on belonging to the source and origin of the existence (the Almighty God). Human's divine nature: all people are in a special existential relationship with the origin and source of perfections and goodness, and the relationship appears in special moments. Mulla Sadra believes that this kind of relationship between humans and God is originated from divine nature, which is placed like a human. In his view, material affiliations of humans and entrapment in the body are similar to bubbles, which prevent the actualization of the divine nature of human (Mulla Sadra, 2003: 428). The natural movement and desire for ultimate perfection: Mulla Sadra believes that all living things, especially humans, are a level of divine blessings and desire for perfection. They need extended unit truth, which has covered whole existence. Hence, the desire for the total origin and ultimate destination is one of the innovative theories of Mulla Sadra on the existing world and human, which is presented under the title of natural movement. Methodology The methods used in this study include analytical, critical, and deduction methods. Each method is used due to the research questions and based on the function of each of them in different phases of the research. The analysis of the " Religion about Education" approach based on Mulla Sadra's educational foundations The pluralism that is evident in the thinking field of Mulla Sadra, believes that religious education should look at all religions with respect. Religious educations should consider peaceful behavior, along with tolerance of followers of other divine religions as the heading of their teachings. Besides, this kind of pluralism believed by Mulla Sadra based on Islamic Thinking believes in rescuing the majority of people, even those with no way to religion (the ignorant). The issue of meaningfulness and provability are two different categories, which are considered the same in positivist attitude, and this is wrong. Meaningfulness refers to the rational relationship between the subject and predicate of a proposition,although provability refers to the accuracy of sources of knowledge and their reality (Chalmers, trans. Zibakalam, 2018). With reliance on foundations such as originality of existence, the originality of existence, the skepticism of existence, the abstraction of the soul, and natural movement, Mulla Sadra believes that knowledge is a field of existence. Another type of humanism is offered by Mulla Sadra by inspiration of Islamic thinking and the theory of natural movement. According to the theory, the dignity of humans is depended on the amount of similarity to the creator of the existence and understanding the divine caliph position of humans. Accordingly, humans should not destroy the spiritual dignity of other humans. According to Mulla Sadra, real freedom is that kind of freedom, which releases humans from the limitations of material life and opens the gate of perfection for human beings. Submission to the divine will is not only regarded as a disruptor of freedom in view of Sadra but also he believes that falling in divine love is the highest degree of freedom. Conclusion The "Religion about Education " approach was established with reliance on the weak foundations, which used to encountering many criticisms in their origin. The approach can be performed neither in Iran nor in the educational systems of the majority of states not only in terms of foundations but also in terms of function. The most underlying limitation in this study was the lack of relevant studies in this field and negligence of the challenge associated with education on religions for the religious education in Iran. It seems that the educational authorities in Iran pay no specific attention to this issue. The study recommends taking religious education with avoiding compulsion, tolerance, and improper indoctrination to educate peaceful living, respecting beliefs of other religions, paying attention to human dignity, training the thinking way, and providing conditions for spiritual line, and awakening the divine desire in the students.

This study aimed to investigate the impact of teaching philosophy on self-regulation and social skills among female junior high school students of Qom city in the academic year of 2019-2020. This quasi-experimental study used a pretest-posttest design with a control group. The study population comprised all female junior high school students of Qom city in the academic year of 2019-2020. The sample comprised 30 (15 for each group) female students selected by convenience sampling, who were randomly assigned to to each group. Then, the participants in the experimental group participated in 12 sessions of 60 min on philosophy. Data collection tool included the Teenage Inventory of Social Skills (TISS and Self-Regulated Learning Strategies (1990). Then, the data were analyzed in SPSS. v21 software using statistical tests such as multivariate analysis of covariance (MANCOVA). The results indicate that the philosophy teaching program had significant impact on self-regulation and social skills. Based on the findings of this study, teaching philosophy improves self-regulation and social skills among female junior high school students. Introduction Adolescence is the most active period for learning and education (Wilson & Hockenberry, 2014). For this reason, proper education and acquisition of competencies in schools have always been of interest to those involved in education and researchers in the field of educational sciences (Asl-Mohamadalizadeh et al., 2018). Self-regulation is a part of one's effort to regulate thoughts, feelings, and actions to achieve goals, and is seen as an active process in which learners try to monitor, regulate, and control their cognition, motivation, and behavior (Palacios-Barrios & Hanson, 2019). Using this process plays an effective role in improving social functioning. Learning social skills, on the one hand, leads to high academic performance and on the other hand leads to positive behaviors that initiate, maintain, and expand positive interactions with peers (Adamou, et al., 2014). In recent years, the philosophy teaching approach has been used to improve adolescents' self-regulatory and social skills. Teaching philosophy not only provides children with the opportunity to explore and practice cognitive and perceptual abilities, but also creates the ground for discovering and creating values and ideals that they consider important and respected (Cheraghzadeh, et al., 2019). A review of the literature shows that teaching philosophy has a significant effect on self-regulation and social skills (Fathiazar, et al., 2019,Banisi, et al., 2019). Therefore, the main question of the present study is whether the teaching philosophy has an effect on self-regulation and social skills of female junior high school students in Qom in the academic year 2019-2020. Method The present study is a quasi-experimental study with a pretest-posttest design and a control group. The statistical population included all female junior high school students in Qom in the academic year 2019-2020 (n= 28349). Samples were selected by convenience sampling method from Hazrat-Masoumeh High School. According to the research design and the inclusion and exclusion criteria, a sample of 40 girl students was selected. Samples were randomly divided into experimental and control groups, each with 20 individuals. Lucky bag was used to randomize allocating students to experimental and control groups. The main researcher taught philosophy to the experimental group in 12 sessions (two sessions of 60 minutes per week), but the control group received no intervention. Data collection tool included the Teenage Inventory of Social Skills (TISS and Self-Regulated Learning Strategies (1990). Data were analyzed in SPSS. v21 software using multivariate analysis of covariance (MANCOVA). Findings The mean (standard deviation) age of the experimental and control groups was 14. 20 (0. 83) and 14. 35 (0. 67) years, respectively. The results of the student's t-test showed that the two groups were age peers (P = 0. 534,t = 0. 627). MANCOVA was used to determine the effect of teaching philosophy on self-regulation and social skills of female junior high school students. According to the results in Table 1, the value of F is the effect of teaching philosophy on the variables of self-regulation, and social skills (P <0. 01). As seen in Table 2, teaching philosophy significantly affected components of self-regulation: self-efficacy, internal evaluation, motivational beliefs, self-regulation, and cognitive strategies. As seen in Table 3, teaching philosophy significantly affected the component of desirable social behavior. Discussion The findings of the present study showed that teaching philosophy had a significant effect on self-regulation and social skills of girl students. Limitations of the present study include failure to assess findings in a follow-up phase which prevents making conclusions about the permanence of intervention effects. As the result of the present study showed that the philosophy teaching program is a successful method for improving self-regulation and social skills, and somehow does principled thinking and structural interaction, it is suggested that the philosophy teaching program be included in the curriculum from the very beginning. Also, considering that the hypothesis test showed that the philosophy teaching program has a significant effect on students' self-regulation and social skills, it is suggested that this program be used in the form of extracurricular school sessions to improve the mentioned skills.

The present study aimed to develop a curriculum for nomadic teacher competencies training for student-teachers at Farhangian University (nomadic quota). We used DACUM techniques in six steps. Seven main tasks and 30 subtasks were defined for a teacher in nomadic tribes. The 7 main tasks include (1) “Multifunctional educational services”,(2) “School services”,(3) “Clinical activities and educational rehabilitation”,(4) “Counseling and family psychology services”,(5) “Life management and teaching in difficult natural conditions”,(6) “Management and follow-up of social and cultural affairs”,and (7) “Planning healthcare services”. The final data of the study resulted in 15 special training courses such as multilingual classroom teaching approaches and basics of social work for curriculum topics, which are effective in providing competencies and empowering student-teachers for nomadic tribes. Introduction Teachers are the only cultural entity living continuously among nomadic people, who in addition to educating the nomads, gain experiences that are part of their culture (Shaghari et al., 2014). They have a lot of authority and influence among the tribes. Teaching in multi-grade classes, helping the needy, and obtaining help from benefactors are among the social roles they play (Mosayi, 2017). Furthermore, nomads regard teachers with a high status and dignity, and treat them like family members (Attaran and Abdoli, 2012). A curriculum for properly training teachers who are responsible for producing knowledge, transferring skills, and institutionalizing attitudes is crystal clear. Curriculum is the software that not only transmits knowledge, but also generates it (Stevens Smith et al., 2014). Given the changes in and social problems of nomads and the role of teachers as facilitators of these changes and developments, a curriculum appears essential for facilitating such changes and developments. Therefore, the curricula of teacher training centers should be tailored to the needs of nomadic student-teachers to furnish them with the necessary competencies for proper job performance in disadvantaged areas. Teachers need to pass the necessary training related to acquiring skills, knowledge, and attitude for performing their duties effectively and achieving the predetermined goals (Abdolmaleki, 2010). These competencies are obtained via job analysis with special approaches such as DACUM and optimal education with appropriate curricula at Farhangian University. Methodology This was an applied research with a multistage qualitative case study approach employing the DACUM technique to develop a training course for teachers in nomadic tribes. Participants were selected via purposive sampling using snowball method and theoretical data saturation criterion, the focus group discussion method, and the Delphi technique to introduce the curriculum topics, determine the importance, and identify the type of competency areas. The study was conducted using the DACUM technique in six steps until the topics of advanced training course were developed. In the first step, experts were acquainted with the steps of the DACUM workshop. The second step defined and identified the job of a nomadic teacher. The third step extracted the major and minor responsibilities and duties of nomadic teachers. The fourth step identified activities related to each task and analyzed each duty in terms of work standards, tools, safety, etc. In the fifth step, the extracted tasks and duties were reviewed and refined. In the sixth step, learning competencies, the level of competency, and the importance of performing each task for teachers in nomadic tribes were determined (Fathi Vajargah, 2012). In this step, the duties and tasks of nomadic teachers obtained through an interview questionnaire were presented to a panel of experts to comment about the scope of learning the tasks (knowledge, skills, attitude), the level of competency (knowledge, ability, and mastery) and the importance of performing tasks by the employed teacher (desirable, important, critical). Then, tasks with the highest priority in the scale of the importance of the tasks were identified for training course and curriculum development for nomadic student-teachers. Finally, a comprehensive description was written for each course in the curriculum. Results According to Table 1, in the first steps of DACUM, seven main tasks and 30 subtasks were identified for teachers in nomadic tribes. As seen in Table 2, tasks were prioritized so that curriculum topics could be developed for student-teachers. Conclusions Given that nomadic teachers face many executive problems and challenges, and need to learn things that solve such problems, their curriculum should not be the same as a routine curriculum for teachers in urban and rural areas. Rather, educational programs should be different based on indigenous knowledge, the structure of the tribal community, and the characteristics of a nomadic teacher. Educational job analysis is therefore a fundamental solution for planners in preparing better and more effective goals, methods, activities, and training opportunities. Furthermore, the education departments of nomadic areas should complete and renew the teacher training tasks via in-service courses by considering the related contextual variables in each tribe, such as teacher’s social and extra-individual competencies, and their mastery of each duty and competency.

This article presents the experiences of the attraction and retention processes of school teachers in an underprivileged province. The study population included teachers in Kurdistan Province, of whom, 20 were selected by purposive sampling. The data were collected through a 13-item interview protocol. Qualitative analysis identified six main categories as the main factors that can affect the attraction and retention of teachers in underprivileged regions, namely, altruism, social/occupational identity, inequality and discrimination, administrative corruption, desired support structures, and job requirements. The results showed that the desired support structures should be prioritized to improve attraction and retention of teachers in underprivileged regions, therefore, local cultural values should be better attended. Teachers’ welfare and livelihood should improve in this region, so as to sustain human resources the Education Department of such regions. Introduction The problem of recruitment and retention of qualified teachers has persisted in many countries for several decades. The process of recruitment and initial training of teachers is often associated with national labor market and the relative demand for other jobs,shortcomings are also more severe in some educational regions, which might root in a variety of issues such as increased student population or teachers' unwillingness to serve in these regions (Sibieta, 2020). The statistics published by the Education Ministry reveal a surplus of 58000 teachers in provincial capitals and privileged areas, while there is a shortage of 50000 teachers in underprivileged areas (Fani, 2014). Kurdistan is a border province with remote and hard-to-reach areas, and unfortunately does not have enough and efficient manpower to educate deprived students, and the majority of people sent there tend to return. Given that, the researcher’s main objective is to identify alternative new effective ways of recruiting and long-term retention of manpower in underprivileged educational areas to achieve equitable access of all areas to educational manpower. Given the study objectives, the researcher seeks to find answers to the following questions: What common values, traditions, and concepts do teachers, civil servants, and officials who have been recruited and retained in the underprivileged areas of Kurdistan Province have for serving in the education authority? What experiences and views do the above human resources have about methods of recruitment and retention in education? What is the performance and role of education offices and managers in the retaining and relocation of manpower working in underprivileged areas? What deters teaching job candidates and presently working teachers from serving in underprivileged areas? What supportive and adaptive strategies are needed to recruit and retain in underprivileged areas? What are the strategies for recruiting education manpower in underprivileged areas by recruiting from internal organizational resources? Methods The strategy of ethnography was used in the present qualitative study. The choice of research strategy mainly depends on the study objective, the specific population, spatial constraints, priorities and researchers’ training. Vardi and Weitz (2004) argued that ethnographic study has traditionally been associated with anthropology. The study population included all employees of Kurdistan Education Office. The researcher reached theoretical saturation through purposive sampling and interviewing 20 individuals. Interviews with men were audio-recorded, and those with women were written on paper. The qualitative data were collected and analyzed simultaneously, that is, researcher used an emerging method to collect and analyze the data immediately, and not waiting until all data are collected due to their theoretical value (Bazargan, 2015). In qualitative studies, the researcher assesses the findings using specific methods and assesses their accuracy and validity through presenting the components described by the interviewees to them (Creswell, 2009). The reliability of each category and unit provided by the researcher was re-assessed by other people. Finally, once agreement was reached, units and categories were encoded. The following strategies were used: prolonged engagement of researchers in the field of study, use of an audio-recorder and camera to record data, triangulation of data, preparing a codebook to produce consensus among encoders, finding heterogeneous evidence, and obtaining participants’ feedback after encoding. The output of this stage was analysis of axial and selective codes. In total, 485 initial codes, 47 axial codes, and six selective codes were extracted from the data. Results Given the study objectives, the researcher seeks to find answers to the following questions: The first question assessed common values, traditions, and concepts for teachers in underprivileged areas. Most teachers expressed these criteria, which indicate their high values remain unchanged in different temporal and spatial situations and are not affected by occupational hardships. In other words, their steadfastness is rooted in their sense of altruism in different situations. The second question extracted factors for recruiting and retaining teachers, which somehow showed their social-occupational identity that has become a role-model for all of them. The third question assessed the performance and role of education authorities and managers in retaining human resources working in underprivileged areas. Teachers face problems when they attend the offices and pursue their organizational and administrative affairs, which they call administrative corruption. This leads to the teachers’ lack of confidence in the administrative offices to resolve their problems and create supportive programs. The fourth question assessed the deterrents to teachers’ serving in underprivileged areas that force them to leave these areas and encourages them to leave service and request transfer to privileged areas and provincial capitals. This was extracted from the concept of inequality and discrimination. The fifth question assessed the supportive and adaptive strategies that can lead to recruitment and retention of teachers. The interviewees argued that top bosses and mangers should have an empathetic relationship with teachers, be aware of their problems, and take measures to improve their personal and occupational life and resolve their problems. The sixth question dealt with priorities and criteria for recruitment and retention of teachers in underprivileged areas. The interviewees argued that if teachers are recruited from local residents in the first place, no such problems as housing and extra costs would have been imposed on teachers. Regarding recruitment, lack of proper needs assessment for recruiting women or men makes one gender surplus and the other short, causing problems in retention of teachers. Discussion and Conclusion Generally, six main categories, including altruism, social-occupational identity, inequality and discrimination, administrative corruption, desirable support structures and job requirements are among the key factors in different temporal and spatial situations and roles that can affect teachers’ desire to stay. It can be inferred that administrative and systemic problems should be resolved and teachers should have greater social and welfare support to resolve problems in their recruitment and retention in underprivileged areas. A study imitation was some participants’ fear of directly expressing criticisms of problems in the education department. Similar studies are recommended in other provinces, at national lever, and in other organizations.