Journal of Islamic Perspective on Educational Science
Year:2019 | Volume:6 | Issue:11 |Papers Count:7

The purpose of this article was to identify and categorize the components of jihadi management in order to use these components in educational organizations. To this end, by reviewing the results of qualitative researches in the field of Jihadi management, the identification and classification of the components of the results derived from the results of these researches was addressed. The method of doing this research was qualitative and text analysis. Research community, All articles were derived from qualitative research related to the area of Jihadi management. In this research, was used a targeted sampling method. The results indicate that the components of jihadi management identified in the research, In the form of 11 categories of jihadi structure, flexibility, vilaiee relationship, endeavor-orientation, participation, self-directedness, meritocracy, leading thinking, spirituality-orientation, growth-orientation, and anti-arrogance are categorized under different subcategories. The results of this research can be used in different systems such as educational system. It is also suggested to study the components of Jihadi management from the perspective of the developmental documents of the education system.

The purpose of this study was to identify the impact of virtuous leadership on teachers’ organizational learning with the mediation of job autonomy in the academic year 1395-96. The research method was descriptive-correlation and based on structural equations model. Statistical population included all elementary school teachers at the Hamadan province and population size was 8567 people and sample size was 368 subjects and determined based on the Cochran formula. Three questionnaires were used in order to collect data with two items including: virtuous leadership related to Wang & Hackett(2015), job autonomy related to Edward(2006) and organizational learning related to Garcia Moralesetal(2005). For appointment of the questionnaires validity used of the Confirmatory Factor Analysis, and to assess the reliability used by Cronbach's Alpha coefficient, was estimated 0/93, 0/84, and 0/85 respectively. After collecting the data analyzed by SPSS and LISREL. The findings showed that: Direct effect virtuous leadership on job autonomy and organizational learning is positive and significant. In addition, the indirect effect virtuous leadership on teachers’ organizational learning and with intermediary job autonomy is positive and significant. It is inferred from the results that school administrators' applying virtuous leadership style, and giving job autonomy lead to promotion of organizational learning of the teachers.

The purpose of this article is to explain the ultimate goal of moral education from the Islamic perspective (verses and moral narrations). In this article, verses and narrations were chosen with two criteria as "knowing God as the center of the universe" and "Practicing moral commandments ". Research method was Hierarchy Analysis method with philosophical approach. The analysis of data and interpretation of verses and narrations was done by inductive method and continuously with data collection. In this research, intermediary goals have been achieved such as: gaining benefits and avoidance of world damage, attaining of likeness to God, benefactors and modest position and moral liberty. Then the intermediary goals are classified using hierarchy method. . Findings of the research indicated that gaining benefits and avoidance of world damage (consequentialism) was at the lowest level and outstanding servants of God (moral liberty) was at the highest level. The outstanding servants of God means those special servants of the Lord that believe doing moral acts as their duty and they don't require the consequences of moral action.

The purpose of the study is the phenomenological study of the parents’ religious teachings to preschool students in Urmia in the academic year of 1397-96. The scope of the research work was applicable and the approach was phenomenological (qualitative). The research community was preschool students’ parents in Urmia which has been saturated among 14 people in a meaningful way. In order to collect data, a semi-structured-interview has been used. Analysis has been done by using the Kolaizzi approach. The findings (methods of parents’ religious teachings) summed up into four main reasons and sixteen subsidiary reasons as follows: Modeling (parents’ believing in catechism practically, paying attention to the details of religion, and following the Islamic doctorine in the family). Lifestyle (positioning, religious family meetings, following the Islamic culture and religious teachings approaches). Educational media (like using educational movies, religious and Quranic softwares, choosing proper TV or radio programs, book and cell phone). Being in holy places and religious ceremonies like, (being in mosques and taking part in Eids and religious mourns with children and attending in Eids and religious ceremonies (mourning for the prophets and their families and death plans and pilgrimage trips). The result of the research work indicates the necessity of parents’ religious teachings due to the generations gap and recent cultural changes in society.

The purpose of This Article is Study of the relationship of religious beliefs and Islamic lifestyle with job performance of elementary school teachers in academic year of 1396-95. The research method was descriptive-correlational. The statistical population included all elementary school teachers (100 males, 152 females) in Bandare Torkman. Stratified random sampling was used to select 61 males and 92 females. Three questionnaires of Glock and Stark Religiosity Questionnaire (1965), Kaviyani Islamic Lifestyle Questionnaire (1388), and Paterson Job Performance Questionnaire (1970) were used and multiple regression and Pearson correlation coefficients were used to analyze the data. The results indicated that there is a relationship between religious beliefs and Islamic lifestyle with the teachers' job performance. In general, religious beliefs and Islamic lifestyle explain 79% (coefficient of determination of 79 o%) of the variance, with multicollinearity results of 3/65 and 3. 04, for teachers' job performance. In addition, there is a positive and significant relationship between religious beliefs and its dimensions (belief, emotional, consequential, religious and intellectual) with job performance, between Islamic lifestyle with job performance, and finally between religious beliefs and its dimensions with Islamic lifestyle and dimensions (timeliness, security, defense, thinking and science, mental health, family, financial, ethical, beliefs, and social) of the studied teachers. Thus, the individuals with a high level of religious beliefs and Islamic lifestyles have an effective job performance.

The purpose of this study was identification of the components of moral education related to students that done by the comparison character education theories with the Islamic education approach. The research method is analytical-inductive. In this research, at first, the character education theories were studied, and then the results were compared with the concept of Islamic education in Bagheri's theory (1392). Findings indicated that the character education theories emphasize on the development of personality but the problem of education is founded on other-construction and in comparison with character education theories, it is clarified that the concept of Islamic education means 1: to become "Robobi", 2: refers to "transformation" and "self-improvement" and "self-actualization"، 3: the necessity for "rational maturity" and the pre-rational period is "preparation. ". This aims to foster students and prepare them to invite “ robobi” . 4: The foundation of the teacher's practice in the process of moral education is two educational possibilities such as "moral nature" and "social identity" (fraternal society). Finally, it was concluded that the attention to the realization and prosperity of these components of moral education is based on the two foundations of "moral nature" and "social identity" within the scope of the duties of the teacher and they can be achieved by teacher's methods and educational activities.

The purpose of this study was to investigate the relationship between cultural intelligence and spiritual intelligence with the social identity of students of Islamic Azad University of Islam shahr in the academic year1396-1397. This research was descriptive-correlational and the statistical population of the study was all the university students who had 2821 students. The sample size was 383 according to the Cochran formula. . The data gathering tool was Richard Jenkins Social Identity Questionnaire (2008), Ang et al's Cognitive Behavioral Intelligence Scale (2004) and King's Spiritual Intelligence Scale (2008). Their reliability was obtained 0. 90, 0. 88 and 0. 88 respectively. Structural Equation Modeling was used to analyze the data using LISREL Software. The Findings of the research indicate that cultural intelligence has a direct and meaningful relationship with spiritual intelligence and social identity. The results indicate that by enhancing cultural and spiritual intelligence through formal and informal education at the university level, an important step in the process of developing and strengthening the culturalcommunity can be found.