JOURNAL OF EDUCATIONAL AND SCHOLASTIC STUDIES
Year:2019 | Volume:7 | Issue:19 |Papers Count:7

This study aimed to investigate the role of professional development and empowerment of Farhangian University in students’ perceived teaching quality. The research method is descriptive-correlation type of structural equation model. The statistical population consisted of 718 Farhangian university’ s students of Yazd in 2016 in which the sample size was appointed as 250, using Cochran formula. Using simple random sampling questionnaires were distributed among the students. Data gathering tools were three questionnaires: questionnaire of professional development through Researcher-Made, Professional Empowerment Questionnaire of Spreitzer (1995) and quality of teaching Questionnaire of Seraj (2003). For data analysis, structural equation modeling and LISREL software were used. The results showed that professional development has a significant positive influence on the empowerment and perceived quality of teaching. Empowerment has a positive and significant influence on the perceived quality of teaching. Professional development has indirect and positive effect on perceived quality of teaching through empowerment. In general, professional development and empowerment have critical and important role in improving the students’ perceived teaching quality.

The main objective of this study was to evaluate the effectiveness of problem-solving approach for the internship course on enhancing professional competencies of teacher-students. The study used a quasi-experimental post-test design with a control group and statistical population is 107 students of Farhanghian University in Allameh Tabatabai Campus of Urmia entered in 1391. The sample of this study consisted of 42 students, 21 of them have chosen internship course with problem solving approach and 21 others have chosen internship course with traditional approach. To collect the data, Danielson and Strong have been used. Problem-solving approach using the training package was used in the experimental group. The results of the independent group T-test showed that between the new approach and the traditional approach in general in the professional competencies as well as in its components, including: teacher's prerequisite skills, supervision of student progress, professional responsibilities, Planning and preparation, organization of classrooms, personality traits and promotion of teaching and teaching, there is a significant difference, and there is a significant difference between the professional qualifications of the student who have completed the internship lessons with a new approach. As a result, the application of the new approach in internship lessons has been effective in enhancing the professional competencies of student and the lecturers are suggested to apply that approach in their internship courses.

The purpose of this study is to design and validate a model of cognitive constructivism education for elementary students. To achieve the research goal was used a mixed method. In the qualitative section for obtaining an educational design pattern, the analysis of inductive content, and in the quantitative part, for internal accreditation, the viewpoint of experts through the survey questionnaire has been used In order to select articles for analyzing qualitative content, first the keywords were selected to search the articles. In the qualitative section, the statistical community included all articles downloaded from related databases such as Sage, Ebsco, Wiley, Sciencedirect, Proquest, Eric, and Sprinhger in the period from 1990 upto 2016, and in the quantity section of the 15 people there were curriculum specialists. In this research, the purposeful sampling method was used. The sample size of 25 articles and content analysis unit in this research were themed. According to the content analysis on articles, three categories were as follows: Teacher's role, learner's role, role of knowledge. Finally, the results of all analyzes of the content on the articles were presented in the model format. Internal validation According to experts' point of view has shown that the educational model provided on the basis of cognitive constructivism is of good and proper credibility and has the necessary effectiveness in educating students.

The present research was to analyze the strengths, weaknesses, opportunities and threats facing the smart schools and appropriate strategies provided in this field. The present study is an applied research and in terms of data collecting is descriptive-survey. Of the statistical population (2625 primary school teachers in the city of Kerman), using cluster sampling, a sample size of 217 teachers were selected. An author-developed questionnaire (48 question) was used as data collection instrument. The validity of the questionnaire was determined by experts and the reliability coefficient of the questionnaire was 95 points. Using descriptive statistics, Swat's model analyzed data and presented important strategies for school intelligence. The results show that school intelligence strategies are close to conservative strategies based on teachers' viewpoints, which means that, by practicing the conservative strategies presented in this research, the authorities can largely influence the strengths of school intelligence to the maximum and minimize its threats.

The purpose of this study is to design a model of competency of school principals and to answer this question: What are the dimensions and components of this model based on the documentary and the main document on the development of the model of competency of school administrators? This research is analytical-descriptive in nature and it is focused on designing the model of competency of school principals by using the database theory strategy and content analysis method. The documents studied in this study are the most important documents related to education, approved by the Supreme Council of the Cultural Revolution and the Supreme Council of Education from 2010 onwards. Due to the importance of each document and in order make the model comprehensive, the statistical sample was considered to be the statistical society. The content analysis method was used to interpret and analyze the data. Based on the analysis of the content of these documents and using comparative studies, the model of competency of school principals was designed. In the final step, Delphi technique was used to validate the final model.

The main purpose of this research is to design a model of competency of primary school principals in Tehran. In order to achieve this goal, sub-objectives of identifying dimensions, components and indicators of the model, prioritizing and evaluating it have been developed. The research is applicable in term of purpose and is exploratory blended in term of data. Regarding the nature and type of study, the present study was conducted based on database theory and a cross-sectional survey method. In the qualitative part of the research, 30 academic experts and educational elites with a experience of management of schools especially the elementary period have been selected and through the interview and Delphi technique, the indicators of the managers' model competency have been identified. The findings of the interviews were selected using the theory of database, in three stages of open, axial and selective coding, and the results were confirmed in three phases of Delphi technique implementation. Finally, 124 key concepts have been identified in the form of 13 components and 6 dimensions. The statistical population in the quantitative research includes 175 primary school principals in Tehran. A sample of 120 people (40 female and 80 male managers) was selected by random sampling method and completed the questionnaire. To analyze the data in the qualitative stage, the database theory was used and in the quantitative stage, confirmatory factor analysis was used. Based on the results of confirmatory factor analysis, 124 approved statements of this study were presented in the form of 6 dimensions including subjective-insight competencies (with 2 components and 15 items), internal competencies (with 2 components and 20 items), competency Interpersonal skills (with 2 components and 17 items), moral competencies (with 2 components and 11 items), functional competencies (with 3 components and 40 items), leadership competencies (with 2 components and 21 items) have been classified.

This research aimed at studying the relationship between emotional intelligence components and teachers’ professional progression. The research method was correlational and the statistical population was consisted of 8156 teachers of the first period of secondary school in Tehran, in the academic year 2017-18. By Multi-stage cluster sampling method, all the teachers of girls and boys high schools in the districts of 1, 2, 4, 6, 11, 16 and 18, were chosen. According to Morgan's table, the sample size was considered to be 400, and the data were collected through questionnaire emotional intelligence Sheering (1995) and career advancement Queen Dom (2005). Results showed direct effect of emotional intelligence on career advancement was positive and meaningful. Direct effects of emotional intelligence components, including self-awareness, empathy, self-management and social skills, were also positive and significant. So, to explain these results, we can point out the importance of emotional intelligence in the workplace. According to these findings, the implementation of interventions such as emotional intelligence training in teachers can increase their career advancement.