Journal of Management and Planning in Educational Systems
Year:2020 | Volume:13 | Issue:1 (24)|Papers Count:11

Objective: The present study aims to identify and explain the phenomenon of teacher resilience in schools to create a suitable conceptual framework and develop its theoretical and practical foundations, due to the complex multidimensional concept of resilience that is influenced by its factors and constructive dimensions. Thus it is necessary and essential to consider resilience as an integrated and holistic structure to create a positive effect. Method: This research was performed with a qualitative approach and using a phenomenological method. The reason for choosing the method was that identifying the dimensions of the resilience phenomenon requires an in-depth and meticulous search approach, for which a qualitative approach and phenomenological approach can be employed. The research participants included exemplary and experienced school teachers, 20 of whom were selected as informants through targeted sampling, to the point where the analyzes were theoretically saturated. Semi-structured interviews have been used to gather information to identify its resilience and dimensions through the opinions, views, and lived experiences of teachers. The method of data analysis was inductive content analysis using coding in three levels: open, central, and selective. In this way, first, open codes were selected, then open codes with common meanings were organized together and form the central codes, and finally, they were aggregated based on the selected coding around the concept of resilience. Discussion and Conclusion: The results and findings showed that resilience is a multidimensional concept and includes cognitive, emotional, social, behavioral and physicalphysical/ physical dimensions. Teacher resilience is not only a scientific-technical concept, but also a kind of calmness and enlightenment of thought and behavior, in two ways for teachers, which is the intellectual and behavioral model of students, on the one hand, the resilience of teacher knowledge and thought and behavior in situations. Various, especially those with fatigue and urgency, show a calm and effective behavior in his personality that in such a learning environment, students achieve higher educational goals in school and classroom. On the other hand, in interaction with each other, students and teachers will understand the influential spiritual and moral capacities that represent their resilience in school and will set a pattern for their thinking and behavior. There is a difference between teachers who make hasty and emotional decisions and behavior and teachers who manage their performance wisely and with calmness and mastery of situations, and manage crises and emergencies. Students and other teachers are in such an atmosphere that they find a mature personality and act effectively in the face of personal and professional events and accidents. In the end, the findings are discussed with regard to the context and culture of teachers and schools in the country, and solutions for interested researchers have been proposed. These suggestions can be used to identify and strengthen teachers' resilience through courses, seminars, in-service courses and taught in educational classes. On the other hand, encouraging teachers to build themselves will be able to strengthen and improve the emotional and psychological dimensions of teachers.

Objective: The phenomenon of ethnicity and multiculturalism has long been one of the main issues of Iranian society. The purpose of this research is to analyze different approaches to ethnicity in Iran and its effects on the Iranian educational system. Materials and Methods: This paper follows a qualitative research method which utilizes a descriptive-analytical method. The data have been collected and analyzed in a documentary way and interviews. Thus, at the beginning, some of the most important sociological paradigms and perceptions related to ethnicity are examined, Then, each of the cultural and security approaches in the field of ethnicity was defined and analyzed. In the research, in order to answer the research question, the views of individuals towards the phenomenon of ethnicity were shown in a continuum. In the next phase of the research, the characteristics, effects and outcomes of each approach were examined and analyzed from the perspective of the interviewees. Participants in this research were Ph. D. students of Shahid Beheshti University of Tehran. They were selected through a purposeful sampling method, among them were people from different ethnicities, religions, and other regions of Iran and studying in different fields of human sciences at Ph. D. degree. Discussion and Conclusion: According to the results of this research, the outcome of the rule of the cultural approach are as follows: attention to cultures, freedom, equality, respect for the rights of individuals, hearing the voice of all. Accordingly, the result of the security approach to ethnicity in society is domination, dictatorship, repression, and monologue, and this leads to the formation of resistance among subcultures, which in the field of education, this resistance appears as the emergence of the underground curriculum. Also, based on this study, with the rule of the integrated security-cultural approach, conservative thoughts prevail in society.

Objective: The success of the education system in educating students is significantly influenced by the access of teachers and their participation in quality professional development activities. Among the programs for empowerment and professional development of teachers are holding educational programs to serve or introduce teachers. The teacher is considered the most important person in the curriculum implementation process. Thus it is vital to educate and develop his or her effective careers, which are the starting point for any change. An effective teacher relies on the knowledge and skills required for the teaching profession, and having professional competencies always seek to provide opportunities for learning among students. The main aim of the present paper is to examine the understanding and experience of the lives of novice teachers in the process of introduction to recruitment. Materials and Methods: The research method is applied in terms of its purpose and in terms of the nature of a qualitative research based on the phenomenological approach. All teachers and technical and vocational trainers hired in Ilam province from 2016 to 2019 were selected as population. The sampling method was snowball method In which 12 semi-structured interviews were conducted until the data saturation stage was reached. The data collection tool was a semi-structured interview in which the output of the interview was coded with the content analysis method, and its output consisted of 6 main categories, 22 subcategories and 89 concept codes. The validity of the extracted codes was used from the contributors and human resources experts, and in order to ensure the reliability of the research data, the method of repeated study, continuous comparison of data, summarization, and classification of information were used. To analyze the data, a coding procedure based on thematic analysis was used. Results and Discussion: The results showed that newly hired teachers from the process of introducing the service to the pleasant experiences, unfavorable experiences and legal knowledge and knowledge in the first days of employment as experience. Teachers' expectations of the recruitment justification program include the two axes of needs assessment and job orientation and job orientation, which is the most important issue in terms of needs assessment from the perspective of newly hired teachers and educators. Topics include intra-organizational processes, role-playing training, and organizational learning, including the educational needs of teachers at the beginning of employment. Teachers consider the most important concerns at the beginning of the service, including the two topics of emotional support and justification, and consider factors such as psychological and physical stress, inappropriate organization and poor management as problems and problems from the beginning of employment from the teachers' point of view. As a result, it can be acknowledged that the education system, at the beginning of the new arrival of teachers in the education organization, to hold service courses to prevent complaints caused by the organization's lack of planning and a new perspective. Make employees more pleasant than the organization. Before deciding to hire new teacher, the education organization should consider the required staff and pre-service programs, such as general and specialized training courses, theory and practice for each department.

Objective: This Research Aimed to Provide A Model For Institutionalizing The Personal Mastery of University Students And That of Higher Education Institutions in Iran. The Study Was Applied And Descriptive, Survey With Both Qualitative And Quantitative Parts (Mixed Method). For The Qualitative Phase of The First Study, The Theoretical Foundations, Literature of Research And The Main Components of Personal Mastery Concept Were Extracted For The Experts of Foreign And Domestic Universities to Assess. According to The Consensus of Their Opinions, A Model Was Then Designed to Develop the Dimensions, Components, And Indicators of A Researcher-Made Questionnaire. Materials and Methods: In The Qualitative Section, The Sample of The First Stage Was of 7 Experts From Foreign Universities Targeted With The Codification of A Re-Response Questionnaire And, in The Second Stage, Was 15 Ones of Domestic And Non-Governmental Universities. Criteria For Entering Was The Scientific Level of Associate Professor-Up, And Compilation of Specialized Books Related to The Subject Under Study. Codification of The Questionnaire Was Determined Through Content Validity Analysis With CVR And CVI Indices, And The Delphi Technique Was Employed. Statistical Sample in Quantitative Part Included 380 Students of Islamic Azad University, at Science & Research Campus, Which Were Chosen Based on Cochran Formula. Sampling Method Was Relative Random Stratified. Analyzing Data Were Applied in Addition to Descriptive Statistics (Center Orientation Indicators), Inferential Tests, Exploratory Factor Analysis, Confirmatory Factor Analysis, One-Sample T-Test, Structural Equation Modeling (SEM). The Software Used Was Spss 22 And Lisrel 8. 8. Result and Discussion: Results in The Qualitative Phase Brought About 8 Dimensions, 16 Components And 95 Indicators Confirmed Through The Consensus of Experts Opinion. In The Quantitative Phase of The Results, Findings Through Sample T-Test Showed The Current Status of Students Personal Mastery. The Average Difference Observed in The Components Indicated of Forgiveness (0. 42), Self-Awareness (0. 37), Loving Yourself (0. 99), Be Proactive (0. 97), Practicing Discipline(0. 82), Maintenance of A Positive Mindset(0. 93), Meta Cognition Self-Regulation Believes (0. 81), Living With Documented Purposes (0. 66), Among Which Dimension Loving Yourself Received The Highest StAndard Coefficient of The Bar Factor And Played the Most Role in The Personal Mastery of University Students. The Lowest StAndard And Lowest Role in Personal Mastery of University Students Went For Self-Awareness. In The Whole, Findings Showed That The Model of Institutionalization of Personal Mastery of Iranian University Students Was Including Following Dimensions: Forgiveness, Self-Awareness, Loving Yourself, Be Proactive, Practicing Discipline, Maintenance of A Positive Mindset, Meta Cognition Selfregulation Believes And Living With Documented Purposes.

Objective: Most educational crises and issues are rooted in the knowledge weaknesses of education. The knowledge of education is the outcome of graduate courses. Educational administration is a branch of educational science that has been such quantitative development in recent years. However, what is the contribution of educational administration to the development of knowledge and solving educational problems? Materials and methods: To answer this question, the case study method had been used to investigate the current status in the graduate course of educational administration. Population is the Ph. D. students and faculty members of educational administration major, in which a sample of them was selected through purposeful sampling and participated in qualitative and semi-structured interviews. Result and discussion: Research findings reveal that issues and challenges include apparent level elements such as accidental occupation and professional confusion as well as theoretical and intangible issues such as uncertain scope and places of educational administration. A comprehensive and strategic review of multiple factors is required to refine the existing situation of the master course of educational administration. Thus, graduate courses should focus on educating students who are capable of understanding, analyzing, criticizing, designing, and recreating educational institutions and systems.

Objective: Man and his behaviors in the organization have always been one of the most important issues in organizational behavior. Organization managers have well perceived that the essential factor in gaining competitive advantage is human resources in organizations. Materials and Methods: The present study seeks to investigate the perception of organizational structure and its role in predicting organizational silence and job burnout. This research is a descriptive and correlational one. The statistical population of the study was all the staff of the University of Birjand during the 2017 academic year. A sample of 196 people was selected based on the Morgan table and examined by the relative class method. Three questionnaires were used to collect information, perceiving the organizational structure of Turkzadeh and Mohtaram (2011), Organizational Silence of Vakula and Boradas (2005), and Maslach Burnout Questionnaire (1981). Result and Discussion: The results of the research indicated that the dominant dimension of the organizational structure at the University of Birjand is a deterrent. Organizational silence and burnout of university staff are lower than average. The results also showed that the organizational structure has a direct and significant relationship with organizational silence and job burnout (P<0. 01). It has an inverse relationship with the empowering organizational structure. (P<0. 01). The results showed that organizational silence is a predictor of occupat ional burnout.

Objective Today's educational systems in the world with a content-based curriculum do not perform well with the wide-ranging changes that occur in human societies. Because they are unable to develop the motivation, competencies, and skills associated with self-directed learning. Because they are not able to create opportunities to integrate knowledge and skills and provide learners with the experience needed to interact with their surroundings. So, in line with the fast-paced developments of today's world, a curriculum should be used to provide the basis for the growth of today's most important need for self-directed learning. Therefore, this study aimed to investigate the effect of the upside down approach curriculum on learners' selfdirected learning. Materials and methods: The research design used in this study was pre-test and post-test with two groups of control and experiment. Data were collected using Fisher, King and Tago selfdirected learning readiness questionnaire. The statistical population of the study consisted of 10th-grade female students in Tehran District 3, of which 70 were selected through convenience sampling. The sample was selected and then divided into experimental and control groups. The experimental group received ten sessions of training through the upside down curriculum and the control group through the traditional curriculum. Descriptive statistics on overall self-directed learning readiness scale and its three subscales (self-management, selfcontrol, and willingness to learn) were presented in two control and experimental groups at two measurement levels (pre-test and post-test) to provide a better understanding. The results are analyzed. In the section of analytical findings, one-way analysis of covariance (ANOVA) examines the effect of curriculum with upside down approach on self-directed learning readiness and its three subscales (self-management, self-control and willingness to learn) Before running this test, the assumptions of the test (normality of data distribution, homogeneity of variances, and regression slope equality) were assured. The findings of the present study indicate that the reversed curriculum increased learners' self-directed learning and its components (self-management, self-control, and willingness to learn) in the experimental group compared to the control group. Results and discussion: The results of univariate analysis of covariance showed that the effect of a well-designed syllabus on students' self-directed learning was confirmed and considering that the mean of the experimental group was improved in the post-test phase. It can be said that the inverted curriculum increased readiness for self-directed learning. In some ways, it can be acknowledged that an inverted curriculum can be an effective way of realizing learners' selfdirection in learning and its subscales. Trying to gain self-directed learning skills increases responsibility for one's own and others' activities, academic achievement, readiness to be present in the workplace, problem-solving, independence, initiative, self-esteem, improved communication, and self-assessment skills. Learners are also able to identify their needs, create goals, control their time and energy with self-management in the learning process. Self-directed learners are responsible for self-management by achieving self-control and can analyse, plan, implement and evaluate their learning activities independently, and can also make the most of their learning resources and practical learning strategies to overcome the problems that occur in the learning process by motivating them and learning to achieve the best learning outcomes.

Objective: To study the nature of the field of education administration and in Iran, recognizing the disciplinery boundaries of, dentifing areas of study by researchers, the epistemological approaches, the demographic characteristics of authors and finally providing a model for qualitative expansion of scientific indicators the present study was conducted. Materials and Methods: The research was performed with an interpretiveconstructive approach and content quality analysis method of. The research field was the field of educational administration and articles published in specialized journals in Iran. The sampling method was purposeful and criterion-oriented. For this purpose, all journals related to educational management from the two main groups of educational sciences and the collection of management that were indexed in the list of scientific-research journals by the Ministry of Science, Research and Technology until December 2016 were examined. In the first phase of sampleing, four journals (School Aministartion, Organizational Education Administration on organizations, New Approach to Educational Administration and Management and Planning in Educational Systems) were selected, which had the highest percentage of specialized articles compared to all published articles in the field of educational management. In the second phase of sampling, all specialized articles published in these journals (94 articles) were selected. In order to collect the data a researchermade checklist was used, which includes information related to articles such as: research title, field of research, type of epistemological approach, research method and authors' demographic information. Result and Discussion: The research findings showed that four main areas of research under the heading of managerial characteristics and skills, leadership styles, identifying effective leaders can be identified. Also, three sub-areas of research under the titles of evaluation, attitude assessment of school community have been considered by researchers in the field of educational administration. In total, 77% of the studies were done with a positivist and quantitative approach, and only 13% of the research was done with a qualitative or mixed approach. About 90% of the articles were extracted from graduate student dissertations, and about 10% of the rest of the articles were from independent researchs or projects in diffrent institutes. All the authors of the articles were either university faculty members or students under their guidance. In the organizational affiliation, none of the school practitioner or independent researchers of educational administration was mentioned. The quantitative expansion of the number of specialized journals in the last two decades shows the efforts of the professors in this field to promote independence and special nature of educational administaration from the educational sciences and efforts to increase the link between theory and practice. The research findings have useful implications: First, it seems that in line with global developments in the field of administaration and leadership, in the past decade in Iran, specialized journals and educational administaration researchers seek to demonstrate their ability to produce practical research. The focus was specifically on school administaration. Second, the field of educational administaration and leadership is witnessing progress in conducting experimental research on educational leadership instead of educational administaration, redefining and expanding further understanding of the field of educational administaration and leadership, using methodological tools and diverse conceptual frameworks in researchs. Finally, the use of meta-analysis techniques to integrate the knowledge base of educational administaration has been considered by the new generation of researchers.

Objective: Developing a diagnostic model for identifying the habitus of faculty members about educational spectrums using Field Theory was the main goal of this research. By the way, introducing and exploiting the capacity of Field Theory for developing analytical models in the field of higher education was the secondary aim. Materials and Method: The methodology of research in model development was conceptual theorizing by using Pierre Bourdieu's methodological principles in the field theory. In the test and accreditation of the model, the research method was of surveying kind. Participants were faculty members of Iran University of Science and Technology, Mazandaran University of Science and Technology, and the Industrial University of Arak, including a total of 480 members. Research questions were asked via questionnaire. Replies analysis was performed based on a semantic differential scale. Results and Conclusion: The habitus of each faculty member about educational spectrums can be determined through his/ her attitude in two dimensions: "belief to the difference in students training needs" and "relative willing to support privileged or poor margin. " By these two dimensions, faculty members can be classified into three groups: "identical-looking, " "distinguished oriented, " and "poorly oriented. " The most effective supportive educational programs are in place to be aligned with the collective habitus of faculty members. The framework of Field Theory has a high capacity for developing an analytical model in higher education organizations like other social fields. This framework can even be considered as a better substitute for organizational behavior theory for theorizing and modeling in educational management.

Objective: The purpose of this research is to identify and rank the significant factors in the selection of a university for graduate-level education from the viewpoint of students. Materials and Method: The literature on university rankings was first examined and 14 general factors were extracted with related indicators. Then, interviews were conducted with 15 students. Furthermore, a set of significant factors was gathered by considering the literature and student views. In the next step, to confirm these factors and indicators, 40 questionnaires were filled by students. Then, the results were verified by the T-test. Confirmed indicators (16 indicators) were re-classified and distributed in the form of a questionnaire with linguistic expressions among 20 other students. Then, using the data of this questionnaire and implementation of the fuzzy TOPSIS approach, the ranking of the significant factors in the selection of a university for a master degree was obtained. Finally, the status of factors obtained from the previous steps was presented. Result and Discussion: The results of the research show that in the proposed framework, the University Reputation factor is the most important factor from the students’ point of view. This factor includes the following indicators: public universities, university location, the age of the university, and the number of graduates employed in the work environment after graduation.

Objective: The increasing social demand for university admission and the inability to provide funding for higher education growth have encouraged many governments to get private sector participation in the area. In Iran, private higher education came to surface in 1958, and the activity of this sector has continued with a large fluctuation. In the course of action, the centers face various challenges that have made it difficult for them to operate. This article examines the most critical challenges facing the private sector in higher education in Iran. Materials and Methods: The statistical population of this study consists of 75 experts and includes a variety of executives and higher education experts. In order to collect data, questionnaires were employed. Content validity was used to determine the validity of the questionnaire, and the Cronbach's alpha coefficient was used to assess its reliability. To analyze the data, first through some central features and dispersion, descriptive findings were explained, and then a one-sample T-test was used to compare the mean with the expected level. Discussion and conclusion: Some of the challenges in the private sector of higher education stem from the decisions and actions of the Ministry of Science, Research and Technology such as increasing student admission in Payame Noor, Azad, and vocational universities, expanding state-run university branches, issuing unauthorized licenses for the establishment of new NGOs, unclear policies, numerous decisionmakers in the Ministry of Science, Research and Technology, not engaging the private sector in policy-making decisions, planning and regulation, and generalizing some shortcomings of institutions to the entire private sector of higher education. The existing administrative and organizational structure also poses challenges such as restrictions on NGOs using official platforms, lack of coordination from one government administration to the next, lack of a centralized NGO to organize, oversee and evaluate private institutions, lack of cooperation among government organizations, the existence of semi non-governmental institutions in the list of NGOs, and the existence of various institutions in the same name and title as nongovernmental higher education institutions. The legal challenges include lack of specific private sector regulations, lack of a proper ranking system, lack of uniform development criteria, not imposing the law on poor quality institutions, and the objection of some to the privatization of higher education due to violation of Article 30 of the Constitution. Existing social and cultural conditions also lead to challenges such as declining enrollment due to decline in population growth, the poor reputation of private higher education institutions in society, perceptions of the low quality of education among graduates, lack of willingness among organizations to recruit graduates from private universities, lack of job opportunities for graduates of private universities, a misconception of the nongovernmental institutions, a restriction on the low-income class in having access to private higher education centers, and the mass media inaccurate information on nongovernmental organizations. The financial challenges include the inability of the private sector to invest in higher education, inadequate government funding in NGOs, and people's reluctancy to donate to such establishments. The educational challenges include failure to meet the standard faculty to student ratios and the recruitment of qualified professors at prestigious state-run universities, as well as the obstacles to the development of such institutions.