DANESHVAR RAFTAR
Year:2006 | Volume:13 | Issue:18 (SPECIAL EDITION ON EDUCATION 6|Papers Count:8

In this research principals' supervisory styles have been studied with respect to Sergiovanni and Starrat theory (1985, 1993), According to this theory supervisory approach is either based on classical management style, human relations style, Dr human resources style, the sample size has been500 elementary teachers randomly selected among the population (Isfahan elementary teachers). The research design has been survey in which data and information were gathered from a 96 item questionnaire. The data and information were analyzed through descriptive and inferential statistics. The results showed that teachers' use of actual and ideal classical supervisory style fall in the medium tange and their use of human relationship and human resource supervisory styles fall in the high range. There was no difference observed between actual and ideal classical supervisory style. But there were significant differences between actual and ideal human relationship and human resource supervisory styles. Also there was a significant difference between the rate usagerate and desirability of The Three supervisory styles. The subject's preferred human relationship supervisory style to other styles.

Present research aimed to study the effects of teacher's appropriate treatment on aggressive and anti authority student's coping style in fourth and fifth grade of elementary schools. In the city of Tabriz. 28 students with coping styles of A and B were randomly selected through multiple stage cluster sampling. Coping style test and Reiven's intelligence Test for children were uses to determine the students coping style, students intelligence quotient, and to control the intelligence variable among students.The results showed that the teacher's appropriate treatment of students can significantly reduce the student's aggressive and antiauthority behavior in class.Due to the importance of teacher's appropriate treatment in class, several suggestis are offered as well.

This study examines the relationship between managers awareness of specific learning disabilities and students academic achievement in primary schools of Isfahan. The study addresses the relationship between specific learning disabilities, language disorder, dystrophia, dyslexia, dyscalculia and socio-emotional problems and academic achievement of students based on gender, academic record and work experience variables. The research method is a descriptive correlation type; the statistical population of the research includes all 411 primary schools managers and all 116832 primary school students; and the research sample includes 120 managers who have been randomly selected through cluster samples. The research instrument is the manager’s awareness questionnaire, with a reliability of 0.92. The results showed that there is a positive correlation between manager awareness of socio - emotional problems and students academic achievement. There is a significant difference among managers concerning language disorder and dyslexia, based on gender.Significant differences were observed among managers in all of the specific learning disability categories, depending on their education level and work experience.

The primary aim of the present research is to study the attitude of (first, second and third grade) high school students in Tehran province schools towards Arabic language. secondly, the effort is also taken to find out the relationship (if any) between sex and different "Educational and training" regions. Therefore, first an attitude questionnaire was prepared based on the specialists' points of view, then it was administered to 372 students (192 girls and 180 boys) The results indicated that the students, both girls and boys, had negative attitude towards Arabic language moreover, the fin digs showed a significant relationship between grade and sex, considered individually, and the attitude. However, there was significant relationship or interaction among sex, grade, the educational region and the attitude toward Arabic language.

Present research studies the influential factors in high school management effectiveness from teachers and principles perspective in Isfahan. The research method is a descriptive survey. The sample consisted two hundred teachers and principles from Isfahan high schools who were selected through random cluster sampling proportionate, to the statistical population. The research instrument was a 110 item researcher made questionnaire covering four major issues of principles personal characteristics, supporting educational programs, qualitative administration of the school, and activity evaluation by which the degree of influence of eleven factors on high school management effectiveness were studied.Research results showed that all factors influential in high school management effectiveness stood above medium level. In addition, among the mentioned factors, the ones related to supporting the school educational programs and principle's individual characteristics have shown to have the greatest influence whereas, qualitative school administration and evaluation had less influence. Finally among variables related to the four major previously mentioned variables the behavioral and emotional characteristics, goal setting, sustained effective and creative Communicator, a pong with continuous evaluation were shown to be more influential in high school management effectiveness.

In order to examine the teacher's expectation influence on the quality of their assessment of students -both boys and girls- we applied an experimental method of Post-test with a control group in the student's Social and experimental Sciences courses including the following three factors: Expectation making situations, Teacher's sex, and student’s sex. This research project has been implemented as a 3x2x2 factors.120 teachers in this research were asked to assess 80 exam sheets of students in 12 experimental situations by which research hypotheses and its key questions had been analyzed. The research findings are supporting teacher' s expectation effect in general, but regarding cross-relations of teacher's sex and student's sex there were no meaningful relationship in the teacher's assessment quality of those manipulated situations of expectations such as Positive and negative expectations and without expectation's effect.

Manpower predictive methods have been divided into “subjective" and "objective" methods. Evidences indicate that the "objective methods" are more trustworthy.One can act in two different ways in the form of “objective methods", to predict the faculty members needed for the active universities: first the procedure based on the ratio of university instructors to students; second the procedure based on the required working hours. It appears that the procedure based on the required working hours, on one hand, considers most of the effective variables which have impact on the approximation of estimation, and on the other hand, it is practicable with those data which are considered as the accessible data that are prepared in universities as usual.Therefore, this procedure presents an easy and practical framework for the estimation of the faculty members needed for universities, and can be applied in other levels; that is, it can be applied in the levels of faculties, educational groups and fields, and then one can predict the required faculty members.