Coronvirus desies and its consequences have caused concern among various segments of society. In particular, the change in teaching methods from online to face-to-face training and the damage caused by this process in some cases has made this educational process difficult. Thus, identifying students' concerns and understanding the predictions of anxiety in the reopening of educational institutions will allow us to address the roots of this factor after the Corona epidemic and the reopening of schools.. This research is a qualitative research and content analysis and its statistical population is high school students in Tehran at the time of reopening of schools after the Corona epidemic. From this statistical population, 40 male and female subjects who met the research criteria were selected. After interviewing the subjects and analyzing them, sub-themes and main themes have been identified and classified.

Purpose-In this article, an attempt was made to discuss the representation of gender identity in the textbooks of the second secondary school. The main idea of this article was that the gender patterns in the society are reproduced by means of dominant discourse and it is tried to naturalize some existing gender roles or their continuation in the society. One of the most important of these tools is textbooks, which try to internalize the dominant gender patterns in the sensitive period of socialization in order to shape the gender identity in teenagers and to do this, they highlight the desirable and reference roles in textbooks. Methodology-To answer the research question, the qualitative content analysis method was used to analyze the textbooks of the second secondary school. The unit of analysis in this research was male and female characters in the majority of images and writing. The sample population of the research included the second secondary school textbooks (in the first, second and third grades). In this research, purposeful sampling was used, and all the contents that somehow dealt with issues related to gender were analyzed. Findings-The research results supported the main hypothesis of this research and showed that traditional identity patterns existed in different dimensions of female identity representations in textbooks and that traditional female identities were indicated as exemplary and successful women. Also, our data showed that these texts aimed at naturalizing these identity patterns and tried to show women's social roles and activities as having secondary importance through displaying some of the traditional roles of women in the family as desirable. In this regard, it seems that the textbooks largely ignore the social changes in the society or introduce them as a social harm. On this basis, according to the main discourse in these textbooks, the ideal female identity is composed of housewives who try to fulfill their roles as housewives in a desirable way. Therefore, a successful woman will be the one who can move in the best way towards the satisfaction of her husband and children. Therefore, things such as the motherhood feelings, possessing emotions and feelings, being the center of affection and love, and the like are mainly among the components of gender identity interpretation for female students and playing this role is emphasized as a strength for women. Moreover, when women play a role in housework and raising children and play the role of mother and housewife, it is associated with a kind of sensory and emotional favorability. Also, the obtained data showed that compared to men, women are represented to a much lesser extent in outside jobs and social roles, and it seems that the current educational system tries to increase the emphasis on women's role in the home by hiding or underrepresentation of women's jobs.

The field of chemistry education is one of the multidisciplinary trends that are defined in order to train a chemistry teacher for the second round of high school, which aims to acquire the knowledge, skills and competencies required for student-teachers. Teachers are the most important factor in preparing students in any education system, so teacher education reform is one of the necessities to improve the quality of the education system, including these reforms, revision of the education curriculum so that the teachers can acquire the necessary competence to teach. This article examines the topics discussed in the high school chemistry textbooks in the second round with approved topics in the field of chemistry education and its research method is descriptive-comparative in which it first examines specialized courses in the field of chemistry education. Then, the mentioned topics are compared with the topics mentioned in the textbooks of the second high school chemistry, and based on this comparison, the important topics in the chemistry education courses are identified.

Considering the role and place of religious identity in the harmonious and balanced development of the personality of the citizens, especially the young generation of the country, and the need to identify the problems and inefficiencies in this field, this qualitative research has tried to based on the lived experiences of the teachers (second secondary period) to identify the level of commitment of the students to religious identity as well as its main problems and challenges. The statistical population of the research was secondary school teachers in the city of Isfahan in the academic year 2023-2024, among them the experiences of 24 teachers who had at least 15 years of teaching experience in secondary schools and had sufficient knowledge and experience in the subject under investigation, were identified as sources of information for the research and were interviewed according to the principle of theoretical saturation. The data collection tool was a semi-structured in-depth interview. The seven-step method of Collaizi was also used to analyze the obtained data. Overall, the findings showed that from the point of view of the participating teachers, the level of adherence of secondary school students to religious identity is very low and at the same time, the growth and formation of this type of identity has 5 serious challenges, i.e. extreme conflict with virtual space and social media, negligence and inattention of students' families, problems of the educational system, influence of some social realities and the negative influence of friends and peer groups. It is obvious that thoughtful policy making and planning and careful action in the solving or reducing the mentioned challenges can play a very effective role in the growth and prosperity of the religious identity of the young generation.

Objective: The current research describes whether teachers and school staff recognize high school students in Tehran and proposes some sub-themes in which the research findings are organized. Honneth’s theory of recognition provides a framework for understanding students' lived experiences including their relationships with teachers and school staff. Methods: The current study used interpretive phenomenology and a semi-structured in-depth interview technique. The method of selecting participants (13 students) was in accordance with purposive and maximum variation sampling. Results: Three main themes were identified from the data to describe students' lived experiences: "the character of the school staff as a system", "discrimination", and "promotion of official religion-based ideology".The negative experiences that were formulated under the "promotion of official religion-based ideology" correspond to the second and, especially, the third levels of disrespect according to Honneth’s theory, and those that fall under "the character of the school staff as a system" and "discrimination" include all three levels of disrespect in his theory. Not loving, caring, and supporting students, making students feel negative, and not having empathy for them are all feelings that show the first level of disrespect, and when we are faced with forcing students to submit to a certain ideology, we are actually dealing with the denial of any plurality, and this is an instance of second-level disrespect. Finally, centralism, as well as prescribing a certain way of living/being, are both the third level of disrespect. Conclusion: The findings indicate that the recognition of students in school is distorted, and this can cause them to face problems in understanding the collective and society in general. The school can be considered as a community in which the demand for recognition is disturbed.

The purpose of this research is to determine the relationship between moral intelligence and academic self-efficacy with the mediation of academic engagement of students in Mahabad city. The method of descriptive-survey research was of the correlation type and the statistical population was all 2831 secondary school female students of Mahabad city, of which 338 were selected by cluster sampling using Morgan's table. Data collection tools were standardized questionnaires of moral intelligence of Lenik and Hill (2005), academic self-efficacy of Jinks and Morgan (1999) and academic engagement of Fridix et al. (2006). The results of hypothesis testing were analyzed by spss and pls software and using correlation tests and structural equation modeling. The results showed that moral intelligence has a positive and significant relationship on academic self-efficacy with the mediation of academic conflict (0.31). Also, the results indicated that there is a positive and significant relationship between moral intelligence and academic self-efficacy components (0.52). The relationship between moral intelligence and academic engagement components was positive and significant (0.76) and finally, academic engagement has a positive and significant relationship with academic self-efficacy (0.41). Therefore, by increasing moral intelligence and consequently increasing academic engagement, it is possible to provide the basis for increasing academic self-efficacy in secondary school female students of Mahabad city.

Purpose: The aim of this study is to provide a competency model for secondary school principals Materials and Methods: The research method is applied in terms of purpose, qualitative in terms of data type and emerging data in terms of nature and type of data study. The study population consists of all experts. Based on the theoretical method of snowball sampling and based on the theoretical saturation of the data, 15 experts were selected for interview. The research tool was a semistructured interview in which the dimensions, components and indicators of the competency model of secondary school principals were adjusted. For the interview form, first all national and global models, findings, studies and theories were reviewed, then, by open coding, the indicators were counted and categorized through dimensions, dimensions, components and indicators, and for 15 experts. The dimensions and components were identified by means of coding through interview, Delphi technique and brainstorming. Findings: As a result, 5 dimensions, 17 components and 136 indicators for the competency model of secondary school principals were finalized. Conclusion: After the final approval and prioritization of experts, the dimensions, components and indicators of the model were drawn, and the model was re-validated by experts.

The present study was conducted with the aim of identifying the relationship between perfectionism and academic progress of second-secondary students in Tehran. This research is practical in terms of its purpose and its research method is descriptive correlation type. The statistical sample is 96 male and female secondary school students of Tehran city in 1400, who were selected using available sampling method. The tool for collecting information is Frost's 35-question perfectionism questionnaire. In this research, spss22 software was used to analyze the data obtained from descriptive indices (mean, variance, standard deviation and frequency charts) and inferential indices (Pearson's correlation coefficient) and to measure the relationship between variables. The results indicate that the worry about mistakes dimension of the perfectionism construct is not related to academic success. Then, doubt about applying the perfectionism structure has no relationship with academic success. The parental expectations aspect of the perfectionism construct is related to academic success. The dimension of parental criticism of the perfectionism construct is related to academic success. Then, the individual standards of the perfectionism structure are not related to academic success, and finally, the order (organization) of the perfectionism structure is not related to academic success. Therefore, it is recommended to hold meetings on the topic of family and children for parents with their children, so that parents realize that if they have high expectations from their children, it can have a lot of negative effects on them.

Objective: The purpose of this study was to compare learning approaches and academic procrastination in normal and blind students in Khoy high school students in the academic year 1399-1400. Method: This research is fundamental in terms of purpose and causal-comparative in terms of method. The statistical population consisted of all high school students in Khoy city. The sample consisted of 60 students (30 blind students, 30 blind students) who were selected by convenience sampling. In order to collect information, Miller et al. 's (1999) Learning Approaches Questionnaire and Tuckman's (1991) Procrastination Test were used. The validity of the questionnaires was confirmed by the supervisor and their reliability was obtained through Cronbach's alpha coefficient of 0. 912 and 0. 847, respectively. Kolmogorov-Smirnov test was used to determine the normality of the data. Due to the normality of data distribution, t-test and Multivariate analysis of variance were used to test the research hypotheses. Result: The results of data analysis showed that in learning approaches, the rate of functional goals and external valuation in normal students are higher than blind students. Also, the rate of instrumental / future goals and internal valuation in blind students are higher than normal students. The components of learning objectives and perception of ability were not significantly different. The analyzes also showed that academic procrastination and its components (intentional procrastination, procrastination due to fatigue and procrastination due to unplanned) in normal students and blind in secondary school students are not significantly different. Conclusion: In general, blind students use special and desirable learning approaches according to their specific circumstances.

IntroductionThe curriculum of literature history has long faced challenges. Teachers have consistently encountered difficulties in teaching the subject, and students often perceive it as dry and monotonous. The aim of this study is a phenomenological exploration of the implementation of the literature history curriculum in high school. This research examines the lived experiences of experienced teachers regarding the challenges of the curriculum, teaching methods, teaching and learning opportunities, and assessment, to provide effective insights for other educators.Literature ReviewAccording to Fotuhi (2008), “the history of literature is the narrative of literary development and evolution over time, describing the causes and factors of these changes, as well as the interconnection among literary events” (32). The content of the literature history curriculum in the humanities field is no longer independent as it was in the past, but has now been integrated into the new book of literary sciences and techniques. Findings from various studies have confirmed the existence of challenges in the literature history curriculum from past to present. Research by Atrafi et al. (2013), Sadeghi (2015), Ghamari (2016), and Saadzadeh (2017) has demonstrated that the literature history curriculum faces challenges. Saadzadeh (2017) concluded that revisions are necessary for the 10th and 11th grade Persian literature textbooks in certain cases. Rahmanpour and Nili (2014) concluded in their research that while the literature curriculum cultivates desirable abilities in students, the findings indicate that the curriculum poses challenges in terms of content and teaching methods. Zardakhshoui (2019) examined the structure and content of Persian textbooks for the second year of secondary school. Shafaei (2021), in his research, defined the concept of lesson planning, its principles, and strategies for teaching Persian language and literature. Regarding the use of effective teaching methods in the literature course, Sabbaghian (2010), Arjmandi (2008), and Farhangi (2004) have concluded that to alleviate students' concerns about the extensive memorization of materials, the impermanence of content, the monotony of topics, and student passivity, introducing new methods and approaches such as demonstration methods and employing techniques to make the material more tangible in teaching literature history is essential. Reviewing the aforementioned studies indicates that the literature history curriculum faces challenges. Overall, none of the existing studies have employed the phenomenological method. Therefore, in addressing the challenges of the literature history curriculum, this research utilizes phenomenological methodology to explore the experiences of successful literature teachers.MethodologyThis research was conducted using a qualitative approach and employing phenomenological research method. The participants of this study included all teachers who had more than 10 years of experience in teaching literary history. Sampling was carried out based on purposive method and reached theoretical saturation of the categories. Eleven experienced teachers and educators were selected for interviews, comprising 8 teachers and 3 Persian language and literature professors. Semi-structured interviews were used for data collection. The data were analyzed through open and axial coding using the Strauss and Corbin method. To ensure the validity of the findings, the coding process and assigned codes were reviewed in multiple stages by curriculum specialists and Persian literature experts, and after necessary revisions, they were confirmed. The reliability of findings was ensured through agreement among coders, indicating high consensus among them.DiscussionBased on the findings and in response to the first research question, literature teachers' lived experiences regarding the challenges of teaching literary history content encompass three themes: lack of curriculum independence, inadequacies in textbooks and disorganized materials, lack of engagement. Addressing the second research question on teaching methods, literature teachers' experiences include three sub-themes: demonstration-based methods, activity-based methods, and transfer-based methods. Regarding the third research question on teaching and learning opportunities, literature teachers' experiences involve two sub-themes: student activities and teacher activities. Addressing the fourth research question on evaluation, literature teachers' experiences encompass two sub-themes: testing methods and scoring methods. Overall, this study identified four main themes, ten sub-themes, and 66 open codes.ConclusionThe results of this study indicated that the literature history curriculum faces challenges that literature teachers can address by utilizing the experiences of successful teachers in teaching methods, teaching and learning opportunities, and assessment. The findings of this research can be utilized by curriculum planners, authors, and literature teachers.