Introduction and Objectives: In recent years, attention to competency in the public sector has accelerated, and governments have recognized it as a lever to enhance organizational productivity. The existence of a meritocratic system in any country increases the legitimacy and acceptance of its political system. Therefore, identifying and appointing competent individuals in public organizations is a fundamental responsibility of the governing system, and a prerequisite for these key actions is defining and explaining the competencies required for specific positions. Five decades after the victory of the Islamic Revolution and the establishment of the Islamic Republic of Iran, and on the verge of achieving an Islamic government, reforming the management system has become a legitimate demand of the people, with meritocracy being a crucial element. Any study of meritocracy requires careful consideration of the prevailing values and principles, including which factors and components to examine, how to conceptualize them, and the scope of analysis. Previous studies by Rahimi et al. (2021, 2022) presented a framework of rationality based on Islamic teachings (Qur’anic verses and Hadith) and its implications for public administration. Building on this framework, Rahimi and Moayyed Safari (2023) critically examined bureaucracy and bureaucratic rationality, proposing short-term and long-term strategies to move towards a system grounded in Islamic rationality. The long-term strategy emphasized recruiting and employing competent individuals (based on Islamic rationality) in the bureaucratic system to achieve transformation and improvement. This study aims to define meritocracy and its components within the framework of Islamic rationality and propose a mechanism for its implementation.  Methodology: This research is qualitative, interpretive in philosophy, inquisitive in approach, fundamentally oriented, and library-based, using the implication-based research strategy. The Islamic rationality framework serves as the source knowledge, and the concept of competency as the target knowledge. Islamic rationality encompasses three major dimensions: contexts of rationality development, domains of rationality development, and consequences of rationality development. Based on this framework, three core axes of competency align with the three domains of human existence-thought, character, and action-as follows: intellectual competencies, ethical competencies, and professional/specialized competencies. Intellectual Competencies: Intellectual competencies in the domain of thought are necessary conditions and minimum standards of Islamic rationality, centered on discernment. A competent individual must possess the ability to understand, distinguish, and judge theoretical matters and, in practical cases, apply creative and appropriate solutions based on theoretical knowledge. This requires various types of intelligence, which can be assessed using existing standardized tests. Ethical Competencies: Ethical competencies involve the ability to choose correct values and apply them appropriately in different situations. Although selecting correct values may occur by imitation or chance, their proper application typically requires high intellectual abilities, particularly social intelligence. According to the teachings of the Ahl al-Bayt, the virtue of honesty is the highest moral quality, while lying is the gateway to other vices. Thus, honesty and avoidance of falsehood serve as the primary indicators of ethical competency. Emerging technologies, such as lie detectors and standardized psychological tests, can assist in assessing ethical competencies, with a focus on honesty. Professional and Specialized Competencies: Professional competencies encompass the skills, knowledge, and abilities specific to a scientific or technical field required for successful performance in a profession (e. g., medicine, engineering, law). They are typically acquired through academic training, certification, and practical experience. Professional competencies develop in work environments through on-the-job training. Standardized tests, including university entrance exams and professional certification exams, serve to assess these competencies and continue to evolve. Findings and Conclusion: From the perspective of Islamic rationality, meritocracy implies that the most competent individuals-those who are most intelligent, honest, and skilled-should hold public administrative positions. In a meritocratic system based on Islamic rationality, the highest rankings go to those with the highest combination of intelligence, honesty, and expertise, with minimum thresholds in each dimension. While previous Islamic meritocracy literature emphasized specialization and commitment, this study adds intellectual capacity as a third key component, acknowledging that intelligence enables individuals to effectively utilize their expertise and commitment in problem-solving. A fully competent individual in this framework should integrate intelligence, commitment, and expertise. Moreover, a person with taqwa (piety) possesses a minimum level of skill, accuracy, and wisdom in all undertaken tasks, facilitating divine assistance, easing affairs, guiding toward healthy outcomes, and enhancing problem-solving capacity. Meritocracy is a process encompassing multiple stages, including nurturing, selection, appointment, and administration of competent individuals. Proposed strategies primarily address stages such as selection and appointment, but comprehensive measures should be considered across all stages to maximize human resource development.

Introduction: Community development and its day-to-day expansion, make the need to specialists ofmental health realm, especially counselors, more necessary. The current study aimed to qualitativelyinvestigate counselors’ perception about the components of their skill competencies. Method: In this present qualitative research, phenomenological approach was used. Among the counselorof Sepah Shamim Counseling Centers in Iran, counseling in 2016, 20 counselor were chosen to participatein the study using purposeful sampling method, and then interviewed. All the interviews were taperecorded, then transcribed line by line, and finally analyzed through interpretive analysis method ofDiekelmann et al. Results: 20 semi-structured interviews were conducted. Analyzed data from interviews led to theidentification of 842 primary code, 40 subthemes and 6 main themes (communication, interpersonal, technical, diagnostic, developmental, and therapy skills). Conclusion: The result of this study can help counselors to develop their training programs, assess theirlevel of competence and self-efficiency, and evaluate their level of competence in recruitment centers.

Knowing the components of economic education provides the dynamic background of education in this field. The aim of the current research is to investigate the indicators and components of the economic education curriculum. The approach of the current research is qualitative and its method is research synthesis. The research community is all the articles (211 articles) that have been presented from 1390 to 1401 AD and from 2010 to 2022 AD regarding economic education in curricula. The sample of the research is 32 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied articles. By analyzing the data, the dimensions of vitality in the curriculum of the elementary school in 4 factors and 55 categories including the dimension of individual factors (including indicators and components related to personality characteristics); The dimension of culture and economic ethics (economic fields in the society); The dimension of economic concepts and knowledge (indices in economic education) and the dimension of collective and communication concepts (communication and interaction indicators in education) were classified. Economic education is dependent on internal and external components in educational systems, which requires macro-planning in this field.

Background & objectives: The concept of the competence in schools as an educational organization is different from other organizations. Mental health is one of the components of leadership competence that helps to improve quality of services in different setting particularly in the educational organization. Despite importance of this competency, it has not been completely evaluated. Therefore, this study was conducted to identify the effective high schools competency components of having a mental health approach. Methods: This study was conducted using sequential exploratory mixed method. The sampling framework of this study was the Ardabil’ s public high school principals with work experience more than 5 years. Information was collected primarily by focus group and indepth interview. Later 178 subjects were interviewed using a 5_degree Likert questionnaire with 56 items. Data were analysed using the SPSS-22 & Amos softwares. Resultes: According to this study, there is four components, (knowledge, skills, attitude & mental health) for effective school leadership competencies. Mental health with six subcomponents is the highest priority in terms of importance with 98. 16% of respondents from focus groups. The fitting index of this component with the 30. 44 indicates its suitability for fit. Conclusion: In order to increase the productivity of work force, it is necessary to do some revision in schools to promote mental health. These changes are; facilating legal conditions for appropriate staffing in school, as a learning / teaching organization, revision of student selection criteria at "University of Farhangian" to select candidates who are likely to demonstrate higher quality in their future careers. Revision of Article 46 of the State Service Act, focusing on mental health, graduation and recruitment of an employee under the title of director and finally providing facilities to improve mental health of manpower in the school for better performance.

Introduction: Nursing managers play a key role in healthcare organizations. The effective execution of nursing managers' roles is influenced by various factors, including managerial competence. In today's complex organizations, determining the level of competence of head nurses is essential for improving their performance. Methods: This research was a descriptive cross-sectional study. A total of 150 head nurses working in hospitals affiliated with Iran University of Medical Sciences participated in the study in 2024, utilizing a census sampling method. The data collection tools included a demographic information form and the nursing managerial competence assessment questionnaire developed by Moghadam et al. (2019). Data were analyzed using SPSS version 26, applying both descriptive and inferential statistics. Results: The mean and standard deviation of the age of the participants in the research was )42.53±5.24( years. The average managerial competence of head nurses was reported at a high level (330.05±37.04) through self-evaluation. Among them, the organizational domain had the highest average (4.36) and the problem-solving domain (4.11) had the lowest average. There was a statistically significant relationship between the managerial competence of supervisors and passing the management course (p=0.042). Conclusion: Head nurses in the hospitals of Iran University of Medical Sciences exhibit a high level of managerial competencies. The results indicate that participation in managerial training programs positively impacts the enhancement of managerial competencies among head nurses, particularly in the organizing domain. The role of managers is significantly important among the various factors contributing to organizational success. To develop an effective and efficient management system, it is essential to have competent and capable managers. Understanding the strengths and weaknesses in each dimension of managerial competence can empower head nurses to strengthen their capabilities, address weaknesses, and ultimately improve the quality of nursing services.