سیاستگذاری، برنامه ریزی و مدیریت آموزشی
Ghive Joudy Shahabad; Sadegh Maleki Avarsin; Zarrin Daneshvar Heris
Abstract
The present research was carried out by the purpose of determining the relationship among organizational loyalty and social undermining by mediating of organizational commitment of school managers in Miandoab. It is applied research considering its purpose and regarding the method of data collection ...
Read More
The present research was carried out by the purpose of determining the relationship among organizational loyalty and social undermining by mediating of organizational commitment of school managers in Miandoab. It is applied research considering its purpose and regarding the method of data collection descriptive of correlational kind using modeling structural equations. The statistical population of the present study included all the managers of Miandoab schools in all grades of elementary, first period of high school, second period of high school, technical –professional instruction, vocational training in the educational year of 2021-2022 among them 262 people were selected by using relative class method. In order to collect the needed data, questionnaire of organizational loyalty of (Kumar & Shekhar, 2012) questionnaire of organizational commitment of (Belfor & Wechsler, 1996) questionnaire of social undermining of (Duffy et al, 2002) were used. In order to analyze data and examine causal relations among the variables, modeling structural equations were used. The results showed that organizational loyalty has significant negative relationship effect on social undermining (p<.01) and organizational commitment has significant negative relationship effect on social undermining (p<.01). Also, the mediating effect of organizational commitment in relationship between organizational loyalty and social undermining was confirmed (p<.01). Regarding the findings, it could be indicated that in order to control and decrease social undermining of school managers and avoid disruptive behaviors, considering the organizational commitment and organizational loyalty seems necessary.
Firoz Shekarchi; Sadegh Maleki avarsin; Shahram Ranjdoost
Abstract
The purpose of this study was to phenomenological study of the barriers and strategies presented in communicating with industry in work-knowledge curriculum. The methodology of this research was qualitative and phenomenological type. Semi-structured interviews were conducted with 9 teachers of University ...
Read More
The purpose of this study was to phenomenological study of the barriers and strategies presented in communicating with industry in work-knowledge curriculum. The methodology of this research was qualitative and phenomenological type. Semi-structured interviews were conducted with 9 teachers of University and schools in Khoy town during 2019-2020 who were selected purposefully. Recorded interviews were recorded in written form and analyzed in a seven-stage Colaizzi method. An analysis showed the barriers for communicating with industry included 4 components: cultural and value problems, structural and communication problems, facilities and resource problems, Instructional and lesson Content problems, strategies for communicating with industry included three components: improvement of industrial skills instruction, improvement of organizational structure and communication schools and industry, improvement of schools' facilities and motivation of learners.
Moharramali Hashemi; Jahanghir Yari Haj Atalou; Sadegh Maleki Avarsin
Volume 16, Issue 57 , July 2022, , Pages 119-130
Abstract
This study aims to identify the requirements and consequences of lean management in Iranian education using a qualitative approach. The field of research included professors of Iranian universities in the field of management as well as the field of educational administration in 2021. The measurement ...
Read More
This study aims to identify the requirements and consequences of lean management in Iranian education using a qualitative approach. The field of research included professors of Iranian universities in the field of management as well as the field of educational administration in 2021. The measurement tool was an interview about the requirements and consequences of implementing lean management. Interviews with 15 academic experts continued until theoretical saturation was achieved. To ensure the validity of the instrument during the research, the review of participating experts as well as the supervision of three non-participating professors was used. The participants' repeated review method was used to ensure the reliability of the data. Using Maxqda software, 417 basic conceptual propositions in the requirements section and 346 basic conceptual propositions in the consequences section were identified. By combining and combining them, 18 central codes for requirements and 19 central codes for consequences were obtained. Introduce and promote pure methods, use of experts, conscious and step-by-step measures, stakeholder conditions, effective evaluation, identification of wastes, role of values and redefining values, under the heading of requirements and 7 categories of education excellence, establishing justice Educational, technological benefits, increasing stakeholder satisfaction, increasing educational productivity, responsibility and value creation of social leaders and scientific presence in the global arena were under the heading of the consequences of pure implementation in education.
