Journal of Research in Educational Systems

Abstract Objective: This study aims to provide a model to identify and reduce these conflicts, identify the effective factors and strategies to reduce them in order to improve teachers' performance in such environments.

Method: This research was a mixed method study, with the qualitative part being a synthesis study and thematic analysis of interviews with experts, and the quantitative part being a structural equation model for model fit.

Findings: The findings showed that 24 initial concepts in the form of 5 main concepts or themes were identified from 17 articles from the empirical background. According to the interview results, 21 components were extracted in the form of 3 factors. Then, finally, the factors extracted from library resources, tables, and opinions of professors and experts were arranged in order, and duplicates and similar items were eliminated. Finally, 38 initial concepts (indices), 6 themes and main themes (cultural readiness of teachers, organizational support, development of multicultural curricula, management of cultural diversity in the educational environment, development of conflict resolution skills, and training and empowerment) were identified and determined as effective factors in reducing teacher role conflicts in multicultural learning environments.

Conclusion: Based on the results, several factors have an effect on reducing teacher role conflicts in multicultural learning environments. These factors include cultural readiness of teachers, organizational support, development of multicultural curricula, management of cultural diversity, development of conflict resolution skills, and training and empowerment of teachers. In particular, teachers' cultural preparation helps them better understand and manage students' cultural differences.

Abstract The main purpose of the current research was the relationship between Hexako's personality traits and non-commitment to civic ethics: investigating the mediating role of human agency in students. The research method was descriptive-correlative in terms of data collection.which was conducted in the academic year of 1400-1401. The statistical population was all students of the Faculty of Medical Sciences of the Islamic Azad University, Mahabad branch (nursing and midwifery). Through Klein's rule (20 samples for each hidden variable), 200 samples were considered. The data collection tool was Hexaco de Vries' standard personality traits questionnaire (2013), Caprara et al.'s non-commitment to civil ethics questionnaire (2009) and Cote's human agency questionnaire (1997). The results of data analysis using the structural equation method in AMOS software showed that human agency has a mediating role in the relationship between the personality traits of honesty-humility, extroversion, agreeableness and openness to experience with non-commitment to civil ethics, but human agency has a mediating role in the relationship between The personality traits of excitability and tribalism did not play a role with lack of commitment to civil ethics. It was also found that there is a negative and significant relationship between the personality traits of honesty-humility, extroversion, pleasantness, conscientiousness and openness to experience with lack of commitment to civic ethics, but irritability did not show a relationship with lack of commitment to civic ethics, on the other hand, between personality traits Honesty-humility, extroversion, agreeableness and openness to experience had a positive relationship with human agency,

Abstract The aim of this study was to investigate the relationship between mindfulness and teachers' life satisfaction with regard to the mediating role of coping styles in coping with the corona epidemic. The research method was correlation with the application of structural equations in terms of applied purpose, in terms of quantitative nature and in terms of data collection. The statistical population was the primary school teachers of Bukan city in the academic year 2020-2021, of which 189 were purposefully selected as a sample. And colleagues (1399) and the Bauer et al.'s (2006) pentagonal mindfulness scale responded. For data analysis, the partial least squares (PLS) method was used using SPSS and PLS3 software. The results showed that there is a significant relationship between research variables and positive and negative coping styles have a mediating role in the relationship between mindfulness and life satisfaction and 19% of the effect of total mindfulness on teachers' life satisfaction through indirect Positive coping styles are explained by the mediating variable. Also, 18% of the effect of total mindfulness on teachers' life satisfaction is indirectly explained by the mediating variable of negative coping styles. Based on the findings of this study, it can be concluded that mindfulness as a positive and valuable trait by influencing coping styles in the face of the corona epidemic, can lead to increased life satisfaction of teachers.

Abstract The main purpose of this study was to predict academic satisfaction through character virtues mediated by emotional self-regulation in Female Students of secondary school students in Mahabad. The research method was applied in terms of purpose and is based on descriptive-survey information collection. The statistical population includes all female students in the second secondary school of Mahabad city in the academic year of 1998-99 (N = 3681). The samples were determined using Cochran's formula 348 people and a questionnaire was distributed electronically among the samples. Also, statistical sampling method was available in the present study. Satisfaction questionnaires Shaykh al-Islami and Ahmadi (2011), Patterson and Seligman (2004) Active Values Questionnaire and Hoffman and Kashdan Affective Style Questionnaire (2010) were used to collect data through simultaneous multiple regression analysis at the significance level of 0.05 and Sobel test. Data analysis was performed. The results of regression analysis showed that character virtues (wisdom, courage, humanity, justice, temperance and transcendence) and dimensions of emotional self-regulation (re-adjusting affect, conceal or suppress affect and tolerate and accept) have a positive and significant relationship with academic satisfaction (05/0≥ P), as well as emotional self-regulation Academic satisfaction showed a positive and significant relationship(05/0≥ P )On the other hand, it was found that academic satisfaction is predicted positively and significantly through character virtues by mediating emotional self-regulation dimensions (re-adjusting affect, conceal or suppress affect and tolerate and accept)