Journal of Research in Educational Systems

Abstract Objective: The present study was conducted with the aim of structural analysis of personality traits, organizational commitment and job motivation with the mediating role of self-control in teachers and principals of elementary schools for girls. Methods: This research, in terms of purpose, was applied; In terms of data collection method, was descriptive, of the survey type; and in terms of the nature of the data, was quantitative. Statistical population, have been including all teachers and principals of elementary schools for girls in the academic year 2022-2023 to the number of 369 people. The sampling method was multi-method sampling. The sample size, according to Krejcie and Morgan table (1970), there were 225 people. The data collection tool, was HEXACO Traits Personality (2013), Allen and Mayer organizational commitment questionnaire (1990), Herzberg job motivation questionnaire (2004) and Tangney, Baumeister & Boone self-control questionnaire (2004). To analyze the data, in addition to descriptive statistical techniques, the following inferential statistics techniques were used Step by Step Regression and Structural Equation Modeling. Findings: The research findings showed, relationship between personality traits, organizational commitment, job motivation and self-control of teachers and principals was positive and significant (P<0/01). Furthermore, the mediating role of self-control in the effect on personality traits, organizational commitment and job motivation of teachers and principals was confirmed. Conclusion: It is concluded that, to improve the professional performance of teachers and school administrators; the institution of education must take steps in order to strengthen personality traits and setting the stage for an organizational commitment and job motivation; and also optimizing self-control.

Abstract The purpose of this study was to investigate the emerging challenges of education and teaching in Corona from the perspective of teachers and principals of primary schools in Isfahan. The research method is applied in terms of purpose and content analysis approach. Semi-structured interview tools were used to collect data. Participants in the study were teachers and principals of primary schools in Isfahan in the academic year 1399-1400, which through theoretical sampling and data collection process in ten interviews achieved theoretical saturation. Data were analyzed using data analysis steps through three steps of open coding, axial coding and selective coding using 10 MAX QDA software. In general, the number of open codes 150, central codes 137 and optional codes 4 were identified and obtained and showed that economic factors (cost and lack of sufficient equipment, lack of response to all students' problems, lack of family control, lack of communication between students, Not taking the class seriously, problems in the way of teaching), in-service education for teachers (teaching aid tools during the corona, holding training courses for teachers and creating an incentive program for students), content production (creating attractive educational content and program Virtual bug fixes (and interaction and communication), parent-teacher interaction, virtual incentive program, parent collaboration, strategic features, and software features were identified. The overall results of the study showed that due to the educational content and infrastructure problems and the creation of an incentive program, the emerging challenges of education and teaching in the corona can be minimized.

Abstract The purpose of this study was to present a suitable model of effective factors on educational quality in elementary schools in Tehran. The purpose of the study was applied in terms of data analysis and mixed analytical exploratory research. As a method, descriptive and survey type were included in the quantitative section of Tehran's elementary school principals comprising 907 individuals out of which 269 were selected by simple cluster and relative stratified sampling. The research instrument consisted of a researcher-made questionnaire consisting of 125 items. The validity and reliability of the questionnaire were confirmed. Also in the qualitative part of the research, 15 experts were interviewed based on semi-structured interview with 5 questions. The results showed that structural equation modeling consisted of three main components and 12 sub-components such as: 1- management factors (principals' attention to extracurricular activities, principals' attention to teachers' teaching and continual performance appraisal) 2- organizational factors, including (attention to selection). Teachers, attention to teacher empowerment, attention to educational content, formulation and adjustment of applicable rules, allocation of appropriate annual budgets and updating of educational facilities and equipment) 3- skill factors included (attention to teachers verbal skills, attention to non-verbal teachers skills and attention to teachers educational skills) Components of educational quality are Be it. Also absolute / relative fitness indices such as NFI, NNFI, CFI, IFI, RFI, GFI, AGFI, NDI and CDI with values ​​of 0.92, 0.94, 0.96, 0.96, 0.89, 0.94, 90 0.94 and 0.93 which have good fit

Abstract In this research, a model of competency for principals of Tehran's primary schools has been presented. The statistical population of the present study consisted of 30 people (5 women and 25 men) from the experts who were selected through a sampling of targeted target snowball. A sample of 30 experts in the field of educational science were selected. The methodology of the present study is applied in terms of objectives, in terms of qualitative and quantitative data and in terms of the nature and type of data study of the foundation. Through interviewing and finally using a narrative theory, a native pattern will be finalized. The measurement tool of the present study, using a form An organized interview in which the template, dimensions, components, and indicators of the competency model are set. First, all patterns, findings, studies, and theories were examined and then, by means of open coding, the indexes were counted, and after the differentiation of the axial encoding for 30 field experts to make selective coding and through the fan Delphi and Deep Interview have reached theoretical saturation. The validity and appropriateness of the qualifying interview form have been gained through the Delphi Fan. The method of data analysis is qualitative and the first finding of the present study indicates that the optimal model of competency is for principals of primary schools in Tehran. This template is made up of 124 indicators that can be used by school administrators. The second finding of the present study shows that the model is composed of what dimensions. This model consists of 6 dimensions, which are respectively the priority of the mental dimension, the insight, the dimensional dimension, the interpersonal dimension, the ethical dimension, the functional dimension, and the dimension of leadership. In the third finding of the present study, the constructive components of the model are 13 items that include skills Decision making, perceptual skills, personality competencies, professional behavior, teamwork, communication skills, professional ethics, value competencies, human resource management, executive management, knowledge and skills, standardization and management. The fourth finding The present research indicates that each of the components of the model is composed of some indicators.

Abstract The purpose of this study was to analyze teachers' perceptions about the weaknesses and strengths of the implementation of the assessment program in elementary schools. It was attempted to use the interpretive approach to redefine the semantic perceptions of teachers about the strengths and weaknesses of the evaluation system, the so-called assessment evaluation, and to show that these participants, both their perceptions and assessments, are well versed in the weaknesses and strengths of the evaluation plan. A qualitative semi-structured interview was used to collect data. Using targeted sampling, data saturation was obtained after conducting 23 interviews with teachers, mostly experienced teachers, with an educational tendency for elementary education. The deep analysis of teachers 'views has led to the identification and categorization of six points of view, such as "reducing the craving, sensitivity and motivation of students' endeavors to learn and study," and "increasing the drop in student learning and education," and the eight strengths of the appraisal program, such as "eliminating The Effort of Teachers to List the Students List "and" The Possibility of Using Multiple Methods in Student Assessment ". The findings showed that the interviewed teachers have experienced different outcomes of the effects of the implementation of the appraisal assessment program.