Journal of Research in Educational Systems

Abstract Objective: This study aimed to design a competency model for secondary school teachers based on experts’ perspectives.
Method: An applied, descriptive, qualitative research design using informed grounded theory was employed. Data were collected through semi-structured interviews with 25 experts and analyzed via open, axial, and selective coding. Validity was ensured through credibility, transferability, dependability, and confirmability criteria. Reliability was confirmed with a Cohen’s kappa coefficient of 0.876, indicating strong coder agreement.
Results: Sustainable development of teachers’ competencies depends on causal conditions (educational policy-making, motivation, justice, infrastructure), intervening conditions (trust, organizational culture, participation), and contextual conditions (educational infrastructure and technology). Key strategies include innovation and professional growth, while consequential factors involve teacher support, social relationships, and structural transparency. Experts emphasized reforming management, increasing teacher participation, removing political barriers, fostering research, elevating teachers’ status, and strengthening research culture. These findings form the "Sustainable Development of Educational Competencies" model, highlighting the interaction of these factors.
Conclusions: Sustainable competency development requires a comprehensive, systemic approach involving policymakers, managers, and teachers collaboratively. The model moves beyond focusing solely on individual skills to create a dynamic, flexible system for ongoing professional development. Continuous revision of educational programs and assessments ensures alignment with evolving societal and student needs, enabling competency development to become a self-sustaining process that better prepares the education system for future challenges.

Abstract Objective: The purpose of the study was identifying the challenges of public normal schools based on educational and educational justice. Methods: The current research was applied in terms of its purpose and qualitative in terms of how to collect data, which was done using thematic analysis. The research population included the principals of public schools of the second secondary level in Semnan city in the academic year 2023-2024, and sampling was done using a Purposive sampling non-probability method. Data collection continued until theoretical data saturation and 44 semi-structured interviews were conducted. Results: Data coding was done manually and the result of data analysis led to the identification of 323 basic themes, 27 organizing themes in the field of challenges of public schools which were classified in the form of five global themes, including 1.political challenge, 2. administrative challenge, 3. financial challenge, 4. structural challenge, 5. manpower challenge. Conclusion: The results of the study showed that the proposed solutions are effective for providing and expanding equal opportunities and educational justice.

Abstract Objective: Many organizations face with threats due to the lack of talents, so developing talents is one of the most important challenges they encounter. One of these organizations is the Ministry of Education which needs to develop the talent of novice teachers. In order to tackle this challenge, the aim of the present research was to design a talent development model for novice teachers. Methods: The study design was sequential explanatory in which both qualitative research methods and quantitative research methods were used. The study was conducted in Tehran, Iran in the year 2023. Results: Since targeted approach and theoretical saturation were used in the study, semi-structured interviews were held with 25 experts in the field of education. Finally, 286 components were identified: Six main categories and 53 sub-categories. The sub-categories were central phenomenon (5 categories), causal conditions (6 categories), contextual factors (6 categories), intervening factors (12 categories), strategies (9 categories), and outcomes (15 categories). To validate the proposed model first and second order confirmatory factor analysis were used and the internal validity of the model was confirmed. Conclusion: The findings suggested that in order to achieve a suitable talents development model for increasing the efficiency of the educational system requires a comprehensive view and the maximum participation of all effective people and institutions in this field.

Abstract In the religious teachings of Islam, encouragement, has been emphasized as educational method. The religious teachings, in order to educate and guide people, the method of encouragement has used. The purpose of the present study, was to provide a model for the training system of agents in Islamic society based on the method of encouragement intended by Religious Teachings. This research, in terms of purpose, was applied; In terms of data collection method, was descriptive; and in terms of the nature of the data, was qualitative. Accordingly, first, through the method of qualitative content analysis, religious teachings related to the method of encouragement were extracted. Then, through Grounded Theory, data was analyzed through three processes of open, axial and selective coding. The results showed, transformational leadership, goal-oriented leadership, insightful leadership, leadership based on social expediency, motivational leadership and future-oriented leadership, are the factors of the system of training agents in the Islamic society. Based on this, in a general perspective, the phenomenon of transformational training in the system of training agents of the Islamic society was identified.

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 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.

Abstract The main purpose of the present study was to design and fit the optimal model of learning organization in education with emphasis on knowledge management. This study was conducted using consecutive exploratory design (qualitative and quantitative). In the qualitative phase, data was collected by in-depth interviews with 20 experts in the field of educational management and education managers of Education Department of Tehran, selected by theoretical sampling method. The research data was provided by the thematic analysis method, analyzed themes network and the conceptual model of network measurement of the learning organization in Education. The qualitative results indicated that the optimal model of learning organization in Education consisted of six comprehensive themes and in total of 259 basic themes has been theoretically saturated. In the quantitative phase using a researcher-made questionnaire tool which was based on basic themes of qualitative study, the data was collected from 226 managers and staff of Education Department of Tehran, selected by multistage cluster sampling. The quantitative section indicated that the empirical model of network measurement of learning organization in Education Department of Tehran has a quite optimal fit and the knowledge management dimension has the most significant contribution in evaluating the empirical model of the learning organization, compared to the other five dimensions. Upon results of thid research could be conclusion that em;hasising on knowledge management can help actualizing and developing organizations specially education. In other words, for recovering organizations performance and deferent institutes can laying on knowledge management developing in learning organizations.

Abstract The purpose of this study was to investigate the effect of entrepreneurship education on entrepreneurial intention with the mediating role of self-confidence, entrepreneurial attitude, mentality towards entrepreneurship. The research method of the present study was descriptive-correlational. The sample consisted of 482 students of universities in Mazandaran province who were selected using stratified random sampling. The instruments of this study included the scales of measuring entrepreneurship education , attitude towards entrepreneurship (Jena, 202) and feeling of self-efficacy, entrepreneurial mentality and entrepreneurial intention (wardena et al., 2020) which after calculating the validity and reliability They were analyzed between the distribution sample and the data using a structural equation model. Findings showed that entrepreneurship education had a positive and significant effect on self-confidence, mentality and attitude (emotional, cognitive and behavioral) and entrepreneurial intention and self-confidence had a positive and significant effect on mentality and attitude (emotional, cognitive and behavioral) and entrepreneurial intention and so on. Emotionally, behavioral attitude had an effect on entrepreneurial intention but cognitive dimension did not affect entrepreneurial intention. Because, education can be the bedrock for the development of skills and abilities of entrepreneurs, and this factor, by affecting people's attitudes about their capabilities, increases their sense of self-efficacy and a positive mentality towards entrepreneurship. Creates in them and strengthens their entrepreneurial intention

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 aim of this study was to extract the basics and objectives of the curriculum for teaching creative and critical thinking skills in the elementary course of the Iranian educational system. In order to conduct this research, a qualitative approach and contractual content analysis method were used. The participants of the study were 12 experts in the fields of curriculum planning, philosophy of education and psychology who were selected by purposive sampling. The instrument used was a semi-structured interview. According to the research findings, first the basics of the thinking skills training curriculum (creative and critical) were examined, which were divided into three sections: philosophical and value basics, psychological basics, and sociological basics. In the section on philosophical and value principles, the main categories were the emphasis on formal and public education, the emphasis on the values of thinking, and the emphasis on the merits of thinking. The main categories extracted for psychological foundations were emphasis on rationality, application of emotional and social dimensions, and attention to participation and cooperation. Finally, the main categories selected for the sociological foundations were scrutiny, social critique, and self-criticism. For the appropriate purposes of teaching creative and critical thinking, based on the opinion of experts, two main categories of intrapersonal skills and extrapersonal skills were selected. In the category of intrapersonal skills, principles such as technical skills, problem-solving skills and moral skills, and in the category of extrapersonal skills, the principles of emotional competence, cognitive competence and social competence are extracted.

Abstract The present study aimed to provide a model for decentralized management in education. The research approach was qualitative and based on data theory. Twenty-three people with experience in the field of study (specializing in educational management from both education and higher education) were selected through purposeful sampling and participated in the research interview process. The reliability of the interviews was confirmed by in-subject agreement. The collected data were analyzed by themes and analyzed using open, selective and axial coding system in the basis of data theorization method (according to Strauss and Cobin approach). The results of the study showed that the central categories of decentralized management including strategic planning, coaching, evaluation, and decentralized causal factors including organizational culture, organizational structure and professional competence, and continuous organizational learning, variability and career aspiration were identified. they got.. The present study also identified the factors affecting decentralized management and identified the dimensions of organizational development, continuous learning and job aspiration. This shows that decentralized management can lead to the development and improvement of the education organization, and on the other hand, all education stakeholders learn to be responsible for their own learning. This accelerates and facilitates work, and in addition to motivation, it contributes to the passion for work.

Abstract The purpose of this study is to explain the principles of kindness and compassion in education, to provide a good model and to validate it. The study population consisted of 30 experts and professors in Khuzestan universities and 440 faculty members. Based on Krejcie-Morgan table, the sample size was 210. In this study, a researcher-made interview and questionnaire with formal and content validity were used. Factor analysis with confirmatory approach was used to analyze the data. Based on the findings of the research, the desired pattern components were presented in the ontology, anthropology, epistemology, value, biology, sociology, psychology and religion dimensions. Based on these dimensions, 60 main components were extracted. The desired pattern was designed and validated. One of the best ways to teach is to use love. It is suggested that practitioners in the field of e d u c a t i o n make the most of this model.

Abstract The purpose of this study was to study the components of educational for students. The method of research was Qualitative and descriptive type and its analysis was exploratory inductive approach that the society and research area was 76 articles, documents and books contained in databases, websites, and libraries were divided into 61 articles, 6 issues, 9 books and educational documents. According to theoretical literature, components and themes were extracted. . The content validity of the research was verified by using the review method and the reliability of the content was obtained by using Holsti method of 0.99. The findings showed that educational justice included three main themes with the title of preparing fair distribution of resources, the use of learners of all resources, the access of the learners to competencies, and 12 organizing themes including collective participation, curriculum all-round, fair decision making, meritocracy, coverage Providing all audiences, improving schools, optimizing financial resources, paying attention to the health of learners, empowering learners, improving the quality of education, improving the evaluation process, fair engagement and 82 core themes. According to the findings, the components of educational justice for education have not been identified so far, and the largest number of components related to the comprehensive content of the fair use of resources.In order to realize the educational justice in designing and developing programs, these components should be taken into account so that all learners in all parts of the country benefit equally from educational opportunities.

Abstract The purpose of the present study, which is descriptive-analytic, is to investigate and assess the level of development and explanation of the gap between the cities of Ardebil province in terms of educational indicators. Information about 53 indicators in the form of physical facilities educational and educational spaces, educational facilities for students, Students 'academic achievement, economic productivity indices, human resource indices by referring to the statistical and libraries' annual reports, institutional indicators, non-cognitive indices and process indicators were also collected through a questionnaire. Information about the province's education and training, population and housing censuses, statistical yearbooks, and computer data from Iran's Statistics Center have been gathered. SPSS software version 20 and Excel2016 have been used to perform computations. Using Vicon models and the entropy weighing method, the ranking of education and training areas of the province has been carried out. Then, through statistical models such as regression analysis and analysis of variance, ANP network analysis process has been used to analyze the factors affecting the development of education areas in Ardabil province. Finally, the most influential indicators were identified. Based on the findings, Ardebil city ranked first in the first rank and in the city of Aslandoz.

Abstract  
The purpose of the present study is to investigate and analyze the quality of the bilingual student education models. The research method is qualitative and in a documentary manner. This research is considered as an applied research in terms of purpose. The statistical population of the study is written literature on bilingualism. The tool used is snapping. Fiches are written letters for collecting the necessary information from written sources, visual and audio materials, and computer software and virtualization. The method of data collection is to refer to literary and library resources for the benefit of the experts and experts, and the content of the texts related to teaching and learning. The findings of this study showed that bilingual education in the world is based on 9 general models including: 1. Transition 2. Consolidation 3. Submission 4. Contraction 5. Prestige 6. Brief introduction. Branding. 8. Content-based language learning and 9. Multi-language learning. Among these, 3 The first method is the most widely used method in the world. Viewing the rank of all bilingual education models shows that the content-based language teaching method has the highest rank and then the growth method is located and is in the third place of the multilingual approach. The ranking of the following methods are, in turn, a two-way method, a maintenance method, a prestige method, a dip method, a transitional method, and at the end of the revitalization method.

Abstract The purpose of the research is to identify and rank the components of perfectionism in the education managers of Mazandaran province. This research is purposeful and effective in terms of descriptive method of field research. The statistical population consists of 2,653 people, directors, heads of departments and departments of education departments and directors and deputies of schools in Mazandaran province. Based on the Cochran formula, 338 people were selected by cluster random sampling method Selected as samples. To collect data, a researcher-made perfectionism questionnaire with 60 questions in two dimensions and nine components was used. The face and content validity of the tool was confirmed by the experts and its reliability was calculated using Cronbach's alpha coefficient of 0.78. For analyzing the data, exploratory factor analysis was used. The results showed that among the dimensions of perfectionism, the progressive dimension with the factor load of 955 had the most effect and the deterrent dimension with factor load of 926.0 had the least effect. Also in the dimension of perfectionism, the component of "desire to order" has the greatest impact and the component of "trying to be excellent" has the least effect. In the dimension of deterrent perfectionism, the component of "concern for mistakes" has the most and the least component of "rumination" has the least effect.

Abstract Education and research in any society are influenced by different aspects of development, on the other hand, it also influences the economic, social and political changes of the society as independent variable. In the following study, the relationship between education, economic research and development has been studied and finally it is concluded that the education, research and development of the society as a space triangle are both directly and interrelated. By investing in training, research and training of efficient and productive manpower in the medium to long term, it will lead to the country's economic development, and this, in turn, will further develop and invest more in education and research. If education is the key to solving all the underdevelopment problems of the underdeveloped countries. This question arises as to why non-developed countries that have invested in the institutionalization of education since the Second World War have not yet managed to reduce the distance between themselves and the developed countries, but this gap has also increased. What is missing access loop? The article seeks to ensure that the institutionalization of the education system alone is not enough to reduce the gap between countries, but to institutionalize research as the key to solving this mystery.