The Biannual Journal of Education Experiences is an international, peer reviewed journal that presents high quality, recent research and policy analysis with a primary focus on Education Studies, placed in an international perspective. The Journal publishes the results of research projects and explores key topics of concern to policy makers and international organizations in world. The Editorial Board brings together academics and policy analysts from different countries and major Iranian Universities. There is also a network of distinguished Editorial Correspondents who advise the Joint Editors and the Board. The Journal of Education Experiences will be indexed by ISC and will be received an impact factor as soon. Managing Editor: Abbas Gholtash
Structural Analysis of the Talent Management Model in School Sports
The aim of this study was to design and validate a model for talent management for school. this research was applied; regarding the nature of data, it was mixed-methods (qualitative and quantitative); and in terms of execution approach. The participants in the qualitative part consisted of 19 experts in talent identification and elite development that were selected based on the principle of theoretical saturation and through purposive sampling. The statistical population in the quantitative part included 384 officials and experts from selected provinces completed a researcher-made questionnaire validated by 10 sports management professors (Cronbach’s α =0.93). The data collection tool in the qualitative part was a semi-structured interview. The data collection tool in the quantitative part of the present research was a researcher-made questionnaire based on the findings of the qualitative part. Content analysis and confirmatory factor analysis identified 39 indicators grouped into 11 components: planning, interactions and communications, organization, executive actions, monitoring and control, individual motivational factors, organizational motivational factors, family motivational and attitudinal factors, human resources, financial resources, and facilities and equipment. Fit indices supported the measurement model (χ2/df=2.09, RMSEA=0.082, CFI=0.99, SRMR=0.071). Findings suggest that strategic planning, development of specialized human resources, implementation of educational programs aligned with long-term goals, and strengthened inter-organizational interactions enhance talent management in school sports.
Copyright (c) 2026 Hossein Ghaderi, Seyed Ehsan Amirhosseini, Vali Nowzari (Author) https://creativecommons.org/licenses/by/4.0
Investigating the Impact of AI-Assisted Learning-Oriented Assessment on the Development of Academic Writing Skills Among Iranian EFL Learners: A Mixed Methods Survey
This mixed-methods study investigated the impact of AI-assisted learning-oriented assessment (AI-LOA) on the academic writing skills of Iranian EFL learners. Using a quasi-experimental design, the study compared AI-LOA, teacher-assisted LOA (T-LOA), and traditional instruction across three groups: two experimental (AI-LOA and T-LOA) and one control group. Participants were 60 lower-intermediate EFL learners (aged 15–24) from two institutes in Tabriz, Iran. The English proficiency of participants, who were native speakers of Azari, was measured using the Oxford Placement Test. They completed pre- and post-tests assessed using analytic rubrics and engaged in semi-structured interviews throughout the eight-session intervention. While the experimental groups underwent instruction through LOA, AI- and teacher-mediated, the control group received traditional instruction. Statistical analysis revealed that both experimental groups demonstrated significantly better academic writing performance than the control group, with no significant difference between the AI-LOA and T-LOA conditions. Thematic analysis of interview data identified that AI feedback enhanced learners' independence, motivation, and revision habits, while participants expressed concerns regarding trust in AI responses and potential ethical issues. The findings suggest that structured AI integration within LOA frameworks can be as effective as traditional teacher feedback while encouraging greater learner autonomy. These results have important implications for EFL writing instruction, highlighting the need for guided AI implementation, digital literacy training, and clear ethical guidelines when incorporating AI tools in assessment practices.
Copyright (c) 2026 Hassan Alizadeh Mahmoud Alilo, Yasaman Behravesh, Shahla Shahitat (Author) https://creativecommons.org/licenses/by/4.0
Exploring the influence of Flipped Classrooms Model on Cognitive and Affective Outcomes in Reading: the case of Iranian EFL Learners
This study aimed to investigate the effect of flipped classroom instruction on the reading comprehension skills of Iranian EFL learners, with particular attention to Ambiguity Tolerance (AT) and Academic Satisfaction (AS). In the flipped classroom approach, content was delivered outside of class, allowing classroom time to be devoted to interactive and student-centered activities. The research employed a quasi-experimental design involving 60 intermediate EFL learners, who were randomly divided into an experimental group (flipped) and a control group (traditional). Pre- and post-tests were administered, using the Second Language Tolerance of Ambiguity Scale (SLTAS) and an Academic Satisfaction Questionnaire (ASQ), to assess changes in AT, reading performance, and AS. The findings indicated that the flipped teaching model significantly enhanced participants’ AT, academic achievement, and AS compared to traditional instruction. Thematic analysis of semi-structured interviews also supported these results. The results highlighted that learners in the flipped group experienced greater autonomy, reduced anxiety, improved peer collaboration, and increased engagement with reading comprehension tasks. These findings suggested that the flipped teaching model offered a more effective and supportive environment for EFL learners. The study also has implications for teachers and curriculum designers and emphasized the potential of flipped instruction in promoting both cognitive and affective gains in language education.
Copyright (c) 2026 Maryam Haghighatjou, Mohammad Javad Riasati, Azadeh Nemati (Author) https://creativecommons.org/licenses/by/4.0
Context Matters: Exploring Reflective Practice among Iranian EFL Teachers across Public schools and Private Institutes
This study investigates how institutional context shapes reflective practice among Iranian EFL teachers working in public schools and private language institutes. Drawing on Dewey’s and Schön’s theoretical frameworks, and adopting a comparative, cross sectional survey design, data were collected from 57 experienced teachers (≥4 years of full time teaching) using Akbari et al.’s (2010) validated Teacher Reflective Thinking Questionnaire (TRTQ). Reliability analysis revealed strong internal consistency for the total scale (α = 0.91) and subscales (α = 0.78–0.86). Independent samples t tests showed no significant contextual differences in Cognitive and Metacognitive reflection, suggesting shared analytical and self-regulatory capacities rooted in similar pre service training. However, private institute teachers reported significantly higher Practical, Affective, and Critical reflection (p < 0.05, moderate effect sizes), likely reflecting greater curricular flexibility, institutional autonomy, and professional agency. These findings highlight the context dependent nature of reflective engagement, supporting sociocultural perspectives on teacher learning. The study concludes that professional development initiatives should be tailored to sector specific conditions, enhancing underdeveloped dimensions in public schools while sustaining broad spectrum reflection in private institutes.
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0
Designing a Spiritual Citizenship Curriculum Framework for Upper Secondary Education
The present study was conducted with the aim of presenting a curriculum framework for spiritual citizenship in upper secondary education. The research approach was qualitative, carried out using the phenomenological method. Participants in the study were university professors and experts in the field of curriculum studies. Using purposive sampling based on the principle of theoretical saturation, 18 individuals were selected as the sample, and data were collected through semi-structured interviews. Data were analyzed using thematic coding and three stages of open, axial, and selective coding. The findings indicated that the spiritual citizenship curriculum framework comprises eight elements, including: Goal (enhancing spiritual thinking, expanding intellectual horizons, cultivating multi-dimensional personality, fostering decision-making power), Rationale (individual necessity, social necessity, educating responsible citizens, need to strengthen spirituality, building a dynamic and evolving society), Content (practical and theoretical content, creative content, objective content, content arising from students' experiences and needs), Teaching Method (debate, role-playing, field visits, storytelling, research-oriented approach, project-based approach, classroom dialogue), Teacher Characteristics (facilitation, guidance, teaching in students' language, possessing specialized knowledge), Location (local community, mosque, natural settings, social institutions and organizations), Implementation Requirements (attention to upstream documents, training expert teachers, stakeholder involvement), and Evaluation (self-assessment, process evaluation, observation, consultation, project evaluation.
Copyright (c) 2026 Shirin Khorshidzadehhaghighi, Dr. Reza Zarei, Nader Shahamat (Author) https://creativecommons.org/licenses/by/4.0
Instructional Techniques for Teaching Interlanguage Pragmatics: A Comparative Study of Reflective and Non-Reflective EFL Instructors
nterlanguage pragmatics instruction has been one of the measures taken to raise learners’ awareness of pragmatic norms. However, the instructional techniques teachers adopt are often guided by their underlying educational beliefs. Despite this, little research has explored how reflective versus non-reflective instructors differ in their approaches to teaching interlanguage pragmatics. This study addresses this gap by examining the instructional techniques employed by Iranian English as a foreign language reflective and non-reflective instructors. This quantitative study involved 6 applied linguists in developing a questionnaire and 410 instructors (179 reflective, 231 non-reflective) in answering it. The participants were selected through convenience sampling from diverse educational contexts in Iran. The analysis of the exploratory and confirmatory factor analyses revealed four categories of instructional techniques: consciousness-raising, technology-based, communication-based, and corrective feedback. Results further indicated that reflective instructors tend to utilize a balanced mix of techniques, while non-reflective instructors predominantly rely on explicit methods. The findings of the study might offer valuable insights for language teachers and educators by equipping them with effective instructional techniques to explicitly develop learners’ pragmatic competence.
A Case Study to Foster the Individual-level DMC Through the AI-assisted Study Abroad Framework: A Phenomenological Approach
Motivation is a complex dimension in language learning; however, the Directed Motivational Current (DMC) was recently introduced as a dynamic construct addressing engagement in long-term goal/vision for weeks, months, or years, rather than being limited to a single activity. This study sought to investigate the lived experiences related to enhancing individual-level DMC through the AI-assisted Study Abroad Framework from a phenomenological perspective. To this end, a longitudinal single-case design was used. The participant, an Iranian female migrant to Canada, was selected through purposive sampling. This longitudinal case study was conducted over two years. For data collection, semi-structured interviews, teacher-as-researcher observations, motometers, composite data display charts, and the DMC disposition scale were used. Data analysis was conducted using a phenomenological approach to capture diverse insights and lived experiences throughout this longitudinal study. The results showed that the Study Abroad Framework was practically effective in developing the core characteristics of the DMC construct. Moreover, by triangulating datasets, particularly motometer data, it was shown that the AI-assisted approach used in this study accelerated the development of the DMC construct by re-energizing the participant’s engagement in activities related to the three core components of DMC. The results have implications for teachers, practitioners, and curriculum planners seeking long-term learner engagement.
Copyright (c) 2026 Mojtaba Teimourtash, Massood Yazdanimoghaddam, Gholam-Reza Abbasian (Author) https://creativecommons.org/licenses/by/4.0
The Model of Women's Research Management Strategy in the Higher Education
The purpose of this research is the model of women's research management strategy in the higher education centers of Fars province with an emphasis on the qualitative approach. This research was conducted using a qualitative method. In the qualitative method, data were collected and analyzed through semi-structured interviews with experts and research managers. The results show that the key elements of the model include research policy, management of financial resources, commercialization of research results, development of research infrastructure and equipment, and improvement of skills and knowledge of employees and students. The proposed research management strategy model can be used as an operational framework to improve research management in Fars province's higher education centers. This model has the ability to increase the quality and effectiveness of scientific research by emphasizing coherent policy making, optimal use of financial resources, commercialization of research results, and development of research skills and infrastructure.
Copyright (c) 2026 Shirin Khorshidzadehhaghighi, Reza Zarei, Nader Shahamat, Mozhgan Amirianzadeh (Author) https://creativecommons.org/licenses/by/4.0
Identifying the Dimensions and Components of the School-as-Community Educational Hub Model
The present study was conducted using a mixed-methods approach (qualitative and quantitative) with the aim of examining the dimensions and components of the school as a community educational hub. The statistical population consisted of experts in educational sciences, specialists in curriculum planning and educational management, and experienced school administrators. A purposive sampling method was used to select 18 participants based on specific criteria, considering the principle of theoretical saturation. In line with the objectives and research questions, data were collected through semi-structured interviews, thematic analysis, literature review, and examination of relevant sources. To assess the validity of the proposed model, various methods were employed, including face and content validity, item analysis, and confirmatory factor analysis. Furthermore, the implementation status of the model was evaluated using repeated measures ANOVA in SPSS version 22. The literature review highlighted four main dimensions: (1) characteristics of a community-based educational leader, (2) community-based culture, (3) community-based structure, and (4) community-based teacher. The components associated with these dimensions were identified through semi-structured interviews, forming the initial conceptual model. After statistical validation, the final model was developed by determining specific indicators. Ultimately, confirmatory factor analysis confirmed the quality and validity of the proposed model based on cross-validity and composite reliability. The current status of schools in Tehran indicated that, based on the derived model, the condition of these schools is below the average level in terms of the degree of community-centeredness, the characteristics of community-centered educational leadership, community-centered culture, community-centered structure, and community-centered teachers.
Copyright (c) 2026 Masoume Foladi, Mohammad Jafar Mahdian, Alireza Faghihi (Author) https://creativecommons.org/licenses/by/4.0
Self-Assessment Portfolios for Learner Autonomy and Diagnostic Practice in Pre-Intermediate English Language Classrooms: Insights from Iranian Learners and Teachers
This study investigates the perspectives of pre-intermediate English as a Foreign Language (EFL) learners and their instructors regarding the efficacy of self-assessment portfolios in identifying individual strengths and weaknesses over 12 weeks. The research sample comprised 31 EFL students and 12 educators, with coursework based on the American English File 2 textbook. Participants maintained structured reflective journals appropriate for their proficiency level, documenting weekly self-assessments across speaking, listening, reading, and writing skills. Semi-structured interviews were also conducted to capture learner and instructor insights. Employing an inductive thematic analysis design, this qualitative investigation analyzed a total of 372 entries derived from the journals and interview transcripts, utilizing NVivo 12 software for data management. The analysis was carried out in several stages, including initial open coding, axial grouping into sub-themes, and selective refinement into core themes. Findings revealed that portfolios enhanced learners' self-awareness, reflective practices, and skill recognition. Participants reported increased motivation, autonomy, and metacognitive skill development. Educators valued portfolios for instructional guidance and promoting learner accountability. Despite challenges like increased workload and need for clear guidance, both groups recognized portfolio assessment's substantial benefits for deeper learning and critical thinking. These findings underscore self-assessment portfolios' pivotal role in fostering reflective, autonomous learners and advancing EFL teaching and assessment practices.
Pre-intermediate EFL learners’ proficiency
Copyright (c) 2026 Amir Ramezany, Mohammadreza Khodareza, Ramin Rahimy (Author) https://creativecommons.org/licenses/by/4.0
The Mediating Role of Emotional Intelligence in the Relationship Between Moral Education and Social Responsibility of High School Students
This study aimed to investigate the mediating role of emotional intelligence in the relationship between moral education and the social responsibility of male High school students in district 4 of Shiraz. The research was descriptive-correlational. The statistical population consisted of all first high school students in district 4 of Shiraz during the 2023-2024 academic year. A sample of 380 students was selected by using cluster random sampling based on calculating Cochran formula. Data were collected using three standardized questionnaires: Goleman's Emotional Intelligence Questionnaire (1995), Gregory et al.'s Moral Education Questionnaire (2000), and Khadivi and Elahi's Social Responsibility Questionnaire (2018). Validity was confirmed by experts, and reliability was established via Cronbach's alpha coefficients of 0.77, 0.81, and 0.85, respectively. The collected data were analyzed using SPSS and AMOS software, employing both descriptive and inferential statistics such as Pearson correlation and structural equation modeling. The correlation matrix revealed significant relationships between moral education, emotional intelligence, and social responsibility. Ultimately, structural equation modeling results demonstrated that emotional intelligence plays a mediating role in the relationship between moral education and social responsibility. Result showed that emotional intelligence acts as a significant mediator, enhancing the positive impact of moral education on students' social responsibility.
Copyright (c) 2026 Nima Shahidi (Author) https://creativecommons.org/licenses/by/4.0
The Effectiveness of Reality Therapy Theory on Self- Harm Behaviors and Functions in High School Students in Shiraz
This study aimed to evaluate the effectiveness of Reality Therapy Theory on self- harm behaviors and functions in high school students in Shiraz, Iran. A semi-experimental methodology with a pretest-posttest design and a control group was used. The statistical population included female high school first-year students from (S) high school in Shiraz in the academic year of 2017-2018. The purposeful sampling method was used in this study where 30 students were randomly selected from among all high school first-year students studying in the specified school whose scores in the Self- Harm Behavior Questionnaire (SHBQ) ranged within the first three quarters. Participants were randomly assigned either to an experimental or a control group (15 participants in each group). The experimental group received eight minute training sessions based on the concepts of reality therapy. Klonsky & Glenn’s (2011) self- harm questionnaire was used to collect data. At the level of descriptive statistics, the mean and standard deviation were used. Data were analyzed using analysis of covariance (ANCOVA). The findings showed that reality therapy training reduced the students’ self-harm functions; and had a significant positive effect on the extra-personal and intrapersonal functions of the students' self- harm behaviors
Copyright (c) 2024 Biannual Journal of Education Experiences
The Mediating Role of Organizational Learning and Knowledge Sharing in the Relationship between Culture and Organizational Innovation
Any organization needs to innovate in order to survive in today's turbulent and changing world. Understanding the changes in the surrounding environment, looking for innovative and innovative responses, cannot be achieved unless it is institutionalized in the sponsoring culture of the organization. And the organization becomes a learning organization using the flow of knowledge. The present study aims to investigate the relationship between organizational culture, knowledge sharing, organizational learning and innovation. The research population consists of all knowledge workers in the Education Organization of Fars province, from which 190 people were selected as samples using the non-random targeted sampling method. The research data was collected by distributing questionnaires among samples. After collecting data, the distribution of the data related to the variables was examined using the Kolmogorov–Smirnov test; then, the Pearson’s correlation coefficient and structural equation modeling were used to test the research hypotheses. The results of this study show that there is a significant relationship between variables of organizational culture, knowledge sharing, organizational learning and organizational innovation. Also, the results of examining the components of organizational culture demonstrated that adhocracy and clan cultures have positive effects on other variables while hierarchy and market cultures negatively affect the dependent variables. As well as the role of mediator between organizational culture and organizational learning, knowledge sharing and organizational innovation proven. On the other hand, it was found that knowledge sharing can also play the role of mediator between organizational culture and innovation.
The Effect of Storytelling on Elementary Students’ Self-Efficacy
The purpose of this study was to examine the effect of storytelling on the self-efficacy of students. The research method was quasi-experimental along with pretest-posttest. The statistical population consisted of two elementary fourth grades with 21 students in each class. One of them was selected as the test group and the other as the control. Before the beginning of the course, a pretest was performed for all students (42 students). The self-efficacy questionnaire (SEQ-C) (Muris) was used for data collection and its validity and reliability were confirmed. Data were analyzed using SPSS software with covariance test after checking the homogeneity of variance and regression. The results showed that there is a significant difference between the control and experimental groups. This means that storytelling had a positive effect on the three dimensions (social, educational and emotional) of students’ self-efficacy.
Investigate the Relationship between Leadership Style and Job Satisfaction among Employees of the Department of Education in Bushehr Province
The present study investigates the relationship between leadership style and job satisfaction among employees of the Department of Education in Bushehr Province. For this purpose, five sub-hypotheses and one main hypothesis were designed and the information needed to analyze the research hypotheses was designed via a questionnaire which was calculated 80 people in statistical sample based on Cochran's formula and selected by simple random sampling method, and questionnaires were distributed. All questionnaires were fully received. To test the hypotheses, Pearson correlation coefficient was used. Considering the analysis of the findings and testing the hypotheses one to five, there is a relationship between leadership style and job satisfaction of employees. The present study is correlational. Correlation research is divided into two general groups based on the objective of the research. The first category relates to research that aims to investigate bipartite correlations, which means that the researcher wants to examine the relationship between variables of job satisfaction and leadership style. The second category is a research that is carried out through regression analysis, covariance analysis, or correlation matrix. The purpose of this study was to investigate the relationship between leadership style and job satisfaction among the employees of the Education Department of Bushehr Province and its role on their performance.
Validation of the model for development of school principals
The purpose of this study was to Validation model for the development of primary school principals in Fars province. The statistical population included all principals of primary schools in Fars province. According to the Cochran formula, the sample size was 410 people who were selected using cluster random sampling. data was collected using a researcher-made questionnaire, To confirm the validity of the questionnaire, content and constructs validity were used. The reliability of the questionnaire using Cronbach's alpha (0.96) and combined reliability. The final questionnaire with a total of 56 items was distributed among the participants. Confirmatory factor analysis was used to test the conceptual model and data were analyzed using SPSS and PLS software. According to the goodness-of-fit indexes, the research model had a good fit to the data and its validity was confirmed in the statistical population Also, structural model analysis showed that the relationship between 23 variables was significant and the relationship between 7 variables was not significant.
Table of content, Biannual Journal of Education Experiences Vol 3 / No 1 /Serial Number 4, Winter and Spring, 2020
The effectiveness of social skills on aggression and tendency to risky behaviors among students
The purpose of this study was to investigate the effect of the effectiveness of social skills training on aggression and the tendency to risky behaviors among high school girl students in Shiraz. The research method was experimental and pretest-posttest with control group kind. The statistical population of this study includes all high school girl students in Shiraz, who were studying in 2018, including 5782 students. A sample of 30 students was selected as sample size using a cluster sampling method. Three questionnaires used for data collection were Ahwaz aggression questioner (2001) and Iranian Adolescence Risk-taking Scale (IARS) Zademohammadi (2012). Data were analyzed with MANCOVA via SPSS software. The results of this study showed that there were significant differences between the two groups in the posttest of aggression and the tendency to risky behaviors and its subscales. (p < 0/05). Also, with respect to subscales, the findings showed there was a significant difference between the experimental group and the control group in the post-test with regards to aggression dimensions (anger and nervousness, hostility and malice) and dimensions of tendency to risky behaviors (tendency to drugs, tendency to abnormal behaviors and tendency to violence). Therefore, one can conclude that social skills training results in reduced aggression and its dimensions (anger and nervousness, hostility and malice) and tendency to risky behaviors and its dimensions (tendency to drugs, tendency to abnormal behaviors and tendency to violence) in female first-grade high school students in Shiraz.
Teachers’ Formative and Summative Feedback to Enhance Iranian EFL Learners’ Speaking Performance: A Case Study
The goal of the present research is to investigate about the effects of formative and summative feedback on the quality of performance of EFL learners in Iran. This study is applied and it deals with the administration of formative and summative feedback among 80 girl and boy students in an institute in Tabriz called Dehkade-e-Jahani during the school year 2018 and 2019 using a quasi-experimental method. Since we have used a pre-test and post-test method among two groups of girl students and boy students, to investigate about the results of the feedbacks created through formative and summative feedback methods, we have used an independent t-test and a double test method to analyze the amount of effectiveness of each of the feedback methods under investigations and also a one-way variance analysis has been administered using SPSS22 software. Results of this study showed that both formative and summative feedback have been effective in improving the performance quality of speaking among EFL students in Iran. The comparison of results of variance analysis also showed that the formative feedback in post-test has had a more considerable positive effect on improving the quality of the speaking performance of Iranian EFL students. Considering the results of the present research, it can be suggested that the formative and summative feedback methods can complement each other during English learning
Examining the mediator role of job engagement in the ralationship between significant work and organizational commitment of faculty members
The main purpose of this research was to investigate the effect of significant work on organizational commitment to the mediator role of job engagement among faculty members. The type of this research was applied based on purpose and descriptive-correlational in terms of implementation technique. The population in this research was all faculty members of Islamic Azad University of Fars Provice (1997 People). Using Cochran formula, 385 people were selected as the sample size. The stratified sampling method was based on the size of the population. The research data was collected by distributing questionnaires among samples. Descriptive and inferential statistics and SPSS and PLS software were used to analyze the data. The results of this study showed that significant work has a positive effect on organizational commitment and job engagement. In addition, considering the positive impact of significant work on organizational commitment in the presence of the mediator variable of job engagement, job engagement could play a role as a mediator variable in the relationship between significant work and organizational commitment.
The Relationship between Research Experience and Researcher Spiritually with Research self-efficacy of M.A students of Islamic Azad University in Sari
The purpose of this research is investigating the relationship between research experience and researcher spirituality with research self-efficacy of M.A. students of Islamic Azad University of Sari. Its implementation method is descriptive and correlational. The statistical population in this research consists of 5112 MA students of Islamic Azad University of Sari in 2017-2018. Out of which, 361 students were randomly selected based on Krejcie and Morgan sampling table and applying stratified sampling method. For data collection, the library and the field method were used. The data collection tool in this research was three researcher-made questionnaire included research experience, research spirituality and research self-efficacy. The content validity of these questionnaires was approved by supervisors, advisors and experts in the field and their reliability was obtained by using Cronbach's alpha coefficient, respectively (83%, 91% and 86%). To analyze the data two statistical methods included descriptive statistics (frequency, indicators mean and standard deviation) and inferential statistics were used (Wilcoxon test non-parametric methods, spearman correlation test, strong regression and structural equation). For analysis, SPSS software and LISREL was used. Findings from the research suggest that the simultaneous relationship was established between the predictor variables and the criterion variable. And also the researcher spirituality had mediator role in relationship between research experiences with research self-efficacy. `
Content analysis of Religion and Life Curriculum in Terms of the Emphasis Put on Self-Esteem, Responsiveness, and Self-Actualization of Students
The emphasis on self-esteem, responsiveness, and self-actualization of high school students in Religion and Life textbooks was examined. The study was carried out as a quantitative content analysis. Study population and sample group consisted of three Religion and Life textbooks and three teacher’s guidebooks. The whole contents of the books were surveyed using a researcher-designed checklist based on the theoretical background and literature review. Validity of the tool was confirmed by the university professors at the School of Educational Sciences. The base units of analysis were the sentences in the textbooks and the teacher’s guidebooks. The results revealed that emphasis on self-esteem, responsiveness, and self-actualization was at low level in terms of objectives. Moreover, the emphasis on self-esteem, responsiveness, and self-actualization was at very low level in terms of contents of the textbooks and teacher’s guidebooks. Therefore, revising the contents of the textbooks by the curriculum planners and authors is recommended.
The Relationship between Teachers’ Academic Optimism Culture and Student Achievement in Junior High Schools in Tehran
The purpose of this research is to examine the relationship between teachers' academic optimism and student achievement at Junior High Schools in Tehran in School Year of 2017-2018. The research was performed through the descriptive method (correlation). Statistical population of the research consisted of all Junior High school teachers in Tehran, about 2610 teachers. According to Morgan's Table, the sample size for the study consisted of 335 teachers (150=Females and 185=Males) who were selected by simple random sampling. Data gathering tools for measuring academic optimism was a standard questionnaire (Hoy, 2010) with a reliability coefficient of 0.86 and to measure student achievement structures were the average score of the students that had in class. Data were analyzed using descriptive statistics of mean, standard deviation, and Spearman correlation coefficients and regression analysis. The results showed that all three components of the condition of the culture of academic optimism (self-efficacy, academic emphasis, and trust) were rated as relatively unfavorable views of teachers (low). The condition of the academic optimism of teachers with an associate degree, bachelors and master is alike and low. There were no significant differences among male and female teachers. Another result showed that there was a significant relationship between teachers' academic optimism and student achievement. There was a significant positive relationship between each of the components of the culture of Hoy’s Theory (sense of self-efficacy, teacher’s trust, and academic emphasis of Teachers of English) and student achievement
The Identification of Components of Customer Orientation Culture in Iranian Educational System
The purpose of this study was to identify components of customer orientation culture in the educational system of Iran. The method of research was qualitative. The scope of study included all articles submitted to reputable databases and websites from 2000 to 2015, regarding the customer orientation culture, which were indexed therein. The complete research scope consisted of 52 articles from databases and websites as follows: thirty-nine articles, nine theses, and four books. All resources were examined through a survey method. Data collection was carried out by making use of thematic analysis, and 608 themes were identified. Research reliability of 0.99 was obtained by making use of Holsti’s method. Finally, two comprehensive themes of parameters were identified: first, optimization Strategy with such organizing themes such as strategic approach to customers, developing organizational knowledge, improving customer service, employee recruitment and enhancement, management attitude, adopting proper procedures and addressing complaints; and second, customer intimacy strategy with such organizing themes such as valuing customers, creating the sense of reliance in customers, considering moral issues, encouragement and persuasion, cooperation culture, and tangible factors were identified. A total of 57 basic themes and 13 organizing themes were derived.
The Analysis of sixth grade science book based on the biological, physical, and technology areas proposed in the fundamental transformation document of the educational system
The purpose of this study is to analyze the sixth grade science book based on the biological, physical, and technology areas proposed in the fundamental transformation document of the educational system using William Romey method. As a kind of "content analysis" research, it examines the desired content in terms of specific and predetermined criteria or indicators and measures everything with specified criteria; it is in fact an evaluation study. However, during this study on the criteria or indicators, descriptive research has been used. The research statistical population was the sixth grade science book in 2017-18. Findings revealed that the science books received less attention in the field of biological and physical areas but it has received more attention in the field of science and technology. Also the text involvement index in terms of biological and physical was very low, indicating that the text book has not been written in an active manner; on the other hand the involvement index of images showed that it has been written in an active manner. The involvement index in terms of question of and biological and physical was very high and according to William Romey question were provided in a desirable manner. William Romey according to the involvement index based on the science and technology showed that the text has been presented in an active manner, but the images and questions have not been presented in an active manner in terms of science and technology.
Explaining the mediating role of talent management in the relationship between organizational culture and attitudes to organizational change
The purpose of this study was to explain the mediating role of talent management in the relationship between organizational culture and attitudes to organizational change. This study was of an applied-correlative type. The statistical community included all the employees of Shiraz University of Medical Sciences in 2017. Using a Stratified random sampling method and according to Cochran, 300 subjects were chosen as the statistical samples. To collect the research data, 3 standard questionnaires incorporating organizational culture, organizational change attitude, and talent management were applied. The validities and reliabilities of the questionnaires were confirmed using content validity and Cronbach's alpha (0/87, 0/83, and 0/89), respectively. The data were analyzed using structural equation modeling. The results of structural equation modeling indicated that talent management can have a mediating role between organizational culture and organizational change attitude. Also, the correlation coefficient between organizational culture with talent management, talent management with organizational change attitude and organizational culture with organizational change attitude was significant.
On the Effect of Virtual Social Networks on the Academic Performance and Happiness of female High School Students
The aim of this research was to investigating the effects of virtual social networks (WhatsApp, tango and …) on academic performance and happiness of high school students. This research is the practical research type and in terms of style of data collection, is a descriptive research in type of causal-comparative. Statistical society has been the entire second course of Algooneh public high school students in district 3 of Shiraz that their number has been 360 people. 60 people are students that have been used virtual social networks in one hour or more than one hour in a day as well as 60 people are students that have been used virtual social networks less than one hour in a day. They have formed statistic society and they were selected by targeted sampling approach. For collecting data, we used Pham and Taylor academic performance questionnaire (1990) and Oxford Rjill, Martin and Crosland gaiety questionnaire (1989). For data measurement and analysis, we used SPSS software and descriptive and inferential statistics in level of punctual 0.5. In this research we used descriptive statistic indicators such as average, standard deviation and also inferential statistic tests such as T independent groups and pair of strings analysis of variance (ANOVA) and Post Hoc. The results of research showed that virtual social networks have no meaningful effect on academic performance and happiness, as well as there is no significant difference between majors.
Extracting Educational Supervision components to formulate an Appropriate Model
The aim of this study was to investigates the parameters of educational supervision in selected countries, including: (America, Japan, Canada, Australia, England and France) in order to the characteristics of educational supervision models in those countries where education is currently underway based on available documents from previous research findings, upstream regulations, structure and educational site. The Mixed research method was used in order to answer the main question of this research.The participants consisted of the school principals and educational groups from all selected countries that have advanced educational system. By dividing the country into five regions which finally led to only10 provinces with random cluster sampling method andsample-size of 380 people (of the principals and educational groups) based on Morgan table and using factorial analysis Level I& II who were selected randomly based on the results obtained from the research, educational supervisionmodel was approved and found to be valid and reliable so it can be implemented it in educationalsystem of the country. This model was designed with 42 itemsand six parameters (Educational leadership, educational management, quality of education, teaching and learning, research and social support). These 42 items actually were the consideredsubcomponentsdesigned in supervision models in form of a researcher-made questionnaire presented to the sample statistic population.Teaching – Learning as a highly-approved parameter and social support as a lowly-approved parameter were verified in a significant range from strong to weak.
Predicting Aggression in High School Students in Shiraz (16- and 17- Year- Old Students) based on Cognitive Emotion Regulation and Resilience
The main aim of this research wasprediction of the aggression forteen girls and boys (17-18) at high schools in Shiraz based on emotion cognitive regulation (ECR) and resilience. The statistical sample contains 300 male and female students of second and third grades of high school in academic year 2016-2017 that were selected by multi-stage cluster sampling. For collecting data, aggression questionnaire, resiliency scale,and emotion cognitive regulation questionnaire were used. Pearson correlation coefficient and multiple regression analysiswas runto check the research hypothesizes. The results of multiple regression analysis showed that variables of emotion cognitive regulation and resiliency significantly predict the aggression among youth girls and boys. Also, the results of Pearson correlation coefficient showed a significant relationship between (ECR) and resiliency with aggression for high school students.
The Effect of Using Dictogloss Technique on Listening Comprehension
The aim of the study was to investigate the effect of using dictogloss technique on EFL's listening comprehension ability. This was an experimental research with non-randomized control group pretest- posttest design. Class A was the experimental research group, while class B is the control group. Each of them consisted of 25 students. A pre-test was administered to both groups at the beginning of the experiment to ensure that they had the same language background. During 15 sections of study, the Experimental group received treatment by dictogloss technique while the control group did not. At the end of the experiment, a post-test was assigned to both groups to determine whether the dictogloss technique had positively affected the students' listening comprehension abilities. The mean scores gained from both classes showed that the Experimental group had higher mean scores than the Control Group; this showed that the dictogloss technique had worked well.