Educational Management
Hamid Farhadi Rad; Sakineh Shahi; Amin Allah Khalili
Abstract
Abstract: In this research we assume that knowledge is recognized as a strategic and key asset for all organizations and education systems too. Therefore the appropriate use of knowledge is an effective factor in the success/failure of educational organizations and teachers are main people that could ...
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Abstract: In this research we assume that knowledge is recognized as a strategic and key asset for all organizations and education systems too. Therefore the appropriate use of knowledge is an effective factor in the success/failure of educational organizations and teachers are main people that could create, save and share knowledge in the school systems. In the other hand we know that teaching, learning and educating process are the core of any education system and are most important duties of teachers. Based on this assumption the best teachers are those who their work lead to the highest levels of learning in school especially students’ learnings. But what is teacher’s knowledge that guides his/her teaching and learning activities and other organizational behaviors? It should be said that performing the above activities without identifying teachers' knowledge and its dimensions is difficult. Therefore it is important to school as an organization that know about teacher’s knowledge component and how to manage it in order to provide proper context for, creating, saving, maintaining, developing, sharing and exchanging of knowledge at the school level. Based on theoretical foundations we found that teacher’s knowledge has a wide range including cognation knowledge, experiences, skills, perspectives and even the value and mentality system of the teachers. Studying in a real context could lead to better understanding of teacher’s knowledge so the main purpose of this study aimed to identify and introduce the components and dimensions of teachers’ knowledge in Ahvaz education system. By purpose this research is a “Theoretical-Applied” research and by method is mixed method (Sequential Exploratory). In the qualitative part, based on theoretical saturation 11 teachers who were convinced and satisfied selected and participated in this research. They were selected by purposeful and best intensity case sampling. Sample size in quantitative part based on Cochran formula 346 persons estimated and they selected by stratified random sampling method. Semi-structured interview with participants was used to collect qualitative data and quantitative data gathered by a questionnaire that made by researcher. For date analysis, interviews inductive content analysis was used and exploratory factor analysis was used for quantitative data analysis. The results showed that, teachers knowledge can be classified into 6 components consists of, cognitive knowledge (recognition of students, rules and regulations …), proficiency knowledge (Teaching skills, Assessment skills…), procedural knowledge (Practical teaching, knowledge assessment…), Interactive knowledge (Interaction with the manager, interaction with office…),managerial and planning knowledge (Leadership and management of class…), technological knowledge (Computer and Internet knowledge). Keywords: Cognitive knowledge, Proficiency knowledge, Procedural knowledge, Interactive knowledge, Managerial & Planning knowledge, Technological knowledge
Educational Management
Sahar Saadat; Sakineh Shahi; Hamid Farhadirad; Mohammadreza Neyestani
Abstract
Continuing education staff, strategic move that at the individual level, improve the quality of work and organizational level, operating excellence and development of the organization and at the national level, thereby increasing productivity. This article aims to review policies and strategies to organize ...
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Continuing education staff, strategic move that at the individual level, improve the quality of work and organizational level, operating excellence and development of the organization and at the national level, thereby increasing productivity. This article aims to review policies and strategies to organize continuing education in Mobarakeh Steel Company were used. Mobarakeh Steel Company is the scope of the study participants in this study included seven members of the committee, human resources development and training of human resource Development Company. The research method used in this study, qualitative methods based on inductive content analysis of documents and interviews are available in the company. Targeted sampling method. Research findings suggest that Mobarakeh Steel Company, its strategies and policies, based on understanding the needs and expectations of both stakeholders and external environment based on understanding the development of internal capabilities and functions. Several quality assessments were carried out, all appropriate expression system in various areas. Also, since the company has implemented Business Excellence Model, and consequently the company into a learning organization has provided conditions for continuing medical education and continuing education component of the company is in good standing.
educational technology
Seyyed Abbas Razavi; Ahmad Mansouri; Sakineh Shahi
Abstract
The aim of the present study was to investigate the status of communication and information technology(ICT) application in the teaching-learning environment of elementary smart schools at Shush City. A mix-method was used in this research. This study was conducted in the boy elementary smart schools ...
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The aim of the present study was to investigate the status of communication and information technology(ICT) application in the teaching-learning environment of elementary smart schools at Shush City. A mix-method was used in this research. This study was conducted in the boy elementary smart schools of Shush City. In the quantitative section, Due to the small size of the school teaching staff, all teachers participated in the study(N=70). The quantitative data were collected using a researcher- made questionnaire. The validity of questionnaire was confirmed by specialists in education. The reliability was estimated by Cronbach alpha (α=0.94). Also in quantitative section, the descriptive statistics (frequency, percentage, mean and standard deviation) were used and in the inferential statistics the one-sample t test was used to analyze data. In the qualitative section, 10 principals and 10 teachers were interviewed. For analyzing qualitative data, open and axial coding was used. The findings showed that the status of ICT application in the 5 components of (i) use of electronic content (multimedia) by teachers, (ii) designing an electronic content (multimedia), (iii) the role of students in preparation of electronic content (multimedia), (iv) use of ICT to continuing the teaching-learning process(v) encouraging the students to deploy ICT to learn deeply and widely by teachers; was lower than the desirable level. The qualitative results identified important obstacles such as: (a) lack of sufficient knowledge and skills on the part of teachers, students and families (b) cultural, attitudinal and motivational problems related to teachers, families and students, (c) problems related to infrastructure, facilities and financial resources, and (d) the curricular problems.
O. Saber; S. Shahi; Y. Mehralizadeh
Volume 20, Issue 2 , December 2014, , Pages 209-224
Abstract
The main purpose of this study was to investigate the effectiveness of the communication of educational department’s managers with students from the perspective of undergraduate students in Shahid Chamran University of Ahvaz. The method of research was a mixed of one. To achieve this goal by using ...
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The main purpose of this study was to investigate the effectiveness of the communication of educational department’s managers with students from the perspective of undergraduate students in Shahid Chamran University of Ahvaz. The method of research was a mixed of one. To achieve this goal by using random sampling, 240 undergraduate students in their Third and Fourth year of study at Shahid Chamran University (SCU) were selected. A questionnaire was given to 210 of them and 30 of them were interviewed. The validity of questionnaire was measured by content analysis method and the reliability was computed by Cronbach alpha (0.95). The Organizational communication effectiveness of department managers and students was analyzed based on from five dimensions (structure, content, individual, organizational, and human communication). The results showed that organizational communication effectiveness of educational departments managers with students. From the perspective of content, individuals, organizational and human communications(t = 4) was not at the optimal level. However a proved to be significant in structural dimension (t = 3). The findings also showed human communications had the lowest mean and individual dimension ranked highest among the dimensions. The findings showed no significant differences between the humanities and non humanities in organizational communication effectiveness of university department's managers with students, but there were significant differences among faculties. Also, the findings showed no significant difference between boy and girl students in organizational communications dimensions, but significant differences was observed between boy and girl students in human communications dimension. Moreover, findings showed no significant difference between third and fourth year undergraduate students in all dimensions, except for the content dimension.
