Showing 4 results for Masoudi
Akram Karami, Esmat Masoudi Nadooshan, Morteza Samiei Zafar Ghandi,
Volume 3, Issue 2 (7-2020)
Abstract
Purpose: The present study was conducted with the aim of presenting a professional development model for high school teachers.
Methodology: The research is applied in terms of purpose and exploratory in terms of mixed method. In the qualitative section, the statistical population included all experts in education and training sciences in Tehran that a sample of 15 people was selected by purposive sampling using the principle of theoretical saturation from the above community. In the quantitative part, the statistical population included all high school teachers in Tehran that 382 people were selected by stepwise cluster sampling. In order to collect data in the qualitative part, an in-depth semi-structured interview with 5 open-ended questions was used, and in the quantitative part, a researcher-made questionnaire was used to design a career development model. Qualitative data analysis was performed using thematic analysis method and partial least squares method was used to analyze quantitative data. Findings showed that the components of professional development according to experts included three dimensions of professional knowledge, professional commitment and professional ability.
Findings: The results of factor analysis on 25 items of professional development model showed that the factor loads of the items of each factor and the relevant t-index had a factor load of more than 0.4. Also, all variables had the mean and extracted variance above 0.5. Also, in order to determine the reliability of data collection tools, Cronbach's alpha method was used. The values of these coefficients for all variables were above 0.7, which indicated the appropriate reliability of the questionnaire. There is a strong link between the role of human capital and the development of countries.
Conclusion: Human capital growth is a set of knowledge, skills and characteristics that lead a person to individual, organizational and social success.
Zahra Khosravi, Zahra Taleb, Morteza Samie Zafarghandi , Esmat Masoudi Nadoshan,
Volume 4, Issue 4 (12-2021)
Abstract
Purpose: The present research was conducted with the aim of comparative study of university' social responsibility patterns to provide strategies for Iranian universities.
Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was all articles and books related to social responsibility and university' social responsibility patterns in the 1990 to 2021 years. Out of 23 resources related to university social response patterns number of 14 resources based on the inclusion criteria were selected as a sample by purposive sampling method. Data were collected by documentary method and take noting from them and were analyzed by content analysis method.
Findings: Findings showed that the university' social responsibility patterns mainly emphasized on 10 components of environmental conditions (economic, political, cultural and social), law, ethics, humanitarian, stakeholders, philosophy and goals of the pattern, theoretical foundations, perceptual framework, implementation stages and evaluation and engineering system. Also, a comparative study of university' social responsibility patterns indicated that these patterns were more similar from each other in terms of four components of environmental conditions, stakeholders, implementation stages and evaluation and engineering system and were more different from each other in terms of six components of law, ethics, humanitarian, philosophy and goals of the pattern, theoretical foundations and perceptual framework.
Conclusion: The results of this research can have practical implications for university specialists and planners. They can with the help of identified components take an effective step towards promoting social responsibility in universities
Maral Masoudi, Fatemeh Hamidifar, Abbas Khorshidi, Yalda Delgoshaei,
Volume 7, Issue 4 (12-2024)
Abstract
Purpose: The objective of this study is to develop and validate a comprehensive coaching leadership model for elementary school principals.
Methodology: This research employed a mixed-methods approach, combining qualitative and quantitative techniques. The qualitative component involved semi-structured interviews with 15 experts in educational leadership to identify key components of the coaching model. The quantitative component included a survey distributed to 353 elementary school principals, with data analyzed using confirmatory factor analysis and structural equation modeling (SEM) through SPSSwin20 and SMART PLS 8 software. The reliability and validity of the questionnaire were confirmed with a Cronbach's alpha of 0.85.
Findings: The findings indicate that the proposed coaching leadership model significantly improves principals' competencies in instructional leadership, organizational management, and relationship-building. Confirmatory factor analysis demonstrated strong factor loadings and satisfactory model fit indices (GFI = 0.934, CFI = 0.944, RMSEA = 0.064). The model's effectiveness was further supported by enhanced teacher performance and a positive school climate, corroborating existing research on the benefits of coaching in educational leadership. The study identified key strategies such as professional growth, networking, and organizational support as crucial for effective coaching.
Conclusion: The coaching leadership model developed in this study holds significant promise for enhancing the leadership competencies of elementary school principals. By providing personalized support and fostering a culture of continuous improvement, coaching can empower principals to effectively manage school operations, support teacher development, and improve student learning outcomes. This model offers a practical framework for implementing coaching programs tailored to the specific needs of school principals, with implications for broader educational policy and practice.
Mahnaz Masoudi Tafreshi, Naghi Kamali, Amir Najafi,
Volume 8, Issue 1 (3-2025)
Abstract
Purpose: This study aims to identify the dimensions and components of a KM model tailored for secondary school principals in Tehran, addressing the need for systematic handling of knowledge assets to create value and achieve strategic goals.
Methodology: This qualitative research involved 24 secondary school principals from various schools in Tehran. Data were collected through semi-structured interviews, allowing for in-depth exploration of participants' experiences and perspectives. The interviews were conducted in Persian and transcribed verbatim. Data analysis was performed using NVivo software, following a thematic analysis approach to identify significant themes and sub-themes related to KM practices. The sample size was determined based on theoretical saturation.
Findings: The thematic analysis revealed nine main themes critical to effective KM practices: Knowledge Management Processes, Technological Capabilities, Organizational Culture and Structure, Human Resource Management, Strategic Management, Managerial Support, Learning and Innovation, Efficiency and Effectiveness, and Knowledge Architecture. Each theme comprised several categories and concepts essential for fostering a knowledge-sharing environment and enhancing educational outcomes.
Conclusion: The study concludes that effective KM practices are crucial for secondary school principals in Tehran to navigate their roles' complexities and improve educational outcomes. By understanding and implementing the identified dimensions and components of the KM model, school leaders can foster a culture of continuous learning and innovation, enhance organizational performance, and create an environment conducive to knowledge sharing and application. These findings align with existing KM theories and models, providing practical recommendations for enhancing KM practices in schools.
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