درخت حوزه‌های تخصصی

The aim of the current research was to design and validate an electronic learning environment model based on educational neuroscience (knowledge of the mind, brain and education). The method of this mixed research was an exploratory design. First, various sources were examined and the components of the cognitive educational model were determined using the content analysis method. Then, using the Delphi method and the opinions of the judges, the components were finally approved. The statistical population in the content analysis section consisted of experts in the field of educational neuroscience, written and electronic documents and resources from domestic and foreign databases, and in the Delphi section, experts in the field of educational technology and distance learning. To search for and find all the articles related to e-learning based on neuroscience, a systematic review method was used to identify, review, evaluate and analyze the articles. This systematic review was carried out using the prism method.The selection of samples in both sections was purposeful and in the content analysis section there were 22 specialists and experts for interviews and in the Delphi section there were 15 specialists from different universities and institutions in Iran, the Netherlands and AmericThe analysis of the data obtained from the qualitative interview was also done using the inductive content analysis method and in the Delphi section using descriptive and inferential statistical methods. According to the content analysis, six categories of attention, Generation and communication, Emotion, Spacing learning, Individual-environmental factors and social factors were obtained. Also, 17 sub-components were extracted for the main classes. After analyzing the content and extracting the codes, the components and sub-components were presented in the form of a template. The results of internal validation based on experts' opinion have shown that the provided educational model has high internal validity and has the necessary effectiveness for teaching fifth grade students

This research mainly aimed to identify the indicators of pedagogically-centered leadership in Sanandaj primary schools, which was conducted using a qualitative research approach and a descriptive phenomenology strategy. The two main questions raised in the research were as follows. According to the mentalities and experiences of the participants, what are the meanings and indicators of pedagogically-centered leadership in Iranian elementary schools? What characteristics can make pedagogically-centered leaders separate and unique leader from other educational leaders? The current research is developmental-applied in terms of purpose and qualitative in terms of approach, which was conducted using a descriptive phenomenology strategy. To collect data, 18 primary school principals were selected by purposive sampling and interviewed through three-stage phenomenological interview protocols. Their perspectives and experiences were investigated during the interviews. After conducting the interviews, the data were first manually analyzed, and then by MAXqda 2020 software, based on three-stage thematic analysis (basic, organizing, and global) of Attride-Stirling, analyzed. As the result of data analysis, 90 initial codes, 42 basic themes, 18 organizing themes, and finally, 8 global themes were specified. Also, four distinctive characteristics were identified as unique features of a pedagogically-centered leader: participation-seeker, activist of social justice and equal opportunities, valuing subcultures, and leader of leaders. Findings implicitly indicated that the implementation of this style of leadership in schools requires major changes in the mental paradigms of school community members. These changes include changing the paradigm of playing fixed roles to flexible ones, changing the paradigm of management to leadership, changing the paradigm of bureaucracy to specialization, changing the paradigm of teaching-centered to learning-centered, changing the paradigm of parental participation to parental involvement, and changing the paradigm of knowledge transfer to knowledge creation in students

Method: This study is practical in terms of purpose, and descriptive correlational in terms of method. The statistical population includes all teachers from second normal secondary schools in the first and second districts of Sanandaj city during the academic year of 2021-2, totalling 686 individuals. A sample size of 343 was selected using a simple random sampling method. Data was collected through three questionnaires: The 10-Item Ethical Leadership Scale by Brown and Trevino (2005), The 12-Item Collective Efficacy Questionnaire by Goddard (2001), and The 9-Item Questionnaire by Schaufeli et al. (2002) utilizing a five-point Likert scale. The face validity of the questionnaires was confirmed through expert opinions, while their construct validity was established by Confirmatory Factor Analysis (CFA). To ensure questionnaire reliability, the Cronbach’s alpha coefficient was utilized. The resulting reliability coefficients for the ethical leadership, self-efficacy, and job involvement questionnaires were 0.91, 0.72, and 0.93, respectively. After verifying that the parametric assumptions were met, the data was analysed using Pearson’s correlation test and structural equation modelling via SPSS software. The results revealed a favourable fit for the research’s structural model, indicating a direct relationship between the ethical leadership style of school managers and teachers’ collective efficacy and job involvement. Furthermore, the ethical leadership status of school managers emerged as a significant predictor for teachers’ levels of collective efficacy and job involvement. These findings suggest that demonstrating ethical leadership behaviours can enhance teachers’ self-efficacy, thereby fostering greater passion and job involvement among them