عبدالله رحيمي

The purpose of this study was to understand the social harms experienced by secondary school students from the perspective of school community members, aiming to develop a grounded theory. The research employed a qualitative exploratory approach based on the grounded theory methodology of Strauss and Corbin. The study population included principals, teachers, school counselors and psychologists, and educational and administrative staff of public secondary schools in the outskirts of Sanandaj city. A purposive sampling method was used. Data collection tools consisted of semi-structured interviews with open-ended, general questions aligned with the paradigmatic model of Strauss and Corbin’s grounded theory. Data analysis was conducted using the Strauss and Corbin’s theoretical coding method. The findings revealed that the conditions of causation included core codes such as "experience of encountering harm," "social awareness among principals," "interaction with supportive institutions," and "cultural contexts." The central phenomenon was characterized by core codes including "principals’ sense of responsibility," "supervisory role of principals," and "empathy toward harmed students." Contextual factors were associated with core codes such as "cultural and social environment," "economic conditions of families," "media patterns," and "structural deficiencies within schools." Intervening conditions included core codes such as "lack of support," "weak competencies of principals," "shortage of resources and facilities," "poor family-school interaction," "school structure and support systems," and "bureaucratic educational environment." Strategic conditions were marked by core codes including "ethical strategies," "supportive environment," "collective identity and ethics," "conflict management and reconstruction," and "creative approaches." The outcomes were identified through core codes such as "improvement of mental health," "enhancement of school discipline," "strengthening student-school relationships," "development of social and ethical skills," "improved family-school interaction and participation," and "enhancement of managerial competence and effectiveness."

Objective: This qualitative study aimed to explore and deeply understand the lived experiences and perceptions of teachers, principals, and students regarding the phenomenon of teacher demotivation and the factors influencing it. Method: The research was conducted using an Interpretative Phenomenological Analysis (IPA) approach. Data were collected through in-depth semi-structured interviews with 12 teachers, 8 principals, and 10 students, as well as 6 focus group discussions involving 24 students. Data were analyzed separately for each stakeholder group through a three-stage coding process (open, axial, and selective) and finally integrated into a comprehensive synthesis. Findings: The findings revealed that each stakeholder group had a distinct perception and experience of this phenomenon. From the teachers' perspective, demotivation was experienced as "Psycho-Professional Withdrawal," rooted in a "Three-Pronged Siege" (economic, social, and familial) and a "Dysfunctional Reward and Punishment System" within the school. Principals viewed the phenomenon as "Planned Passivity" and a survival strategy, stemming from being "Trapped in a Cage of Rules" and bearing the "Heavy Burden of Social Issues" imposed on the school. Students described demotivation as the teacher's "Lack of Real Presence," resulting from a "Creativity-Suppressing Environment" and the "Erosion of the Teacher-Hero Image" in society. A common consequence, perceived by all groups, was the creation of a "Vicious Cycle" leading to the destruction of the learning relationship, erosion of the school's social capital, and transmission of apathy. Proposed solutions focused on rebuilding professional respect, transitioning to empowering leadership, and reviving relationships based on shared joy. Conclusion: Teacher demotivation is a multidimensional, systemic phenomenon resulting from the complex interaction of inefficient intra-organizational factors and debilitating extra-organizational factors. Breaking this vicious cycle requires simultaneous changes at three levels: improving the material and status conditions of teachers (macro level), reforming school management and administrative structures towards greater trust and autonomy (meso level), and promoting a culture of respect and positive communication among all members of the school community (micro level).

Background and Aim: The school, as the most important executive arm of the educational system, is not a static space but a small, dynamic community where students, teachers, parents, and administrators with diverse backgrounds, values, and goals are in constant interaction. While this dynamism and diversity are essential for growth and flourishing, they inevitably lead to the natural and unavoidable phenomenon of conflict. From this perspective, the present research aims to analyze the narratives of school principals regarding conflict management. Methodology: This study is applied in terms of its purpose, qualitative in terms of data collection, and narrative inquiry in terms of research design. The research setting and study population consisted of school principals in the city of Sanandaj. Based on the principle of thematic saturation, fifteen participants were purposefully selected to take part in semi-structured interviews. Findings: The data coding results yielded 17 themes. The extracted codes and themes related to conflict management in schools include: holding consensus-building meetings, focusing on interests instead of positions, building trust and raising awareness, clarification and transparency, cultural inclusiveness, and development of emotional intelligence. The extracted codes and themes related to the challenges and barriers to conflict resolution in schools include: weak organizational culture, resource limitations, ambiguity in rules and procedures, prejudice and bias, and lack of principals' expertise and skills. The extracted codes and concepts related to strategies and actions for resolving and managing internal school conflicts include: development of problem-solving skills, valuing diversity and differences, development of communication skills, intelligent mediation, self-awareness and emotion management, and identification of conflict sources. Conclusion: The results of this research indicate that conflict management in schools is a multi-faceted key skill whose success requires organizational support and the development of principals' individual competencies. In fact, the education system must equip principals with the necessary knowledge and skills to transform conflict from a threat into an opportunity for learning and improvement.

این پژوهش بررسی بهبود عملکرد سازمانی معلمان در پرتو رهبری فضیلت گرا با نقش میانجی معنویت در کار ‌انجام گرفت. این پژوهش از لحاظ هدف، کاربردی، از لحاظ روش؛ توصیفی از نوع همبستگی بود. جامعه آماری پژوهش شامل معلمان شهر کرمانشاه بود. حجم نمونه ، 312 نفر بود که به شیوه نمونه‌گیری تصادفی – طبقه ای انتخاب شدند. ابزار پژوهش شامل پرسشنامه‌ رهبری فضیلت گرا وانگ و هکت (2015)، پرسشنامه معنویت در کار کینجرسکی و اسکرایپ نک در سال (2006)، پرسشنامه عملکرد سازمانی هرسی و گلداسمیت (2003)بود. که روایی صوری و محتوایی پرسشنامه‌ها مورد تأیید اساتید دانشگاهی قرار گرفت. جهت تجزیه و تحلیل داده ها از آزمون‌های کلموگرف اسمیرونوف؛ همبستگی پیرسون؛ و تحلیل مسیر با استفاده از نرم‌افزار SPSS و PLS استفاده شد. نتایج نشان داد که همه فرضیات مورد تایید قرار گرفته است و مدل اندازه‌گیری پژوهش برازش مناسبی دارند و این همسو بودن نشانگرها با متغیرهای پژوهش است.

این پژوهش،باهدف بررسی الگوی ساختاری سبک رهبری تحول گرای مدیران گروه بر اثربخشی اعضای هیئت علمی دانشگاه با توجه به شاخص فرهنگ سازمانی انجام گرفت.پژوهش حاضر،توصیفی از نوع همبستگی می باشد.جامعه آماری تحقیق شامل285 نفر از اعضای هیئت علمی دانشگاه کردستان بود که برای اجرای پژوهش از میان آن ها با استفاده روش نمونه گیری تصادفی ساده،193 نفر به عنوان حجم نمونه در نظر گرفته شد.ابزار گرد آوری داده ها شامل سه پرسشنامه با طیف پنج گانه لیکرت بود.که عبارت بودند از:1-رهبری تحول گرا بس و آوولیو(1999)که پایایی آن در این پژوهش برحسب آلفای کرونباخ،81/0 به دست آمد.2-اثربخشی هوی(2009) که در این پژوهش پایایی آن 82/0 بود.3-فرهنگ سازمانی دنیسون(2007) که پایایی آن 78/0 بوده است.تجزیه وتحلیل اطلاعات با استفاده از روش مدل سازی معادلات ساختاری و به کمک دو نرم افزار 22SPSS، LISREL 8در دو بخش مدل اندازه گیری وبخش ساختاری صورت پذیرفت.به طور کلی نتایج نشان داد که متغیر رهبری توانسته به صورت مستقیم (66/0=β) و به صورت غیرمستقیم (93/0=β) از طریق متغیر میانجی فرهنگ سازمانی بر اثربخشی اعضای هیئت علمی اثر معناداری بگذارد. در این پژوهش شاخص RMSEA کمتر از 1/0 در حد مطلوبی قرار دارند بدین معنی که مدل تحقیق حاضر دارای برازش مطلوبی است و ساختار عاملی در نظر گرفته شده برای آن قابل قبول است و به عبارتی داده های حاصل از تحقیق مدل نظری تحقیق را حمایت و تایید می کنند. نتایج این پژوهش اهمیت توجه به اثر غیرمستقیم رهبری توزیعی با توجه به متغیرمیانجی فرهنگ سازمانی ،براثربخشی اعضای هیئت علمی دانشگاه را نشان می دهد.