ORIGINAL_ARTICLE
پدیده افشاگری سازمانی معلم در مدرسه )یافتههای یک پژوهش پدیدارشناسی(
افشاگری، توجه نشان دادن به اشتباهات و تخلفات در یک سازمان، و افزایش نگرانیها دربارهی رخدادهای آسیبرسان در محیط است. هدف اصلی پژوهش حاضر، بررسی پدیدهی افشاگری در مدرسه، بهمنظور ایجاد یک چارچوب مفهومی و توسعهی مبانی نظری آن است. این پژوهش از نوع پژوهشهای کیفی است که با استفاده از رویکرد مبتنی بر پدیدارشناسی توصیفی انجام گرفت. مشارکتکنندگان در این پژوهش شامل 18 معلم رسمی مقطع متوسطه شاغل در آموزش و پرورش شهر تهران بودند. مشارکتکنندگان بر حسب تجربه و نیز آشنایی کلی با موضوع انتخاب شدند. دادهها از طریق مصاحبه نیمهساختاریافته و به روش هدایت کلیات، گردآوری شد و تا رسیدن به اشباع نظری ادامه یافت. دادهها با روش تحلیل محتوای استقرایی با استفاده از سه سطح باز، محوری و گزینشی تحلیل شد. یافتهها نشان داد که افشاگری، پدیدهای مهجور در مدرسه است که مفهوم و جایگاه واقعی خود را به دست نیاورده است. تا آنجا که با مفاهیمی دیگر، با بارارزشیِ منفی، یکسان پنداشته میشود. در راستای اقدام به افشاگری در مدرسه، موانع ، پیامدها و تسهیلکنندههایی وجود دارد. همچنین افراد برای افشاگری و یا عدم اقدام به آن دلایلی دارند، که البته مهمترین و پررنگترین دلیل اکراه از آن، این است که افشاگری در جامعهی ما، همچون تابویی میماند که از نظر افراد مخرب شناخته میشود.
https://mpes.sbu.ac.ir/article_98459_cf1a5e141622798b9db19b5b59973d7b.pdf
2018-06-22
9
30
افشاگری
پدیدارشناسی
سوتزنی
مدرسه
طاهره
نوروزی وند
tnoruzivand@ymail.com
1
آموزش و پرورش
LEAD_AUTHOR
حسن رضا
زین آبادی
zeinabaddi_hr@khu.ac.ir
2
دانشیار گروه مدیریت آموزشی، دانشکده مدیریت، دانشگاه خوارزمی
AUTHOR
Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179-211.
1
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24
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25
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26
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27
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28
Rao, S., & Perry, C. (2003). Convergent interviewing to build a theory in under-researched areas: principles and an example investigation of internet usage in inter-firm relationships. Qualitative Market Research: An International Journal, 6(4), 236-247.
29
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30
Toker, A. G. (2013a). Teachers’ value orientations as determinants of preference for external and anonymous whistleblowing. International Journal of Humanities and Social Science, 3(4), 163-173.
31
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32
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33
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34
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35
ORIGINAL_ARTICLE
آسیبشناسی ساختاری پردیسهای خودگردان دانشگاههای دولتی شهر تهران
این پژوهش با هدف، آسیبشناسی ساختاری پردیسهای خودگردان در سه بعد (رسمیت، تمرکز و پیچیدگی) و پیامدهای بلندمدت آسیبها انجامشده است. بدین منظور با روش نمونهگیری غیراحتمالی و هدفمند، با 21 نفر از صاحبنظران آموزش عالی و مدیران پردیسهای خودگردان دانشگاههای دولتی شهر تهران مصاحبه انجام شد. این پژوهش از نوع توصیفی-اکتشافی است، برای تحلیل دادهها از روش تحلیل مضمون استفاده شده و مضامین آسیبهای ساختاری استخراج شد. نتایج پژوهش نشان داد، از مجموع 181 مورد کدگذاری؛ 27% کدهای استخراجشده مربوط به مقوله رسمیت، 38% مربوط به مقوله تمرکز و 30% مربوط به مقوله پیچیدگی و 5% مربوط به پیامدهای بلندمدت آسیبها هستند. این امر بیانگر آن است که بیشترین آسیبهای ساختاری پردیسهای خودگردان مربوط به بعد تمرکز و مضامینی ازجمله: عدم تفویض اختیار و وجود تصمیمگیری از بالا به پایین، عدم استقلال در جذب نیرو، عدم استقلال در زمینه پذیرش دانشجو و اجرای فرآیند آموزشی و عدم استقلال مالی است.
https://mpes.sbu.ac.ir/article_98456_962d0384fb44ccaf8d40eb59d99b9631.pdf
2018-06-22
31
58
آسیبشناسی ساختاری
تمرکز
پیچیدگی
رسمیت
پردیس خودگردان
مریم سادات
قریشی خوراسگانی
maryamghoraishi@yahoo.com
1
دانشگاه شهید بهشتی
LEAD_AUTHOR
محمد
یمنی دوزی سرخابی
m-yamani@sbu.ac.ir
2
استاد دانشگاه شهید بهشتی
AUTHOR
غلامرضا
ذاکرصالحی
rsalehi514@gmail.com
3
دانشیار موسسه پژوهش و برنامه ریزی
AUTHOR
گلنار
مهران
gmehran@alzahra.ac.ir
4
دانشیار دانشگاه الزهرا
AUTHOR
Abedi Jafari, Hasan; Teslimi, Mohammad Saeed; Faghihi, Abolhassan and Sheikh Zadeh, Mohammad (2011). Thematic analysis and networking of themes. A simple and efficient way to explain patterns in qualitative data. Quarterly Journal of Strategic Management, 5 (2), 151-198.
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ORIGINAL_ARTICLE
کشف و شناسایی ابعاد، مؤلفهها و شاخص های الگوی شایستگی مدیران پارکهای علم و فناوری ایران با استفاده از مدل معادلات ساختاری
پژوهش حاضر با هدف «طراحی الگوی شایستگی مدیران پارکهای علم و فناوری ایران» بهعنوان یک نهاد علمی-تحقیقاتی دانش بنیان طراحی و اجرا شد. این پژوهش از نظر هدف از نوع تحقیقهای توسعهای، از نظر نحوه گردآوری دادهها از نوع تحقیقهای توصیفی-تحلیلی (غیرآزمایشی) و برحسب روش اجرا از نوع تحقیقهای آمیخته محسوب میشود. جامعه آماری پژوهش شامل سه دسته مدیران پارکها، کارشناسان خبره و باتجربه پارکها و خبرگان و اساتید دانشگاهی که در زمینه شایستگیهای مدیریتی فعالیت داشتهاند، میباشد. برای نمونهگیری از جامعه آماری در بخش کیفی از روش نمونهگیری گلوله برفی و در بخش کمی از روش تصادفی هدفمند استفاده شد. جهت جمعآوری اطلاعات مورد نیاز در بخش کیفی به صورت بررسی کتابخانهای (کتب و مقالات) و مصاحبه و در بخش کمی به صورت میدانی و با استفاده از پرسشنامه عمل شد. برای تجزیه و تحلیل دادهها نیز از روشهای آمار توصیفی و آمار استنباطی از جمله تحلیل عاملی اکتشافی و تأییدی، آزمون تی، آزمون خی دو استفاده شد. نتایج بدست آمده بدین شرح است: در مرحله اول با رویکرد کیفی و از نوع روش تحلیل محتوا با نظام مقولهای (کدگذاری)، 198 کد مفهوم بدست آمد که بعد از هم دسته کردن کد مفهومها 84 شاخص شناسایی گردید که این 84 شاخص ذیل 9 مؤلفه اصلی و در قالب سه بعد شایستگیهای عمومی، شایستگیهای میان فردی و شایستگیهای تخصصی صورتبندی گردید. در مرحله دوم، با رویکرد کمی پرسشنامه محقق ساخته تهیه گردید و روایی و پایایی آن مورد سنجش قرار گرفت. میزان پایایی (آلفای کرونباخ) بدست آمده برای بعد شایستگیهای عمومی (899/0)، بعد شایستگیهای اجتماعی (875/0) و بعد شایستگیهای تخصصی (949/0) میباشد. نتایج تحلیل عاملی اکتشافی و تأییدی شایستگیهای مدیران پارکهای علم و فناوری نشان میدهد شایستگی مدیران شامل 74 شاخص، 19 مؤلفه و 3 بعد میباشد. بعد شایستگیهای عمومی دارای 4 مؤلفه؛ ادراکی، نگرشی، نوآوری و شخصیتی میباشد. بعد شایستگیهای میان فردی دارای 7 مؤلفه؛ کارتیمی، رهبری، ارتباطات مؤثر، مشارکت و همفکری، تفکر جهانی، شبکهسازی و بینش استراتژیک میباشد. بعد شایستگیهای تخصصی دارای 8 مؤلفه؛ مدیریت فناوری، مدیریت سرمایهگذاری، مدیریت مالی، مدیریت بازاریابی، مدیریت استراتژیک، مدیریت محیطی، نظارت و ارزیابی و مدیریت اجرایی میباشد.
https://mpes.sbu.ac.ir/article_98457_0fcc8025cb3a5ac9c2b60ed24bca737a.pdf
2018-06-22
59
82
شایستگی
الگوی شایستگی
پارکهای علم و فناوری
رحمت اله
اللهیاری
rallahyari44@gmail.com
1
دانشگاه تهران
LEAD_AUTHOR
محمود
ابوالقاسمی
m-abolghasemi@sbu.ac.ir
2
دانشگاه شهید بهشتی
AUTHOR
محمد
قهرمانی
dr_ghahramani@yahoo.com
3
دانشگاه شهید بهشتی
AUTHOR
Abo alalayi, Behzad and Fakhari, Abbas. (2005). Competency Model of Managers of Iranian Industrial Development and Renovation Organization.
1
Amechi, Uti Charles. Long, Choi Sang. (2015). Human Resource Professionals Technology Proponent Competency: A Review. Asian Social Science, 11(1), 33-38.
2
Amechi, Uti Charles. Long, Choi Sang. (2015). Human Resource Professionals Technology Proponent Competency: A Review. Asian Social Science, 11(1), 33-38.
3
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47
ORIGINAL_ARTICLE
استفاده از داده کاوی آموزشی جهت گروهبندی یادگیرندگان در محیط یادگیری الکترونیکی به منظور شخصی سازی برنامه آموزش
سامانههای آموزشی شخصیسازی شده برای یادگیرندگان کارآیی بیشتری نسبت به سامانههای سنتی دارند. یادگیری الکترونیکی نیز از این قاعده مستثنا نیست و یکی از ملزومات آن وجود مکانیزمی شخصیشده برای کمک به یادگیری مؤثر یادگیرنده است. در سالهای اخیر از روشهای دادهکاوی بهطور گسترده در زمینهی بهبود کیفیت آموزش استفاده شده است. با استفاده از روشهای دادهکاوی میتوان شناخت بیشتری از یادگیرندگان در محیط یادگیری الکترونیکی بدست آورده و از آن در جهت دستیابی به یادگیری تطبیقی استفاده کرد. در این مقاله مدلی به منظور گروهبندی یادگیرندگان براساس سبک یادگیری آنها ارائه شده است. به این ترتیب که ابتدا با استفاده از پرسشنامه فلدر-سولومون ابعاد مختلف سبک یادگیری یادگیرندگان در قالب مدل فلدر-سیلورمن سنجیده و سپس با استفاده از الگوریتم k میانگین به گروهبندی آنها پرداخته شده است. در نهایت مدل ارائه شده بهمنظور برنامهریزی بهتر آموزشی، در دورهای واقعی مورد استفاده و ارزیابی قرار گرفته است. نتایج حاصل شده نشان از کارآیی مدل پیشنهادی دارند. در واقع، یادگیرندگان با استفاده از مدل پیشنهادی به موفقیت تحصیلی بالاتری دست یافتند و همچنین دورهی برگزار شده از جذابیت بیشتری برخوردار شد.
https://mpes.sbu.ac.ir/article_98458_325b387475f1f8da5a9acfa75bff740e.pdf
2018-06-22
83
108
یادگیری الکترونیکی
داده کاوی آموزشی
سبک یادگیری
الگوریتم k میانگین
محمود
دی پیر
mdeypir@gmail.com
1
دانشگاه هوایی شهید ستاری
LEAD_AUTHOR
احمد
رابو
test@sbu.ac.ir
2
دانشگاه آزاد اسلامی واحد بندرعباس
AUTHOR
Rasouli, R., & Pahlevaninejad, D.(2016). A Linear Model for Quality Assessment on Learner’s Satisfaction in Electronic Learning Bases of Universities with Distance Education System, Journal of Management and Planning in Educational Systems, 8 (15), 9-26. (In Farsi).
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18
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19
ORIGINAL_ARTICLE
نقش میانجیگری ادراک عدالت توزیعی در تأثیر رضایت از نظام جبران خدمات بر امید به آینده، التزام شغلی و سازگاری شغلی معلمان
پژوهش حاضر با هدف بررسی تأثیر رضایت از جبران خدمات بر امید به آینده، التزام شغلی و سازگاری شغلی معلمان با مرکزیت ادراک عدالت توزیعی انجام شد. روش پژوهش، توصیفی-همبستگی با رویکرد مدلیابی معادلات ساختاری بود. جامعه آماری معلمان زن مدارس مقطع ابتدایی شهر خرمآباد به تعداد 850 نفر بود که حجم نمونه 233 نفر با استفاده از جدول کرجسی و مورگان؛ به روش نمونهگیری طبقهای نسبی انتخاب گردید. ابزار جمعآوری اطلاعات پرسشنامههای استاندارد رضایت از جبران خدمات راجر و ویوین (1998)، عدالت سازمانی نیهوف و مورمن (1993)، امیدواری اشنایدر و همکاران (1991)، التزام شغلی شاوفلی و همکاران (2006)، و سازگاری شغلی شهرابی فراهانی (1391) بود که روایی سازه، و پایایی آنها با آزمون آلفای کرونباخ تأیید شد. دادهها با استفاده از نرمافزار spss23 و amos23 تحلیل شدند. نتایج نشان داد که متغیر برونزا (رضایت از جبران خدمات) علاوه بر تأثیر مستقیم و معنادار خود بر تمام متغیرهای درونزا (ادراک عدالت توزیعی، امید به آینده، التزام شغلی و سازگاری شغلی معلمان)؛ به واسطه ادراک عدالت توزیعی، دارای نقش غیرمستقیم در تبیین امید به آینده، التزام شغلی و سازگاری شغلی آنان است.
https://mpes.sbu.ac.ir/article_98452_647130823ab11148327c744f3dc0c81a.pdf
2018-06-22
109
138
دراک عدالت توزیعی
التزام شغلی
امید به آینده
رضایت از جبران خدمات
سازگاری شغلی
سعید
فرح بخش
farahbakhshs@yahoo.com
1
دانشگاه لرستان
AUTHOR
سمانه
رسولی
rasouli.sa.sr1@gmail.com
2
دانشگاه لرستان
LEAD_AUTHOR
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ORIGINAL_ARTICLE
برندسازی دانشگاه؛ نیاز جدید آموزش عالی (مطالعه موردی؛ دانشگاه پیام نور مرکز کرج)
در عصر جدید بهدلیل جهانی شدن، گشودگی اقتصادی و فرهنگی و شرکتهای چندملیتی، عرصه رقابت فشرده برای دانشگاهها نیز به وجود آمده است، بهگونهای که برای حفظ یا ارتقای موقعیت خود، برندسازی به فرآیندی ضروری و مهم برای آنها تبدیل شده است. توسط برندسازی، دانشگاه نام خود را از دیگر دانشگاهها متمایز میکند و بقای خود را حفظ مینماید. هدف پژوهش حاضر بررسی چگونگی بهبود برند دانشگاه پیام نور مرکز کرج است. این پژوهش در چارچوب رویکرد کیفی و با استفاده از روش پژوهش تحلیل تم صورت گرفته و ابزار جمع آوری دادهها مصاحبه نیمهساختاریافته است. جامعه پژوهش اعضای هیأت علمی دانشگاه پیام نور کرج است که براساس قاعده اشباع، 18 نفر از طریق نمونهگیری هدفمند و بهعنوان خبرگان مطلع انتخاب شدند. جهت تحلیل دادهها از فرآیند کدگذاری استفاده شد. محاسبه پایایی مصاحبهها به روش پایایی بازآزمایی (74%) و روش توافق درون موضوعی انجام شد. یافتههای تحقیق در قالب تمهای اصلی حاکی از آن است که برای بهبود برند دانشگاه پیام نور مرکز کرج لازم است اقداماتی به شرح ذیل انجام شود: حمایت مدیریت و تدوین استراتژی، بهبود کیفیت خدمات آموزشی، بهبود وضعیت فیزیکی دانشگاه، بهبود امکانات و تسهیلات دانشگاه، تدوین و اجرای برنامه جامع روابط عمومی و ایجاد روابط مبتنی بر همکاری.
https://mpes.sbu.ac.ir/article_98453_94faa42014c2e90c098bd80b5699e81f.pdf
2018-06-22
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آموزش عالی
برندسازی دانشگاه
دانشگاه پیام نور
اشرف
رحیمیان
rahimiyan2001@yahoo.com
1
دانشگاه پیام نور
LEAD_AUTHOR
Babasadeghian, Mehdi (2011). Investigating Tehran University Student perceptions about Tehran city (Unpublished Master's Degree Thesis, University of Tehran).
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ORIGINAL_ARTICLE
بررسی جهتگیریهای برنامه درسی در دوره تمرکزگرایی در نظام آموزش عالی ایران
هدف از این پژوهش، شناسایی جهتگیریهای برنامه درسی دردوره تمرکزگرایی در نظام آموزش عالی ایران میباشد. روش پژوهش مورد نظر تاریخی میباشد که محقق تلاش نموده با بهرهگیری از مستندات وآییننامههای در دسترس و مصاحبه با خبرگان کلیدی حوزه آموزش عالی و برنامه درسی نسبت به شناسایی جهتگیریهای برنامههای درسی در پنج بعد فرایند، نظام، رشته تحصیلی، حرفه و دانش در دوره تمرکزگرایی بپردازد. حوزه پژوهش بررسی کلیه متون، پژوهشهای انجام شده و اسناد مربوط به برنامههای درسی و نتایج حاصل از مصاحبه با مطلعین کلیدی حوزه آموزش عالی و برنامه درسی بود، ابزار مورد استفاده برای جمعآوری اطلاعات و استخراج بندها مرتبط با موضوع پژوهش، فیشهای تحقیق بودند که همه توسط محقق ساخته شدند. سپس دادههای گردآوری شده از طریق تحلیل محتوای کیفی مورد تجزیه وتحلیل قرار گرفت. یافتهها، این دوره از سال 1363 با شکلگیری شورای عالی برنامهریزی در بدنه وزارت علوم شروع و تا سال 1379ادامه یافت. در ایـن دوره بـرای تحقـق بخشیدن به اهداف انقلاب اسلامی برنامههای دورههای تحصیلی به صورت متمرکز و به وسیله شورای عالی برنامهریزی مورد بازبینی قرار گرفت و دانشگاهها ملزم به اجرای مصوبات آن شورا شدند. بــدین ترتیــب نظــام برنامــهریزی درسی متمرکز سایه خود را بر آموزش عالی کشور نیز افکند.
https://mpes.sbu.ac.ir/article_98454_bbf46c4d5edd89c523a90ac54417d13e.pdf
2018-06-22
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آموزش عالی
تمرکزگرایی
برنامه درسی آموزش عالی
جهتگیریهای برنامههای درسی
سیدمهدی
کیایی جمالی
smkia1382@yahoo.com
1
دانشگاه شهید بهشتی
LEAD_AUTHOR
کورش
فتحی واجارگاه
kouroshfathi2@gmail.com
2
دانشگاه شهید بهشتی
AUTHOR
نعمت الله
موسی پور
n_mosapour@yahoo.com
3
دانشگاه فرهنگیان
AUTHOR
اباصلت
خراسانی
drkhorasanitr@gmail.com
4
دانشگاه شهید بهشتی
AUTHOR
A summary report of the Cultural Revolution Headquarters. (1994). Tehran, Archive of the Supreme Council of the Cultural Revolutionary Council, (bita).
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ORIGINAL_ARTICLE
بررسی ویژگیهای سیستم مدیریت در مدارس متوسطه ایران از دیدگاه مدیران و دبیران
هدف از این پژوهش، بررسی ویژگیهای سیستم مدیریت در مدارس متوسطه ایران از دیدگاه مدیران و دبیران بود. این پژوهش از نظر هدف، کاربردی و از نظر روش، توصیفی از نوع زمینهیابی بود. جامعه آماری آن را کلیه دبیران و مدیران رسمی مدارس متوسطه ایران به تعداد 538469 نفر تشکیل میدادند که براساس جدول کرجسی و مورگان (1970) تعداد 384 نفر با روش نمونهگیری تصادفی طبقهای خوشهای چندمرحلهای بهعنوان نمونه آماری انتخاب شدند. جهت جمعآوری دادهها از پرسشنامه محقق ساخته با 72 سوال و 14 مولفه «سبک رهبری مشارکتی، آیندهنگری، مدیریت تغییر و تحول، مدیریت ارتباطات، ویژگیهای شخصیتی و فردی، تمرکز و عدم تمرکز، انعطافپذیری، تئوریها و نظریات علمی، اعتماد سازمانی، فنآوری اطلاعات و ارتباطات، بهرهوری، مهارتهای روانشناختی، جایگاه و منزلت اجتماعی و سیستم باز» استفاده شده است. روایی صوری و محتوایی ابزار به تایید متخصصان رسید و پایایی آن با استفاده از آزمون ضریب آلفای کرونباخ 84/0=α بدست آمد. جهت تجزیه و تحلیل دادهها از آزمونهای t تک نمونهای و معادلات ساختاری استفاده شده است. نتایج نشان داد که؛ وضعیت ویژگیهای سیستم مدیریت (سبک رهبری مشارکتی، آیندهنگری، مدیریت تغییر و تحول، مدیریت ارتباطات، ویژگیهای شخصیتی و فردی، تمرکز و عدم تمرکز، انعطافپذیری، تئوریها و نظریات علمی، اعتماد سازمانی، فنآوری اطلاعات و ارتباطات، بهرهوری، مهارتهای روانشناختی، جایگاه و منزلت اجتماعی و سیستم باز) در مدارس متوسطه ایران بالاتر از متوسط است.
https://mpes.sbu.ac.ir/article_98455_fc021f8b79fa251a1721a6bfbee14ada.pdf
2018-06-22
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سیستم مدیریت
مدارس متوسطه
مدیران
دبیران
علی اصغر
بزرگی بایی
bozorgibaee@yahoo.com
1
دانشگاه فنی و حرفه ای
AUTHOR
ابراهیم
صالحی عمران
edpes60@hotmail.com
2
دانشکده علوم انسانی و اجتماعی دانشگاه مازندران
LEAD_AUTHOR
Abdollahi, H.(2014). General and professional features of high school principals in Iran. Journal education and training, 30(2).93-116.
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