Abdollah Amini

The main goal of the current research was to understand how faculty members give meaning to the event of practicing democracy in the university (elections to appoint university managers) and how to express it in the form of side stories (description of events according to the time sequence). Based on the above objectives, the following two research questions guided the said study: 1- What narratives do faculty members have about the event of practicing democracy (elections to appoint university administrators) in University of Kurdistan? 2- What are the main components (personal, social, and interactive) of faculty members' narratives of the practice of democracy (elections to appoint university administrators) in Kurdistan University? The approach of the current research is qualitative and with an interpretative paradigm, and the strategy used was research narrative. The research field of the University of Kurdistan and the participants were all faculty members of the University of Kurdistan, and 12 of them were invited to participate with purposeful and criterion-oriented sampling. Participants entered into narrative research interviews that had stories to tell about the phenomenon of the election of university administrators. An episodic narrative interview protocol was used to create data. Next, the data were analyzed using the three-step thematic analysis method of King, Horax and Brooks (2019), as a result of which 236 descriptive themes, 35 interpretive themes and 9 inclusive themes were counted. The research questions were answered in the form of a transformative discussion, while categorizing the comprehensive themes identified in a personal, interactive and social three-dimensional format from the perspective of Calandin and Connelly (2000). The results proved that, firstly, the special nature of the University of Kurdistan makes it different from many academic environments inside Iran, and the implementation of each program will be mixed with the specific situation of the university, which makes the application of many political and management theories an exception. Sometimes, they considered democracy itself to be the same as the executives who claimed to implement it, and considered the undesirable implementation of it by the executives to be synonymous with the undesirableness of democracy or its obvious example, which is election. Despite the flaws that the narrators listed, its positive consequences such as satisfaction, commitment, morale and organizational citizenship should not be ignored. In such activities, the university administrators should consider the participation of all the stakeholders of the university community. Politics is pervasive in higher education institutions. Therefore, it is important for managers to understand how to navigate these political environments.

The present study was conducted with the aim of investigating the relationship between the epistemological beliefs of Mochesh teachers and their perception of the concept of teaching and learning and the tendency to use virtual education. This research is a survey research in terms of practical purpose, in terms of quantitative approach and in terms of strategy. The statistical population of the research included 335 (213 women, 122 men) teachers of Mochesh city in the academic year of 1402-1401. which was selected using the relative stratified sampling method and based on the Cochran formula, a sample size of 178 teachers (97 women and 81 men) was selected. and Eliot and Vatanparast et al.'s virtual education was used. The collected data were described using statistical indices and analyzed with Pearson's correlation test and multiple linear regression. The results showed that the Pearson correlation test results showed a significant relationship between the total score of epistemological beliefs with the traditional perception and constructivist perception of the concept of teaching and learning (p<0.05). No significant relationship was observed between the total score of epistemological beliefs and the total score of tendency to use virtual education, but a significant relationship was observed between the total score of epistemological beliefs and the two components of virtual anxiety and virtual necessity (p<0.05). There was no significant relationship between age score and service experience with the total score of epistemological beliefs (p<0.05). The results showed that there was no significant relationship between age and service experience with epistemological beliefs, and the only significant relationship was related to the relationship between age and knowledge certainty component (p<0.05). There was a significant relationship between service history and constructivist perception (p<0.05). There was no relationship between age and traditional and constructivist perception and between service experience and traditional perception of the concept of teaching and learning (p<0.05). There was no significant relationship between age and service experience with the tendency to use virtual training and its components (p < 0.05) and there was a significant relationship between the two contextual variables of age and service experience with the scale of using virtual training. It didn't happen. Also, the results showed that the three epistemological beliefs of simplicity of knowledge, certainty of knowledge and specificity of knowledge could predict the traditional understanding of the concept of teaching and learning. (p<0.05). The inherent ability to learn could predict the constructivist perception of the concept of teaching and learning (p<0.05). Two epistemological beliefs including simplicity of knowledge and certainty of knowledge could predict the component of virtual anxiety (p<0.05) and certainty of knowledge could predict the component of virtual necessity (p>0.05).

The aim of the present study was to investigate the relationship between the manager's Participative Leadership style and the increase in the quality of teachers' teaching with the mediating role of organizational trust. In terms of method, the present research was descriptive of the correlation type, in terms of purpose, applied, and in terms of the method of data collection, it was part of quantitative research. The statistical population of the present study included elementary school teachers in the 13th district of Tehran (625 people) who were teaching in 1402-1403. The research sample was selected according to Karjesi and Morgan's table and 242 people were selected by stepwise cluster random method. Variables' information was collected through Arnold et al.'s (2000) Participative Leadership Questionnaire, Siraj's Teaching Quality Questionnaire (2011) and Organizational Trust Questionnaire (Kanawattanachai and Yoo). The data were analyzed through the structural equation model. According to the findings, the direct effect of Participative leadership on organizational trust and teaching quality was significant. Also, the indirect effect of Participative leadership through the mediation of organizational trust on meaningful teaching quality was obtained. The direct effect of organizational trust on teaching quality was also significant.

Nowadays, all families are looking for suitable schools for the registration and studing of their children, which have all the dimensions and components of better schools, such as human resources, space, equipment and technology, and educational programs. Accordingly, they have to choose schools. Therefore, the purpose of this research is episodic narratives of parents' and students' experiences in choosing schools. The study method in this research, according to the nature of the topic and research questions, is included in the qualitative research and interpretive paradigm, and the research is focused on the narratives of parents and students of Sanandaj city on how choose a school. The statistical population consists of parents and students who are studying in schools in Sanandaj, to select these people, a purposeful and criteria-based sampling was used. The results showed that the codes extracted from 24 interviews were equal to 123 primary codes and 7 core codes (the meaning of school choice, the first experience of facing school choice, the role of education in the family, the role of school choice in changing the relationship with others, The role of the power of school choice in childhood and the present time, the characteristics of school choice and the people responsible for the changes caused by having or not having the right to choose school. The results of this research indicated that there are visible differences in the choice of schools from the perspective of parents and students; Students are more interested in features such as educational and sports facilities and the success rate of students in entrance exam; And parents consider features such as the school environment from perspectives such as the students being on the same level as their children, the cultural nature of the school environment, and the character of the teaching and service staff as well as other students. In the end, parents act the most effectiveness role in choosing the school for their children. These results can introduce some of these criteria conceptually and operationally in the policies of educational systems and also help families to choose the optimal school.