PurposeThis study positions financial stewardship as a foundational dimension of educational leadership, arguing that effective financial management is not a peripheral administrative task but a primary driver of leadership efficiency and educational equity in under-resourced schools. The research develops a hierarchical framework showing how sound fiscal stewardship enables coherent supervision, participatory management, program-centric planning and ultimately, improvements in teaching and learning quality.Design/methodology/approachA sequential mixed-methods design integrated qualitative coding of expert interviews with quantitative validation using the fuzzy Delphi method and interpretive structural modeling (ISM), complemented by MICMAC analysis. Methodological integration was ensured through the SSIM and reachability matrices, with inter-rater reliability achieving a Kappa coefficient of 0.74.FindingsThe 12-level ISM model placed financial stewardship at the foundational level, revealing its cascading influence on managerial, instructional and ethical domains. Comparative insights from the secondary literature on Iran, India and South Africa confirmed that contextualized financial leadership mitigates inequity and promotes sustainable improvement.Research limitations/implicationsAs with any modeling study, this research has limitations. The ISM-FDM approach reflects expert consensus but may be limited to comparable sociocultural contexts. Future studies should include broader and longitudinal datasets to test causal stability. The cross-sectional design constrains temporal validation and student-level outcomes were not examined. Despite these limits, the framework remains a scalable tool for policy evaluation and comparative research, translating the abstract notion of leadership for equity into an operational model linking financial stewardship with learning outcomes.Practical implicationsThe hierarchical model provides actionable guidance for sustaining educational quality in low-resource contexts. Its core principle - finance first, governance second and instruction last - emphasizes that instructional excellence depends on fiscal integrity. Policymakers should embed financial leadership, transparency and budgeting ethics into principal preparation and certification programs. At the institutional level, the model serves as a diagnostic tool linking fiscal responsibility, trust, participation and learning engagement. It also encourages integrating financial metrics into leadership evaluation systems, bridging moral purpose with managerial practice and positioning financial stewardship as both a prerequisite for and an expression of educational equity.Originality/valueDeparting from conventional leadership models that view finance as a constraint, this study reframes it as a strategic capability that enables equity-oriented, resilient educational systems.

This study aimed to investigate the predictive role of social responsibility, organizational transparency, and organizational commitment in explaining social cynicism among secondary school teachers in Urmia. The research followed a descriptive-correlational design with an applied developmental objective. The statistical population included all secondary school teachers in Urmia during the 2021–2022 academic year (N = 2670). Using Cochran's formula, a sample of 400 teachers was selected through stratified random sampling. Data were collected using four standardized questionnaires: the Social Cynicism Questionnaire (Afshani & Kebriayi, 2020), the Social Responsibility Questionnaire (Carroll, 1991), the Organizational Transparency Questionnaire (Rawlins, 2008), and the Organizational Commitment Questionnaire (Allen & Meyer, 1990). The internal consistency of the tools was confirmed by Cronbach's alpha coefficients ranging from 0.802 to 0.814. Data analysis was conducted using SPSS, applying Pearson correlation and multiple regression techniques. The results showed that all three independent variables—social responsibility, organizational transparency, and organizational commitment—had significant negative correlations with social cynicism (p ≤ 0.01). The multiple regression analysis revealed that these variables collectively explained 62.2% of the variance in social cynicism (R² = 0.622, p < 0.001), with organizational transparency being the strongest predictor (β = -0.489), followed by social responsibility (β = -0.268) and organizational commitment (β = -0.121). The findings underscore the critical role of ethical and organizational constructs in reducing social cynicism among teachers. By fostering socially responsible behavior, increasing transparency, and strengthening organizational commitment, educational institutions can significantly diminish negative attitudes and promote a more trusting and constructive work environment for educators.

This applied developmental research conducts a meta-synthesis (farā-tarkīb) of effective management components aimed at strengthening Islamic lifestyle among secondary school students. In the qualitative phase, following a comprehensive search of academic databases covering the period from 1390-1403 SH (2010-2025 CE), 43 articles on effective management and Islamic lifestyle promotion were evaluated. Ultimately, 30 articles were purposefully selected and analyzed. The participant population for prioritizing components included 12 high school principals, selected through purposive sampling. Data collection methods comprised both domestic and international studies, along with questionnaires.The results indicate that Islamic epistemological (ma’refatī) and axiological (arzeshī) frameworks can significantly influence students’ individual approaches. However, within an Islamic framework, effective management must be designed to establish an optimal balance between personal freedoms and religious principles. Educational methods and objectives—particularly in academic assessment—play a fundamental role in guiding students toward ethical learning and enhancing social interaction based on Islamic values. Furthermore, employing modern pedagogical approaches and considering sociocultural factors can create an educational environment where students effectively integrate contemporary technologies (with Islamic teachings. Ultimately, leveraging religious convictions and Iranian-Islamic lifestyle principles, combined with effective management, can propel students toward the realization of ethical and spiritual ideals.

The present study aimed to investigate the relationship between active work behaviors, work values, transformational leadership style, interactive leadership style, work engagement of vocational school teachers with the mediating role of innovation culture and autonomous motivation using SEM. The results showed that the variables of active work behaviors, work values, and transformational and interactive leadership style were related to work engagement. Moreover, the mediating roles of autonomous motivation and innovation culture on work engagement were confirmed. The findings highlighted the importance and role of active work behaviors, work values, and transformational and interactive leadership style in increasing work engagement of vocational school’s teachers through autonomous motivation and innovation culture.

Nowadays the role of human resources and attitudes of personnel are very essential in gaining achievements and competitive advantage. In this regard, paying attention to the morale and perceptions of employess plays a vital role. promoting organizational justice perception and job enthusiasm are the challenges for managers to achieve the goals of organization, so the purpose of this research was study the mediating role of performance evaluation in relationships between organizational structure and job autonomy with organizational justice perception and job enthusiasm.This research was an applied research in terms of the aim and it was descriptive correlational research in terms of method. The statistical population of this study consists of all the senior high-school teachers in urmia city in academic year 2018-19 which were about 831 individuals (137 teacher from educational district 1 and 169 teacher from educational district 2) . 306 individuals were selected by morgan table and stratified random sampling method. Data collection tools were researcher-made questionnaire for evaluating the performance of teachers(its dimensions included teacher prerequisites, professional responsibility, planning and preparation, organization and classroom management, teacher’s personal characteristics, education or teaching. and standard questionnaire for organizational structure (Rabins, Ivanowich,1989, its’ dimensions included centralization, complexity,officialism), justice perception questionnaire (kolcoit,2001, its dimensions included distribution justice,procedural justice, informational justice, interpersonal justice.), job enthusiasm questionnaire (salanova, Schaufeli,2003, its’ dimensions included: power, commitment, absorption.), teacher autonomy questionnaire (Fridman,1999, its’ dimensions included: creating school identity, teaching and achievement evaluation , parent participation ). Validity of the questionnaire were confirmed through using experts opinions, confirmatory and exploratory factor analysis. Reliability of the questionnaires were obtained by using Cronbach’s alpha test. The values of Alpha coefficients for the questionnaires equaled: teacher performance evaluation= 0/86 , organizational structure= 0/77, organizational justice perception= 0/81,job enthusiasm= 0/89 , teacher autonomy= 0/79 therefore all of the values were approved.Based on skewness and kurtosis obtained from descriptive, statistics distributions of variables were normal.The conceptual model’s of research proposed had desired fitness. (AGFI=0/92 ,X2/df=1/78, RMSEA=0/06, CFI=0/97, GFI=0/9).The results of the correlation matrix of the research variables cleared that path analysis can be applied to study and test the conceptual model. SPSS and LISREL were two statistical soft-wares to serve the purpose of data analysis. Findings illustrated that the mediating role of performance evaluation in relationships of organizational structure and job autonomy with organizational justice perception and job enthusiasm were confirmed. (There were significant relationship between job autonomy and teacher performance evaluation (β=0/29)., between organizational structure and teacher performance evaluation(β=0/31, between teacher performance evaluation and job enthusiasm (β=0/26), between teacher performance evaluation and organizational justice perception(β=0/19). There was significant direct relationship between job autonomy and job enthusiasm.(β=0/27). Also, significant direct relationship between organizational structure and organizational justice perception was confirmed (β=0/46). Therefore job autonomy and organizational structure were indirect predictors of job enthusiasm and organizational justice perception, .job autonomy and teacher performance evaluation were predicted a total of 18% of job enthusiasm variance.organizational structure and teacher performance evaluation predicted a total of 31% of organizational justice perception variance. organizational structure and job autonomy explained a total of 20% of teacher performance evaluation variance. To promote job enthusiasm and organizational justice perception, managers should promote job autonomy and reduce centralization and complexity of organizational structure and pay more attention to performance evaluation. Creating enthusiasm and motivation in employees can be done by a proper performance appraisal and reward system. Managers need to pay attention to the self-control and self –monitoring aspects of employees and reduce strict control through rules and regulations. The participatory , supportive and supervisory role of the association of parents and teachers should be strengthened as a non-profit,non-governmental civic organization, and its results should be used to improve the performance of teachers. principals can use teachers participation (self- evaluation) in order to enhance the evaluation quality and creat. organizational justice perception.Also , it is recommended to apply various approaches in teacher performance evaluation including evaluation by principles, colleagues, students and parents.This might be very effective in designing a service compensation system.Decreasing the hierarchical orders and generating informal and effective communications among teachers and principal causes teachers feel more commitment and attachment to school and their instructional tasks and also makes the external boundaries of school more permeable to responsiveness. The relation among school and the community should be prioritized through various actions such as school- home relations. Managers should look for the pros and cons of evaluation and help teachers be the best in their careers, rather than focusing on mistakes, .This way , they exploit evaluation as an incitant and take advantage of its supportive supervision role. Due to students’ differences in the Abilities ,needs, interests, intelligence and skills , teachers can benefit from job autonomy as a vital factor in their instructional tasks. Principals can deligate teachers and with through this way promote job satisfaction, professional competence, increase self- confidence and enthusiasm in teachers .Courses for principals on how to evaluate performance leads to a accurate and logical evaluation approaches which will in turn lead to justice perception enhancement in teachers. This research faced limitations such as the large number of data collection tools, non-longitudinal research, use one type of tool(questionnaire) limitations on generalization of results. It is suggested that officials should consider more job autonomy for teachers in setting guidelines. It is also recommended that principals avoid strict regulations in their schools. Teachers performance evaluation and the service compensation system should be applied properly too.

The purpose of this study is to explain the role of parenting style and socio-economic status of family and school factors on academic performance mediated by the sense of belonging to the school in order to planning and educational inequality administration among high school students. The research sample consisted of 492 high school students were selected using stratified random sampling. Standard questionnaires were used to collect data. The questionaire of Royan et al (19 89) was used to measure the parenting style with a Cronbach's alpha reliability coefficient of 87%, the questionnaire of Sameri (2014) was used to measure the socio-economic status with a Cronbach's alpha coefficient of 87%, School agents of combining facilities and services indicators and the of Fam Taylor (1999) was used to measure academic performance with Cronbach's alpha coefficient of 93%. Betty, Barry and Watt questionnaire with Cronbach's alpha coefficient of 850% was used to feel belonging to the school .The validity and reliability of all research instruments were finally confirmed. The collected data were analyzed using SPSS and Smart PLS software through statistical methods. The results showed that parenting style and socio-economic status of the family and school factors have a positive and significant effect on academic achievement and the affiliation variable to school it has a mediating role. Must be to administration and planning to reduce parenting inequalities.

Background: In the present era, training is one of the most complex tasks in the human resource management of organizations and also one of the factors in organizational productivity.This study was conducted to identify the dimensions and components of adequate training of nurses with an emphasis on psychological empowerment. Materials and Methods:The present study is quantitative and qualitative research with a descriptive-exploratory design, and in terms of purpose, it is applied research.In the qualitative approach, to collect the necessary data, in-depth interviews were done.The sample included 30 cases consisting of university faculty members and senior managers of nurses.In the quantitative approach, 200 nurses were selected by simple random sampling.To analyze the data, Strauss and Corbin (1990) approach and fuzzy Delphi technique have been used.Results: Based on the findings, the main components of the adequacy of nurses' education include training, evaluation and psychological empowerment.The results showed that, among these three dimensions, the largest gap for optimizing the model was related to the psychological empowerment dimension, which can be filled by focusing on the sense of competence, sense of significance and sense of effectiveness of nurses. Conclusion:The results showed that psychological empowerment by creating a sense of competence, meaningfulness, and effectiveness led to the participation of nurses in the training courses voluntarily and without coercion because they felt they needed to know more, and by psychological empowerment, they will be able to achieve the adequacy of training.

The purpose of this study was to investigate the role of multifactorial socio-educational variables of the family in the structural model of predicting the academic achievement of EFL learners and the mediating roles of parents' involvement and perceived autonomy support. The population of the study comprised all the high school EFL students in Urmia, from which 492 students (262 males and 230 females) were selected as the participants through Cochran's formula and stratified random sampling method. The study was conducted with a correlational design, using structural equation modeling method, and the assessment tools were standard questionnaires. The results of data analysis showed that perceived parental autonomy support, parental socio-economic status, and parents' involvement in education are significantly related to language learners’ academic achievement. Based on this finding, it is claimed that to improve the academic achievement of language learners, these three variables should be taken into consideration and strengthened as facilitating mediators.

The purpose of this study was to investigate the relationship between the components of school self-efficacy and organizational trust with the development of elementary teachers' careers with the mediating role of leadership perception. The research method was a descriptive-correlational one which was analyzed using structural equation modeling technique with Spss and Amos software. The statistical population consisted of all 1400 elementary school teachers in Urmia city who were selected by multistage cluster sampling method using Cochran formula. Measurement tools included Organizational Confidence Questionnaire Popen's (2003), Woolfolk Teacher Self-efficacy Questionnaire Tschannen-Moran (2001) & (2016), Perceived Leadership Behavior Questionnaire Schriesheim(1987), Professional Development Questionnaire Behdani (2016) Questionnaire, whose validity and reliability were confirmed. Confirmatory factor analysis and Cronbach's alpha were used for its validity and reliability. The results showed that teacher self-efficacy, trust and leadership perception were positively and positively associated with teacher professional development, but self-efficacy had no direct and significant effect on professional development. The indirect effect of trust and self-efficacy on career development is positive and significant through leadership perception, and leadership perception also plays a mediating role in the relationship between trust and self-efficacy with career development.The teacher is regarded as one of the most influential elements of the education system. In fact, teachers as curriculum administrators can address the shortcomings and shortcomings of the curriculum, or even if the curriculum is best developed if the teacher does not have the necessary effectiveness and efficiency, Make those desirable curricula absurd or ineffective. Therefore, considering variables affecting teacher performance has always been one of the most important concerns of researchers in education and behavioral sciences.Teaching is a conscious and purposeful activity that requires the use and integration of specific movements and activities in specific cases and contexts, based on learners' knowledge and understanding and making changes to them by the teacher, designing, implementing and Evaluation is needed, so educators need to recognize the challenges of going beyond mere information transfer to effective education. Teacher career development is one of the variables considered in teaching, which is in fact an attempt to enhance teachers' capacity to teach effectively and to be armed with new skills, attitudes and knowledge. Teachers 'professional development emphasizes improving the quality of teachers' knowledge and skills to improve student learning. Therefore, we need to focus on lifelong learning of teachers as well as lifelong learning, from college to education. In service, be part of the permanent plans for the professional development of teachers. The teacher is emphasized because he is the principal enabler of education and the transcendent goals of education systems in various dimensions must ultimately be achieved through him. The constant, face-to-face interaction of the teacher with the students puts him in a privileged and unique position that no other human element in the organization enjoys. Improving student and school performance will occur when principals and teachers have full aristocracy knowledge. These teachers must be involved with educational and learning activities along with dynamic engagement with colleagues and high occupational commitment. Attending in-service classes, pursuing higher education in your field, awareness of political, economic, social, and psychological knowledge can be a sign of student engagement. Educational organizations in every society, like other organizations, are trying to achieve their goals, and this provides the ground for studying and studying the professional development of teachers. So career development is in fact a lifelong journey for lifelong learning, a journey that continues throughout a teacher's career and enhances his or her skills, knowledge, and attitudes. This continuous learning will gradually improve teacher performance in the classroomOne of the most important and effective components in educational organizations is the culture of organization which is one of the aspects of professional development. In general, organizational culture affects all aspects of the organization and its management tasks and how employees are led and nurtured. Throughout one's life, a growing sense of self-efficacy keeps the momentum going, and energy and freshness in the person. When self-efficacy is low, individuals susceptible to depression, withdrawal and painful self-doubt, and self-efficacy as a personality variable play an important role in coping with life's problems. Teachers can use teaching methods and practices effectively and efficiently to lead to optimal learning, which is one of the components of teacher self-efficacy and educational strategies. By fully recognizing the traits, talents and abilities of their students, they must employ a range of teaching and learning methods and strategies that will ultimately lead to effective, quality education. Other constructs considered by researchers in relation to career development and leadership are trust. Social psychologists define trust as the expectation of individuals to behave in the course of social interactions by emphasizing contextual factors that may increase or decrease confidence. Personality psychologists view trust as a belief, or expectation, or emotion rooted in one's personality or primary psychological capacity. As a result of this gap, decisions often face administrative problems because employees are hard-pressed to execute decisions, and managers, on the other hand, do not trust employees. The result of mistrust will be the emergence of behaviors such as rumor, conflict, and inefficiency in the organization that take too much energy from the organization and most efforts to increase productivity will not yield the desired results. The fact is that employees in their organizations do not feel secure and cannot build relationships with others. For this reason, it is very important to establish a relationship between employee and organization and rely on trust. Managing Problem Solving By offering suggestions based on this, listening to the ideas of the staff and having a stake in a positive solution affects the trust in the organization and management.Another aspect of teachers' professional development is the opportunity for education. According to (Desimon, 2009. P182) the development of teachers 'careers is to embrace educational opportunities as formal and informal learning opportunities that deepen and expand teachers' professional competence, including knowledge, beliefs, motivation. And their self-regulation skills Many factors affect career development. Although studies have shown that schools can be supportive environments for professional learning, researchers have largely overlooked the role of individual factors in explaining teacher learning.

School principals are one of the most important components of educational systems whose performance in responding to environmental needs as a key component of organizations is of particular importance and because of the basic functions of the role of management, if there is to be a change in education should start from management. Obviously, the successful realization of this important issue will require a deep understanding and understanding of the elements that affect the performance of managers. Managers' performance is defined as the overall expected values of the organization from the separate pieces of behavior that an individual performs over a period of time and is influenced by environmental needs. Hence, the concept of performance of managers based on environmental needs has been expressed as a new concept. This structure consists of three dimensions: conceptual, structural and functional. The conceptual dimension refers to the necessity and benefits of responding to the conditions and requirements arising in the changing external environment and internal organizational challenges. Any orientation, arrangements and internal and environmental mechanisms that will lead to timely and appropriate response are related to the structural dimension. The functional dimension refers to the set of activities and actions that are taken to advance and achieve accountability.The performance of managers is influenced by various individual and organizational factors, including the cohesion of the organization. Cohesion as one of the most important organizational factors plays an important role in the success of organizations.Each school has its own culture, influenced by the thoughts and actions of managers, teachers and students, and influences new members. The school's culture reflects the personality and identity of the school, and it is this feature that distinguishes a school from another school. School culture influences how students learn the teaching process and how parents support their school education programs.The school's cultural context involves the attitudes, styles, values and patterns governing the school, and they form a particular school culture. Collective Effectivenessis defined as the group's shared beliefs about the collective capacity to organize and run periods of activities needed to produce a high level of achievement. These shared beliefs are about goals, resource management and plans, strategies, and efforts. And the persistence of group members is effective. Ethical commitment is defined as a set of internalized normative pressures to act in a way that achieves organizational goals and interests. According to Allen & Meyer (2011), commitment includes three dimensions of emotional commitment, normative and continuous. Emotional commitment involves the emotional connection of employees to the organization so that people introduce themselves to the organization. Continuous commitment is the commitment of the individual to the organization based on the individual's understanding of the costs associated with leaving the organization. Normative commitment is the feeling of moral compulsion to stay in the organization.The aime of This research was to investigate the the Relationship between School Culture and School Cohesion with Principal Performance Based on Response to Environmental Needs with the Mediating Role of Ethical Commitment and Collective Effectiveness. The research method is descriptive-correlation using the causal modeling method or structural equation model. statistical population of this study consists of all the managers of the first and second courses of high school in Urmia city which were about 1200 individuals.300 individuals were selected by morgan table and stratified random sampling method. Data collection tools were standard questionnaires of environmental responsiveness of Taghizadeh (1391), Tros et al (2004) school cohesion questionnare, Denison’s corporate (2000), Belief in collective effectiveness of teachers by Shaun Muran and Bar (2004) and ethical commitment of Hashemi and et al (1395).The validity of the questionnaires was confirmed by confirmatory factor analysis. Reliability of the questionnaire are obtained by using Cronbach's alpha for the research variables 0.99 for School Culture, 0.80 for school cohesion , 0.81 for Collective Effectiveness, 0.93 for ethical commitment and 0.81 for function which is statistically acceptable.Structural equation modeling method was used to investigate the causal relationship between variables by the analyzing the way by using liseral and spss software. The research findings showed that fitting goodness indicators of model are well fitted and there is significant relationship between variables. Results show that there is a positive structural relationship between organizational factors in managers’ performance and the mediating role of ethical commitment and collective effectiveness and the organizational factors can predict managers’ performance directly and indirectly through ethical commitment and team efficiency. Regarding the findings of the research, Promotion of independent variables such as organizational factors such as culture and organizational cohesion by officials provides managers with efficiency and quality work processes because effective management depends on these underlying factors and they play an effective role in the performance of managers. They play. Therefore, the performance of managers as a behavioral system that is a better manifestation of the duties and tasks of managers in the organization can be predicted based on organizational factors. Among these, there are modifying factors such as moral commitment and group efficiency, each of which as an underlying factor enhances the existing impact and effects. Therefore, paying attention to predictable variables and modulating the performance of managers in the organization is inevitable. It is suggested that Managers at different levels of the education organization improve and enhance organizational and individual characteristics through a well-codified program that provides cohesion in the organization. It is suggested that; By involving individuals in administrative processes, agreeing on organizational goals and the values of the existing informal group, principals and school officials enhance cohesion in the organization so that they can improve the organization's performance in responding to environmental needs. It can create the necessary ground for more schools to remain in the environment. paying attention to predictable variables and modulating the performance of managers in the organization is inevitable. It is suggested that Managers at different levels of the education organization improve and enhance organizational and individual characteristics through a well-codified program that provides cohesion in the organization. It is suggested that; By involving individuals in administrative processes, agreeing on organizational goals and the values of the existing informal group, principals and school officials enhance cohesion in the organization so that they can improve the organization's performance in responding to environmental needs. It can create the necessary ground for more schools to remain in the environment.

The purpose of this study was to investigate the structural relationship between organizational trust, professional ethics, organizational structure and school effectiveness with mediating role of teachers’ performance evaluation. Research method was practical and structural equations model. The statistical population were all senior high-school teachers in Urmia city in the academic year of 2018-19 that between them utilizing Krejcie and Morgan table and proportionate stratified random sampling technique 306 teacher were selected as research sample. For data collection the researcher-made questionnaire for evaluating the performance of the teachers, the standard questionnaire of the structure, professional ethics, trust and an abridged questionnaire of school effectiveness were used. The construct validity and reliability of the instruments were tested and confirmed using confirmatory factor analysis and Cronbach’s alpha test; respectively. SPSS 22 and AMOUS 22 were two statistical soft-wares to serve the purpose of data analysis. The results showed that the standard coefficients of structure to effectiveness (0/47), trust to effectiveness (0/35), professional ethic to effectiveness (0/08) and performance evaluation to effectiveness (0/16) paths were significant. As well as bootstrap test results demonstrated that trust, structure, professional ethics to effectiveness by mediating of performance evaluation indirect paths were significant. According to these findings performance evaluation can effect on the relationship between trust structure, professional ethic and effectiveness.

In educational systems, one of the most important tasks of teachers is teaching. Improvement of teaching activity is one of the concerns of education today which requires studying factors and variables that influence teaching improvement. In this regards, the purpose of this study was to investigate the effect of school organizational conditions, leadership perception and teacher motivation on improving teacher activity with mediating role of teacher professional development. Research method was descriptive-correlative. The statistical population consisted of all elementary teachers in West Azerbaijan, with Cochran formula and multistage cluster sampling method, 376 persons were choosen as sample. Measurement Tools included standard questionnaires whose validity and reliability were confirmed. Data was analyzed using structural equation modeling technique with SPSS and Pls software. Findings showed that the direct effect of teacher development and teacher motivation on teaching were significant. The direct effect of leadership perception and school organizational conditions on teaching were not significant. The indirect effect of teacher motivation, leadership perception and school organizational conditions mediated by professional development on teaching is significant. Based on the findings of the study, it can be concluded that in order to improve teaching in the school, we can work more motivated, appropriate leadership style and improve the organizational conditions of the school in developing teachers' skills in order to improve the teaching activity in schools.

The aim of this study was to Modeling Effective Teaching of Faculty Members Based on Artificial Neural Network Analysis. So this study has practical purpose and in terms of research methods was combined and Hybrid-type exploration projects. In this study, all students of Islamic Azad university of Urmia were considered as the population. on qualitative section; we interviewed 24 students from Islamic Azad University of Urmia. Participants were selected using typical sampling until we research theoretical saturation while conducting deep and semi-structured interview. Using a random stratified sample size formula Cochran,361 students were selected. In this study, to collect data and information semi-structured interview and questionnaire have been used. Formal and content validity of the questionnaire was approved. Coronbach's alpha coefficient was 0/81. To analyze the data, descriptive and inferential statistical techniques were used. Based on the findings of the interview, it was determined that effective factors on effective teaching in 5 categories of personality and personal traits, scientific characteristics and literacy, ability in human relationships and communication, teaching and classroom management skills and evaluation skills. The quantitative findings also showed that from the perspective of students, the best structure for effective teaching, had an input layer with 5 input variables and a hidden layer with 3 neurons and an output layer with an output variable. Studying the importance of independent variables in predicting effective teaching showed that from the viewpoint of students, the most important is the personality and personality traits, and the least important is the academic characteristics and literacy of the teacher.

The purpose of the present study, which is descriptive-analytic, is to investigate and assess the level of development and explanation of the gap between the cities of Ardebil province in terms of educational indicators. Information about 53 indicators in the form of physical facilities educational and educational spaces, educational facilities for students, Students 'academic achievement, economic productivity indices, human resource indices by referring to the statistical and libraries' annual reports, institutional indicators, non-cognitive indices and process indicators were also collected through a questionnaire. Information about the province's education and training, population and housing censuses, statistical yearbooks, and computer data from Iran's Statistics Center have been gathered. SPSS software version 20 and Excel2016 have been used to perform computations. Using Vicon models and the entropy weighing method, the ranking of education and training areas of the province has been carried out. Then, through statistical models such as regression analysis and analysis of variance, ANP network analysis process has been used to analyze the factors affecting the development of education areas in Ardabil province. Finally, the most influential indicators were identified. Based on the findings, Ardebil city ranked first in the first rank and in the city of Aslandoz.

The purpose of this study is to identify the challenges of electrical engineering curriculum from the viewpoint of members of faculty board and students in order to reform and revise it. In this article the research method is practical in terms of purpose and it is also descriptive survey in terms of data collection method. The statistical population of this study was faculty board of members (22persons) and all students of Electrical Engineering of University of Urmia. The faculty boards of members were selected as sample and 164 students according to Morgan table by simple random method. To collect data, two researcher-made questionnaires were used. Validity and reliability of the questionnaires were confirmed by the professors and field experts. In order to analyze the data, descriptive statistics (frequency, percentage, mean, standard deviation) and inferential statistics methods including T-test, T-test and independent groups were used. The overall result showed that according to faculty board of members’ point of view the electrical engineering education curriculum are faced with challenges in eight out of nine dimensions including educational goals, content, learning activities, teaching strategies, location, grouping and evaluation. From the view of students, electrical engineering curriculum faces challenges in all aspects of the nine curriculums. Therefore, it can be concluded that the successful and effective application of electrical engineering curriculum addresses the challenges faced by faculty board of members and the students and the effort to resolve these challenges.

The aim of this study was to investigate the relationship between self-efficacy, communication skills, critical thinking and creativity of high school students of district one of Urmia. In this study, 374 high school students (208 females and 166 male) were selected as a sample of study by stratified random sampling. the tools were, Abedi Creativity Test (1993), self-efficacy questionnaire of Sherer et al (1982), critical thinking questionnaire of Ricketts (2003) and Revised Questionnaire of communication skills of Jerabek (2004). For data analysis, statistical test, Pearson correlation coefficient, t-test and multiple regression were used. Analytical research findings show that, there is a significant positive correlation between self-efficacy, creativity and components of creativity. There is no relationship between communication skills & creativity, there is a positive significant correlation between critical thinking and creativity. there is no significant difference between girls and boys in terms of creativity. there is no significant difference between girls and boys in terms of critical thinking. there is no significant difference between girls and boys in terms of communication skills. there is no significant difference between girls and boys in terms of self-efficacy. Self-Efficacy has direct significant positive effect on students’ creativity.