درخت حوزه‌های تخصصی

The current study explained the structural relationship between readiness for change, social capital, and teachers' tendency to participate. The current research was applied in terms of purpose and was a correlation type in descriptive-survey research. This study's statistical population includes all education teachers in Fars province in 2021-22, and 500 were selected using random class sampling. The research tool included three questionnaires on readiness for organizational change, the tendency to participate, and social capital, which were distributed and collected after calculating validity and reliability. This research showed 1) a positive and significant relationship between teachers' perception of social capital and teachers' tendency to participate and 2) a positive and significant relationship between teachers' readiness for change and their tendency to participate.  In addition, the simultaneous relationship between readiness for change and social capital with teachers' tendency to participate concluded that the variable of readiness for change is a positive and significant predictor of the tendency to participate, but social capital does not significantly predict the tendency to participate

This study delved into the dynamics between social capital and human capital and their influence on the knowledge management practices of teachers in Tehran, Iran. The researchers adopted a random sampling method, selecting 214 participants, and administered three standardized questionnaires to collect data. Data analysis was conducted using the Structural Equation Modeling approach. The findings of the study revealed that social capital did not have a significant impact on knowledge management. The researchers attributed this to the presence of a weak culture of teamwork among Iranians, a subject they elaborated on extensively in their article. However, the second hypothesis indicated that social capital significantly influenced human capital, while the third hypothesis demonstrated that human capital had a substantial effect on knowledge management. The fourth hypothesis proposed that social capital influenced knowledge management through the mediating role of human capital, and this effect was found to be significant. These research findings highlight the distinct roles played by social and human capital in knowledge management, with human capital emerging as the more influential factor. Moreover, the study not only explored the direct relationship between social capital and human capital but also emphasized the mediating function of knowledge management within these associations. This novel perspective can enhance our comprehension of methods to enhance human capital within organizations by harnessing the potential of social capital and effective knowledge management

Subsequently, teachers' perceptions of the concept of "Teaching to Transgress" in secondary schools were analyzed. The qualitative research approach and in particular the Phenomenographical strategy was used. The research field was secondary school teachers (government, normal, gifted, exemplary and non-selective) in Sanandaj city. Therefore, teachers of several secondary schools in the city were included as research participants. The sampling was done purposively. Finally, to achieve maximum diversity and to reach the category of theoretical data saturation with 16 teachers, the charter of semi-structured interviews and sending written questions to the teachers and their responses in the form of texts were continued. The method of data analysis was also carried out using the three-stage method of thematic analysis (open, central and selective).  The results of the study show that the components of transgression teaching in secondary schools are as follows engaging class, progressive teaching, teaching full of amazement, transformational education, valuing desire, enthusiasm in learning, changing the name and position of teachers, developing Students' sense of agency and creation with peers is learning. Also, the challenges teaching to Transgress included the violation of school arrangements, the academic decline of teachers and the school, and the deprivation of school management support. Finally, the consequences teaching to Transgress for schools include improving the status of knowledge based on new perspectives, revolution in educational culture, creating a diverse educational context, strengthening the relationship of teachers with marginalized and oppressed communities, the emergence of independent thinking and analysis, and evolution in evaluation and valuation.