Mahmood Safari
Abstract
The culture of academic emphasis is one of the cultures at school, where teachers put collaborative methods on the agenda. The purpose of this study was to identify the factors that make and develop the culture of academic emphasis culture in Tehran schools in school year of 2017-2018. This study was ...
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The culture of academic emphasis is one of the cultures at school, where teachers put collaborative methods on the agenda. The purpose of this study was to identify the factors that make and develop the culture of academic emphasis culture in Tehran schools in school year of 2017-2018. This study was carried out in a qualitative method of phenomenological type. The sample for this study consisted of 24 experts and educators who were interviewed with semi-structured interviews, so that the data gathered based on theoretical saturation. In order to analyze the data, the “NVivo 10” software has been used. Findings of this study indicated that the four factors play the most role in academic emphasis culture in schools. These factors were: "the quality of educational activities" had the highest score, and in the first place, "constructive feedback" in the second place, "the quality of educational environment" in the third place, "mental and job security" was in the fourth place. Therefore, in order to grow the culture of academic emphasis in schools, all identified factors in schools must be developed in a coordinated way, since achieving a teacher's academic emphasis culture requires the development of a system that needs to be carefully planned and should be compatible with the needs of the community.
Mahmood Safari; Mohammadreza Pashaei; Golnaz Bakhshi
Abstract
The purpose of this research was to identify the effective factors in the establishment and implementation of knowledge management in Tehran education. The research methodology was applied in terms of purpose and qualitative and quantitative (mixed) in terms of information gathering. The statistical ...
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The purpose of this research was to identify the effective factors in the establishment and implementation of knowledge management in Tehran education. The research methodology was applied in terms of purpose and qualitative and quantitative (mixed) in terms of information gathering. The statistical population of the study consisted of two parts including the experts and all teachers working in Tehran education during the academic year 2017-2018 (45525 teachers). The sample of the research was 25 experts who were purposefully selected and 380 teachers (134 women and 246 men) who were selected based on the Cochran’s formula by simple random multi-stage cluster sampling. In order to collect data, a semi-structured interview and a researcher-made questionnaire were used based on the 5-point Likert scale. In addition, the validity of the questionnaire was confirmed by the experts; all components were calculated to range from 0.69 to 0.78 by using of factor analysis, which showed the validity of the tool. The reliability coefficient of the questionnaire was calculated 0.89 based on Cronbach's alpha. In order to analyze the data, NVivo software was used for coding (open, axial and selective coding) and SPSS, Lisrel and Smart-PLS software for t test, exploratory and confirmatory factor analysis Test. The main results of the research showed that the effective factors in establishment and implementation of knowledge management in Tehran education were respectively: "Cultural", "Organizational", "Human", "Economic", "Political" and "Technological" factors.
