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Background: In today's evolving world, managers are one of the key levers in the management of organizations; Given that managers have a vital and decisive role in the heart of organizations, their competencies must be strengthened. Aims: The purpose of this study was to design a model of dimensions and competency components of primary school principals. Methods: The present study was based on the purpose of the applied type and in terms of approach was exploratory mixed research. In the qualitative phase, the content analysis method was used and in the quantitative phase, the contextualization method was used. In the qualitative phase, the data collection process consisted of 18 semi-structured interviews with experts. Purposeful sampling was continued until data saturation. Data analysis was performed simultaneously with their collection and by the method of concepts, subcategory and main category. In a small phase, the statistical population of primary school principals in Bushehr province was 521 people, which according to the Jersey-Morgan table, 230 people were selected by multi-stage cluster sampling method. In order to validate the identified pattern of the qualitative part, confirmatory factor analysis was used using PLS software. Results: The combination of qualitative and quantitative results showed that the pattern of dimensions and components of competence of primary school principals with four dimensions: personal, occupational, communication and knowledge competencies and eight components: personal, moral, educational, managerial, behavioral, social, General knowledge and professional knowledge were approved. The results of the confirmatory factor analysis showed that all factor loadings are higher than 0.4 and the model is significant at the confidence level (95) percent, and the fit of the model was confirmed with a value of 0.435. Conclusion: The model of competencies of primary school principals is a good guide to identify the contexts, conditions, indicators, obstacles and consequences of the development of competencies of principals in order to develop the competencies of teachers and students of primary schools, which is the foundation of the system. Is educational, provide.

The aim of this study was to extract the basics and objectives of the curriculum for teaching creative and critical thinking skills in the elementary course of the Iranian educational system. In order to conduct this research, a qualitative approach and contractual content analysis method were used. The participants of the study were 12 experts in the fields of curriculum planning, philosophy of education and psychology who were selected by purposive sampling. The instrument used was a semi-structured interview. According to the research findings, first the basics of the thinking skills training curriculum (creative and critical) were examined, which were divided into three sections: philosophical and value basics, psychological basics, and sociological basics. In the section on philosophical and value principles, the main categories were the emphasis on formal and public education, the emphasis on the values of thinking, and the emphasis on the merits of thinking. The main categories extracted for psychological foundations were emphasis on rationality, application of emotional and social dimensions, and attention to participation and cooperation. Finally, the main categories selected for the sociological foundations were scrutiny, social critique, and self-criticism. For the appropriate purposes of teaching creative and critical thinking, based on the opinion of experts, two main categories of intrapersonal skills and extrapersonal skills were selected. In the category of intrapersonal skills, principles such as technical skills, problem-solving skills and moral skills, and in the category of extrapersonal skills, the principles of emotional competence, cognitive competence and social competence are extracted.

Background: Test anxiety is one of the most important variables which affect the mental health of students in primary schools. Therefore, it is crucial to identify the factors that influence test anxiety. Objectives: The current study aimed to investigate the mediation effect of self-esteem on the relationship between self- efficacy social support and test anxiety. Patients and Methods: Participants were 374 elementary students (179 boys; 195 girls) who completed the Rosenberg self-esteem scale, the perceived social support from family, the self-efficacy questionnaire and the test anxiety inventory. The relationships between the variables were examined via path analysis. Data analysis was conducted using descriptive and inferential statistics by statistical package for social sciences (SPSS) and analysis of moment structures (AMOS) software. Results: Findings showed that self-efficacy was negatively related with test anxiety (-0.23, P < 0.01), a significant negative association existed between self-esteem and test anxiety (-0.37, P < 0.01) and there was a negative association between social support and test anxiety (-0.18, P < 0.05). The mediation effect of self-esteem on the relationship between self-efficacy, social support and test anxiety were supported in a path model. Conclusions: These findings support the negative correlation of self-efficacy, social support, and self-esteem with test anxiety. The obtained model is appropriate to explain the test anxiety of elementary students.

Background and objective: Mental health is one of the key variables in the field of Psychology and Educational Sciences that several factors have been studied in relation to it. The aim of this study is to predict students' mental health using the variables of self-esteem, life satisfaction was hope. Methods: This study was of the correlation among non-experimental studies. The population were included all students in shahrood University (9,000 student) and for the sample size used krejcie and Morgan table and 368 were selected. A booklet that participants were asked to respond to questions, including:1-demographic Questionnaire2-General Health Goldberg and Hiller Questionnaire 3- Snyder Hope questionnaire 4- Rosenberg self esteem questionnaire.5-Diner satisfaction with life Questionnaire. To analyze the data descriptive statistics (Charts, measure of central tendency and dispersion measures) and inferential statistics (Pearson correlation coefficient, t-test and stepwise regression analysis) were used. Results: The results show that between self-esteem, satisfaction with life, hope and mental health (r=0/76 0/70 and 0/76) There is a significant correlation. Students mental health can be predicted based on variables self-esteem and (;beta =0/42), satisfaction with life (;beta = 0/21) and hope (;beta =0/52). The proportion of self-esteem variable (0/42) was more. there was no difference Between self-esteem, hope and mental health, but between life satisfaction boys scores were more than girls. Conclusion: This study showed that, in general, students with good mental health, and results showed that with increasing self-esteem, hope and life satisfaction of students can improve their mental health. Paper Type: Research Article.

Background: Despite the fact that many research studies, concerning the premenstrual syndrome (PMS), have been conducted in recent years, the relationship between psychological and social factors with PMS remains controversial. The aim of the present study was to examine the association between attribution style in the PMS for positive and negative events. Methods: A total number of 241 employed women, with the age range of 20 to 40, were randomly selected for the sake of this study. An Attribution Style Questionnaire (ASQ) and a Delany’s Premenstrual Checklist were completed by the participants during the follicular and luteal phases, respectively. Pearson correlation coefficient and regression were used for analyzing data. Results: The PMS group included 145 women, who were experiencing moderate to severe PMS. According to the findings, the negative globality dimension was significantly associated with PMS (r= 0.16, P=0.011). No significant findings for the other attributional style scales were observed. Conclusion: The results suggest that negative global attributional style appears to be an important construct in PMS therefore, it can be concluded that women with global attribution style for negative events are more likely to suffer from the PMS.

Background and objective: Teachers play an important role in promoting mental health of students. The present study aimed at analyzing the effect of job stress on mental health of elementary teachers through the moderating role of job burnout. Methods: This study was a non-experimental design (correlation) one using a structural model investigated the relationship between the variables. A sample of 186 elementary teachers of Azadshahr in Golestan province, Iran was asked to respond to three scales (demographic questionnaire, the General Health Questionnaire, and The Maslach Burnout Inventory). The results were analyzed by SPSS 21 and Amos 21. To determine the association between variables Pearson correlation coefficient was applied. Path analysis was used for verification and determination of model fit. Results: Job stress, emotional exhaustion and depersonalization positively, and personal accomplishment negatively can predict mental health. Emotional exhaustion, depersonalization and personal accomplishment play a mediating role in the relationship between job stress and mental health. Conclusion: Job stress and job burnout in teachers endangers their mental health. The model obtained is appropriate for explaining mental health of teachers. Paper Type: Research Article.

BACKGROUND AND OBJECTIVE:Educational environment is a portion of lesson plan which can affect on different aspects of training in the schools. The aim of the present study is assessment of educational environment at dental school of Babol University of Medical Sciences based on trainee’s attitude evaluated by DREEM model. METHODS:The present research is a descriptive cross-sectional survey that accomplished during 2 years among postgraduate students which entered to dental school in the years 2009-2012. The questionnaire consisted of 2 parts: general information and DREEM questionnaire with 50 questions in 5 recognition fields (i.e., learning, teachers, self recognition of scientific ability, educational environment and social position). Data were analyzed with SPSS18 by statistical tests like T-test and Anova, mean and SD were measured for each variable. FINDINGS:According to DREEM, the perception of postgraduate dental students was desirable ( 114.53±16.86) .It was not associated to gender and the enterance year of the students. In" student,s perception of teacher" Oral Pathology and Dental Prosthetics departments had the highest and the lowest scores, respectively. In "student,s social self- perceptions" Oral Pathology and Orthodontics departments had the highest and the lowest scores, respectively. Educational environment was nearly the same in different departments of this school. CONCLUSION:Regarding to our findings educational environment was "desirable" and it was almost the same in all departments of dental school, but, paying more attention to some domains such as "student,s perception of teachers" and "student,s social self- perception" in some departments is necessary.

Background : The main objective of this study was predicting student′s mental health using social problem solving- ability . Methods : In this correlational- descriptive study, 369 (208 female and 161 male) from, Mazandaran University of Medical Science were selected through stratified random sampling method. In order to collect the data, the social problem solving inventory-revised and general health questionnaire were used. Data were analyzed through SPSS-19, Pearson′s correlation, t test, and stepwise regression analysis. Results : Data analysis showed significant relationship between social problem solving ability and mental health (P < 0.01). Social problem solving ability was significantly associated with the somatic symptoms, anxiety and insomnia, social dysfunction and severe depression (P < 0.01). Conclusions: The results of our study demonstrated that there is a significant correlation between social problem solving ability and mental health.

The aim of this study was to extract the components of creative and critical thinking skills in the elementary school Iranian educational system. To conduct this research, a qualitative approach and a qualitative content analysis method have been used. The statistical sample consisted of 12 experts in educational sciences and psychology who were selected using purposive sampling. The data collection method was a semi-structured interview. Inductive qualitative content analysis was used to analyze qualitative data. The research findings included 8 main categories, 19 main subcategories and 88 concepts for the 4 elements of basic objectives, teaching content, teaching-learning methods and evaluation methods. First, in the section of the main objectives of teaching creative and critical thinking based on the opinion of experts, two main categories of intrapersonal skills and extrapersonal skills were extracted. In the next step for the educational content, the main categories extracted were: planning and problem solving and teaching communication and critical skills. The next element that was examined was teaching-learning methods, for which the main categories extracted were creative teaching-learning methods and critical teaching-learning methods. In the final part the components were reviewed and evaluated. According to experts, the two main categories of performance evaluation and integrated evaluation were extracted.