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Purpose: This study aims to develop a comprehensive model for performance improvement management among educational group managers by identifying critical factors and components that influence managerial effectiveness in educational settings. Methodology: The research adopts a descriptive-survey methodology, with a statistical population comprising 400 educational group managers from Islamic Azad University in Tehran. Using the Morgan table, a sample of 196 participants was randomly selected. Data were collected using a researcher-made questionnaire and analyzed using structural equation modeling (SEM) based on an exploratory factor analysis approach with LISREL software. Validity was assessed using composite reliability (CR) and Cronbach's alpha, with additional evaluations through Bartlett's test and KMO measure. Findings: The analysis identified six significant factors affecting performance improvement management: continuous monitoring and evaluation (R = .67, t = 9.56), knowledge management (R = .58, t = 8.27), professional development (R = .61, t = 8.70), empowerment (R = .89, t = 13.12), professional ethics (R = .71, t = 15.81), and managerial role (R = .69, t = 9.85). These factors encompass 25 specific components, such as planning, educational needs assessment, knowledge sharing, self-development skills, cognitive support, and strategic planning ability, all demonstrating significant factor loadings (p < .001). Conclusion: The findings underscore the importance of structured and continuous management practices in educational settings. Emphasizing continuous monitoring, effective knowledge management, professional development, empowerment, ethical standards, and strong managerial roles can significantly enhance the performance of educational group managers. These insights provide a robust framework for educational institutions to improve their management strategies and achieve better organizational outcomes. [ABSTRACT FROM AUTHOR]

This paper aims to study the comparative comparison of implementing school-based management in developed countries in the historical context: from theory to practice. School-based management is not by itself and objective but a valuable tool in order to reach sagacity, capabilities and the enthusiasm from most people having shares in school. Emphasizing the empowerment and the promotion of the skill levels and the abilities concerned with the member's active in the school specially the managers, the teachers, and the student's parents along with the boards motivate their endeavor toward cooperative issues. The findings show the developed countries such as England, Mexico, Australia, The U.S. etc. Making their school management decentralized and autonomous along with submitting full authority to their local councils and their parent-teacher associations have improved their school management qualities and have been able to bring all main agents in the schools into participant in decision making affairs. Of the other strategies concerning the increase in cooperative decision making and turning schools more autonomous, used by leading countries, is to self-centralize (school-based management) and also manage schools in the form as board of trustees in such countries for the managers, the board and the others involved have greater authority to manage school affairs among which countries such as England, Canada, Spain, Iran, etc. can be noted.

The purpose of this study was to investigate the relationship between group learning and interpersonal skills, with emphasis on the mediating role of emotional intelligence among high school students in Tehran. This research is a descriptive correlation type that was implemented using structural equation modeling method. The statistical population of this study includes 1,800 high school students. The sample was 316 subjects, using simple random sampling and Cochran formula. The data-gathering tools in this research were Matson's Interpersonal Communication Skills Questionnaire, Bradberry-Greave's Emotional Intelligence Questionnaire, and Lauren-Nemeth's Group Learning Questionnaire with a reliability of 0.81, 0.87, and 0.71, respectively, achieved. For data analysis, structural equation modeling and PLS software were used. The research results indicate that group learning also directly affects interpersonal skills and emotional intelligence and indirectly affects interpersonal skills through emotional intelligence.

Purpose: The purpose of this paper is to evaluate the level of ICT (information and communication technologies) integration and usage in teachers, curricula in Iranian schools. Design/methodology/approach: The data for the study were gathered through a questionnaire administered to 160 respondents who were school teachers. In total, 154 questionnaires were retrieved. This represented approximately 96 percent return rate. The data were analyzed quantitatively using SPSS. The core of the questionnaire was analyzed using Pearson Correlation Coefficient statistical tool to determine the significant the level of ICT integration and usage in teacher's curriculum in Iran's schools. One-way-analysis of variance ANOVA was employed to test the relationships between variables and respondents' demographic profile (gender, age, qualifications and length of service). The statistical significance was set at p less than 0.05. Findings: Results showed that there were no significant differences in the overall ANOVA analysis based on the respondents' demographic information. Also, the results of the research showed that respondents were dissatisfied with the level of weak integration and usage of ICT into teacher's curricula. Originality/value: The alpha reliability of 0.87 was obtained which shows a strong reliability of the research instrument. (Contains 3 tables.)

Objective: Training capable, committed and responsive graduates to the needs of society and the health system can be considered the most important mission of medical universities. In general, accountability to the community is one of the main priorities of the health education system, so if universities want to meet the needs of the community they cover, they must design their education system based on the needs and priorities of community health. The purpose of this study is to identify the dimensions and components of Accountable education for the rehabilitation sciences Curriculum in Tehran universities of Medical Sciences. Materials & Methods: This study was conducted with a qualitative approach to identify the dimensions and components of Accountable education in Tehran universities of Medical Sciences in 2021 with the participation of 25 experts in the field of rehabilitation and using the method of content analysis through purposeful sampling. In order to collect data, semi-structured interviews of experts were used. The interview lasted between 45 minutes and 60 minutes and before the interview, the purpose of the study was explained to the participants. Data analysis based on Granheim method and also in order to evaluate the accuracy and robustness of the data, four criteria of acceptability, reliability, transferability and Guba and Lincoln. Results: The mission of Accountable education is commitment to the direction of education, research and service delivery based on the priority needs and expectations of society, which is achieved by emphasizing the direct and continuous contact of students with society at various levels. After conducting the interviews, 6 dimensions and 21 components were identified as follows and were approved by experts in the form of brainstorming. Dimensions include: 1- Society 2- Higher health education system 3- University 4- Professor 5- Student 6- Curriculum and 21 components and 136 indicators were finalized. Conclusion: The present study showed 6 general dimensions 1- Society 2- Higher health education system 3- University 4- Teacher 5- Student6-Curriculum as dimensions Accountable education play an important role in fulfilling the missions of third and fourth generation universities. The results of this study are expected to be used by institutional policymakers in the field of rehabilitation sciences in order to institutionalize Accountable education in the field of higher education in order to be able to effectively guide Curriculum towards meeting the needs and expectations of society. It is suggested that due to the importance of responsive education, more extensive studies in this field should be conducted at the level of medical universities in the country. [ABSTRACT FROM AUTHOR]

A convenient method for the synthesis of pyrido[2,3‐d]pyrimidines by using the novel nano‐magnetic silica‐bonded S‐sulfonic acid[Fe3O4@SiO2@(CH2)3S–SO3H] as an efficient and recyclable catalyst under neat conditions is described. The major advantages of the present methodology are high yield, short reaction time, and reusability of the catalyst. Furthermore, the nano‐magnetic silica‐bonded S‐sulfonic acid was fully characterized by using various techniques such as FT‐IR, TG/DTG, DTA, EDX, μXRF, XRD, HRTEM, SEM, SEM elemental mapping, XPS, and N2 physisorption. The results obtained from this research support the idea of rational design, synthesis, and applications of task‐specific and reusable catalysts for the preparation of various polynitrogenated heterocyclic compounds containing 1,4‐dihydropyridine moieties. [ABSTRACT FROM AUTHOR]

The research goal is "Modelling of ICT Literacy and Its Evaluation Among Principals and Staffin Educational Organizations". Its method was a survey and to study particular goals of the research, two tools, a questionnaire and an interview, were used to compare and evaluate ICT literacy. For analyzing the description and inferences statistics, chi square tests were used by exploiting two dimensional tables. A deductive analysis of the data shows that there is a meaningful difference between ICT literacy of principals and staff. The general result of the research showed that ICT literacy of staff in all factors was higher and greater than that of principals. [ABSTRACT FROM AUTHOR]

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Purpose – The purpose of this paper is to evaluate the level of ICT (information and communication technologies) integration and usage in teachers, curricula in Iranian schools. Design/methodology/approach – The data for the study were gathered through a questionnaire administered to 160 respondents who were school teachers. In total, 154 questionnaires were retrieved. This represented approximately 96 percent return rate. The data were analyzed quantitatively using SPSS. The core of the questionnaire was analyzed using Pearson Correlation Coefficient statistical tool to determine the significant the level of ICT integration and usage in teacher's curriculum in Iran's schools. One-way-analysis of variance ANOVA was employed to test the relationships between variables and respondents' demographic profile (gender, age, qualifications and length of service). The statistical significance was set at p<0.05. Findings – Results showed that there were no significant differences in the overall ANOVA analysis based on the respondents' demographic information. Also, the results of the research showed that respondents were dissatisfied with the level of weak integration and usage of ICT into teacher's curricula. Originality/value – The α reliability of 0.87 was obtained which shows a strong reliability of the research instrument. [ABSTRACT FROM AUTHOR]

Background: Dry socket or alveolar osteitis is a delayed healing of alveolar bone after exodontia causing moderate to severe pain 2-4 days after extraction of teeth. Antibacterial agents such as antibiotics and chlorhexidine have been previously proved to prevent or reduce the incidence of dry socket. Betadine is a mixture of iodine and povidone which has bactericidal, antifungal and antiviral effects. The aim of the present study was to evaluate the effect of preoperative povidone iodine 1% mouthwash before surgical extraction of impacted mandibular third molar, however age, gender and oral hygiene were also considered., Material and Methods: 189 patients who needed surgical extraction of Pell and Gregory class A and B mandibular third molars were included in this study. The patients who were not willing to participate in the study, took, women who took oral contraceptives or were in the first 22 days of menstrual cycle were excluded. Patients were randomly assigned to control or test group. 97 patients in the test group took preoperative povidone iodine 1% mouthwash and 92 patients in the control group didn't take any antibiotic or mouthwash. Patients were examined in days 3 and 7 postoperatively for incidence of alveolar osteitis., Results: Chi-square test didn't show any significant relation between dry socket incidence and gender ( p value: 0.848) and Oral hygiene ( p value: 0.866). However, it revealed a significant relation between age and dry socket incidence ( p value: 0.003) and patients older than 30 were reported to have higher incidence of dry socket. Independent T-Test showed a significant difference between the test and control group in incidence of dry socket ( p value: 0.036)., Conclusions: Based on the results of this study povidone iodine 1% mouthwash can decrease dry socket incidence also as the age increases, the incidence of dry socket becomes higher. Key words: Dry socket, impaction, betadine, povidone iodine., Competing Interests: Conflict of interest statement:The authors have declared that no conflict of interest exist.

Background: To compare the results of two different ways of distal femoral osteotomy stabilization in patients suffering from genuvalgum: internal fixation with plate, and casting., Methods: In a non-randomized prospective study, after distal femoral osteotomy with the zigzag method, patients were divided into two groups: long leg casting, and internal fixation with blade plate. For all patients, questionnaires were filled to obtain data. Information such as range of motion, tibiofemoral anatomical angle and complications were recorded., Results: 38 knees with valgus deformity underwent distal femoral supracondylar osteotomy. (8 with plaster cast and 30 with internal fixation using a blade plate). Preoperative range of motion was 129±6° and six months later it was 120±14°. The preoperative tibiofemoral angle was 32±6°; postoperative tibiofemoral angles were 3±3°, 6±2°, and 7±3° just after operation, six months, and two years later, respectively. Although this angle was greater among the group stabilized with a cast, this difference was not statistically significant. In postoperative complications, over-correction was found in five, recorvatom deformity in one, knee stiffness in three and superficial wound infection was recorded in three knees., Conclusions: There is no prominent difference in final range of motion and alignment whether fixation is done with casting or internal fixation. However, the complication rate seems higher in the casting method.