Search

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: The primary aim of the present investigation was to establish a model delineating the professional competencies exhibited by educational managers within the program and budget organization of Iran. Methods: The research employed a systematic methodology via grounded theory, with the statistical population consisting of 16 experts or focal circles specializing in professional competencies. Data was gathered through interviews as the primary qualitative data collection method, and triangulation method (methods, theories, and investigators) was utilized to validate and ensure the reliability of the measurement tool. To dissect the qualitative data, a systematic approach based on foundational data theory (Strauss and Corbin) was implemented through three phases of open, axial and selective coding. Results: The outcomes reveal that the principal dimensions of professional competencies among educational managers in the Iran program and budget organization encompass six dimensions: causal conditions, contextual conditions, intervening conditions, strategies, consequences, and central categories. Conclusions: The distinctive aspect of the current study lies in its development of a model illustrating the professional competencies of educational managers within Iran's program and budget organization through a qualitative lens. [ABSTRACT FROM AUTHOR]

Copyright of Páginas de la Educación is the property of Universidad Catolica del Uruguay Damaso Antonio Larranaga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background and Aim: Technological education is considered a new model in the development of education, especially higher education, to promote cybernetic management and strategic intelligence of training managers, and can help the organizations to implement programs well. The purpose of this research was to develop a structural model of technological education for development of strategic intelligence and cybernetic management in managers of higher education centers in Kermanshah Province, Iran. Materials and Methods: This study was a quantitative-qualitative research. In the qualitative section, saturation was achieved by 15 interviews, and in quantitative section 281 questionnaires were completed and returned to the researcher. The measurement tools used in the qualitative part were semi-structured questionnaires, based on which two researcher-made questionnaires were extracted, while in the quantitative part, theMcCobe's strategic intelligence questionnaire (2007) and researcher-made technological education and cybernetic management questionnaires were used. Data were analyzed by SPSS24 and Amos software. Results: The results of confirmatory factor analysis indicated appropriateness of the measurement models obtained from constructed questionnaires. The structural equational model showed that technological education has a significant positive effect on cybernetic management and strategic intelligence. Conclusion: Development of strategic intelligence in higher education centers leads to more interactions between managers and the faculty members and personnel, as well as constructive relationships between faculty members and students. Furthermore, strategic intelligence is a proactive approach that can be beneficial in all sections of higher education centers. Considering the relationships between the variables studied, it is suggested that the aforementioned results be used to reduce the challenges in the programs and activities of educational managers of education centers. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Today, the discussion of ethical behavior and ethical values is a prerequisite for management, and all managers and employees of organizations must respect these principles. The purpose of this study was identifying the dimensions and components of ethical leadership in educational managers of Mashhad University of Medical Sciences with competency approachMethod: In this research, a qualitative method and the grounded theory approach were employed. The population of the study was educational managers and educational assistants of Mashhad University of Medical Sciences in the academic year 2019-2020 among whom sixteen were selected through theoretical sampling method. The data collection method was a semi-structured interview. The information obtained from the interview was analyzed using content analysis technique in data theory using MAXqda10 software.Results: From the initial analysis of qualitative research data 513 codes were identified. In the next step, using axial coding, the identified codes were classified into 17 subcategories. Analysis of qualitative data showed that the component of ethical competence with sub-components (ethical knowledge, ethical attitude, and ethical skills) and technical competence with sub-components (technical knowledge, technical attitude, and technical skills) are the main components of ethical leadership in educational administrators of the University of Mashhad Medical Sciences.Conclusion: According to the dimensions of competency identified in the educational managers, it can be said when a training manager has the characteristic of ethical leadership he also knows what is morally right (ethical competence) and how to do it (Technical competence).

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study was conducted with the aim of investigating the effect of emotional intelligence and communication skills of Ardakan educational managers, in three levels; primary, junior high, and high schools, in the 2019-2020 academic year, in predicting stress management practices by descriptive method. To this end, all the 98 managers of the above-mentioned community were selected as a sample group and responded to valid questionnaires of Sibria Shring's emotional intelligence (1998) with 0.84 Krunbach Alpha, Barton communication Skills with 0744 Krunbach Alpha, and Robins Stress Management Scale, after the administrative and initial briefing Session. Multivariate regression analysis methods were used in inferential analysis of data, to determine the predictive power of stress management practices by emotional intelligence, communication skills and their components. The findings indicated that emotional intelligence and communication skills and all its components had a significant power of prediction for the criterion variable (stress management) (p>0.05). Based on these results, apparently reinforcement of emotional intelligence and communication skills of managers can play a significant role in promoting the level of stress management practices in educational managers.

BACKGROUND: Educational managers at universities of medical sciences are the suppliers of human resources to the healthcare system. Thus, attention to their professional empowerment can play a prominent role in improving the quality of medical science education. MATERIALS AND METHODS: The present study was implemented through the method of modeling and in the three stages of conceptual, modeling, and validation. The research environment was the medical science universities of Iran and the sampling method was purposive. The two qualitative approaches of literature review and semi-structured interview were used to develop the components of the model. The results were then integrated, the relationships between the components were investigated, and the model was eventually finalized. The resulting scores were analyzed using MicMac software. RESULTS: Twelve categories and 20 subcategories were identified in the first micro-study (desk research). Qualitative analysis of the interviews in the second stage led to the identification of 21 subcategories and seven categories. Components of the conceptual model were extracted from the results of the two first stages, both of which were aimed at the extraction of concepts relevant to dynamic empowerment of medical science educational managers, and the conceptual model for dynamic empowerment of medical science education managers was designed in the six categories of education, decision-making, organization, belief, dynamic capabilities, and environment after the interactions between the components were studied. CONCLUSIONS: Results of the present study revealed that dynamic empowerment of the managers is a multifaceted and multidimensional concept, and all of the factors incorporated in the conceptual model for dynamic empowerment of managers must receive special attention.

Conflict is inevitable in life and the challenge is how leaders can precisely manage it. In this respect, for pragmatic and academic purposes and to provide useful information on conflict management styles for the harmonious and globalized working environment this study determined the appropriate conflict management styles to address specific organizational related conflicts in HEIs of Sulu. To obtain the needed data, the researcher employed the purposive random sampling method, using twenty-five (25) educational managers in Higher Educational Institutions (HEIs) of Sulu includes 230 faculty members to determine the most common organizational-related conflict and the most effective management styles. Employed descriptive- survey method 0.192 is greater than 0.05 confidence levels that provide evidence to say conflict management styles of educational managers are not significant predictor to the teaching performance of the faculty in HEIs. Educational managers in HEIs should initiate an action plan to improve the programs of managing conflict to approximately make these styles uniform in HEIs being the people belong to common tribe and lifestyles. Moreover, mentoring the workers through the experience managers should be encouraged at the workplace. Finally, the study on conflict is highly recommended to scrutinize the effect on the faculty.

Objectives: To study the effect of emotional intelligence on the job performance of high school principals in the municipality of Shendi, River Nile State, Sudan. Methods: This study was conducted using Dalip Singh's model of emotional intelligence in the managerial environment. The levels of emotional intelligence of managers have been studied in terms of the three components of the model (emotional sensitivity, emotional maturity, and emotional competence) and their impact on managers' ability to lead (work teams, relationship management, and the ability to motivate workers morally), as well as their ability to manage and resolve conflict. Methods: The researcher adopted the descriptive and analytical approach that relies on collecting data on the phenomenon and its interpretation using the SPSS statistical program for data analysis (2018-2020). questionnaire was used to obtain the opinions of the study sample consisting of (20) secondary education managers, using the comprehensive survey method. Findings: The most important finding, emotional sensitivity comes in the first place in terms of influencing job performance effectiveness (leadership, relationship management, ability to motivate, as well as conflict management and resolution); Moreover, 91% of the respondents considered to have a very high level of emotional sensitivity. Improvements/ Applications: The study concluded that managers have the ability to manage the current environment, work in harmony with others and achieve interest in them: the reason for this is that they have this advantage. Value: This is one of the first studies to be conducted in this region to analyze the impact of emotional intelligence on education managers. [ABSTRACT FROM AUTHOR]

Education is the most basic institution in the development process in each country. In other words, if education is dynamic, active, and vibrant in a country, the country will naturally be a growing and developed country. Professional and effective training of professional and effective managers is one of the basic problems, whose successful and effective implementation in an organization requires a set of competencies, skills, abilities, and special characteristics. Competence is a special tool for workforce planning and management. In this regard, much attention to the competency approach stems from the capabilities of the organization. In other words, a successful and effective organization creates and maintains its competitive advantage by developing individuals' competencies. On the other hand, the competency approach is of great importance in the development of managers as they can develop and improve their performance by adopting such an approach. Accordingly, the present study aimed to investigate the components and characteristics of the professional competency model among educational administrators. The study findings revealed that the most prominent management dimension encompasses supervision and guidance, knowledge management, evaluation, decision-making, and planning. Personality dimension includes ethics, creativity and innovation, communication skills, and negotiation skills. Technological dimension consists of information literacy, application of new technologies in teaching, the use of information and communication technology, and the ability to work in a virtual environment. Educational-research dimension addresses research orientation, applied scientific research, familiarity with teaching methods and techniques, and incentives for employees to teach effectively. This descriptive-analytical study adopted a library technique. [ABSTRACT FROM AUTHOR]

Background and Aim: One of the most important characteristics of a leader is the ability to understand the ethical concepts and standards of management. The aim of this study was to evaluate the status of ethical leadership among the educational managers in Kurdistan University of Medical Sciences. Material and Method: In this descriptive-analytical study, we evaluated the viewpoints of 92 faculty members and 26 directors of educational departments and educational deputies of hospitals and schools by using two standard questionnaires. Using SPSS Ver.19 software, data were analyzed by chi-square and t-tests. Results: The results related to the ethical leadership domains from the viewpoints of the participants in this study (faculty members and educational staff) showed that 69.28%, 69.8% and 73.98% of the managers respected ethical principles, ethics in decision making and ethical behavior, respectively. There was a significant relationship between academic level and ethics in decision making (p < 0.005). Also, 71.54% of educational managers believed that they have demanded justice in their decision-making. Conclusion: The results of this study suggested that although the status of the university is relatively appropriate in the domains of ethical management, but its effect on labor productivity and other communication variables is not clear. Therefore, further studies on this subject are recommended. Keywords: Ethical leadership, Educational managers, Faculty. Received: Apr 22, 2017 Accepted: Apr 9, 2018

Today, optimism is one of the important factors in organization success, positive managers increase their employee motivation. And with a brighter landscape, it provides a platform for the growth and excellence of the organization. Positive organizational behavior and positive thought, increases employee`s performance, efficiency and productivity improvements, satisfaction, social economic development and welfare level. The purpose of the study was determining the positivism factors in training group managers in the universities of the country. The study was a survey type. The research participants were composed of educational groups as studied cases Guilan province. Participation in this study were chosen by using census selected and it includes 150 training group managers from the Guilan province universities. Initially, 139 positive components were extracted through the literature review and limited to 69 components through Delphi process. Finally, after incorporation and removing repetitive cases, 49 extracted components were set in 8 dimensional format and the research questionnaire was set based on it. Then, the questionnaire was given to the educational training managers, after completing and collecting, they were analyzed based on Friedman test and Hierarchical Cluster Analysis (cluster). Finally, 8 components (hope, glow, quality of life, happiness, forgiveness, self efficacy, psychological capital, optimism) were identified and among given components, happiness, self efficacy and psychological capital that had the highest priority and effect on managers positivity were introduced.

Introduction: Today, interprofessional collaboration and team care as well as interprofessional education are inevitable necessities for addressing healthcare needs of societies. Due to a contradiction between the need to provide team care at health centers and the lack of prioritization and implementation of team-based and interprofessional approaches to education in the health system, this study was conducted to explain the barriers to implementation of team care and interprofessional education in Iran from the viewpoints of educational managers of the health system. Methods: This qualitative content analysis study with a conventional approach was carried out from August 2013 to Jul 2014. The data were collected through semi–structured individual interviews with 16 educational managers and researchers in universities of medical sciences and medical education development centers who were selected by purposive sampling. All interviews were transcribed word by word and then analyzed using MAXQD software. Results:Two categories and eight subcategories were identified explaining the barriers to implementation of team care and interprofessional education from educational managers’ viewpoints. The two main categories included cultural-attitudinal barriers and structural-functional barriers. The first category consisted of subcategories such as weakness of systemic thinking, individualistic culture, profession-orientedness, physicians’ predominance, and role models. The second category included subcategories of management structure, stunted growth of educational management, inadequate understanding and weak evidence. Conclusion:Existent barriers and their influence on each other have prevented the implementation of team care and interprofessional education by creating a vicious cycle. Since the cultural and attitudinal changes occur over a long period, it is necessary to move towards changing the culture and attitudes and implementing team care and interprofessional education through restructuring the educational management as well as implementation of interprofessional education pilot programs and developing research and evidence accordingly.

Background: Educational managers at universities of medical sciences are the suppliers of human resources to the healthcare system. Thus, attention to their professional empowerment can play a prominent role in improving the quality of medical science education., Materials and Methods: The present study was implemented through the method of modeling and in the three stages of conceptual, modeling, and validation. The research environment was the medical science universities of Iran and the sampling method was purposive. The two qualitative approaches of literature review and semi-structured interview were used to develop the components of the model. The results were then integrated, the relationships between the components were investigated, and the model was eventually finalized. The resulting scores were analyzed using MicMac software., Results: Twelve categories and 20 subcategories were identified in the first micro-study (desk research). Qualitative analysis of the interviews in the second stage led to the identification of 21 subcategories and seven categories. Components of the conceptual model were extracted from the results of the two first stages, both of which were aimed at the extraction of concepts relevant to dynamic empowerment of medical science educational managers, and the conceptual model for dynamic empowerment of medical science education managers was designed in the six categories of education, decision-making, organization, belief, dynamic capabilities, and environment after the interactions between the components were studied., Conclusions: Results of the present study revealed that dynamic empowerment of the managers is a multifaceted and multidimensional concept, and all of the factors incorporated in the conceptual model for dynamic empowerment of managers must receive special attention., Competing Interests: There are no conflicts of interest., (Copyright: © 2023 Journal of Education and Health Promotion.)