Training, Education, and Sustainable Development

The purpose of this study is to identify and conceptualize the components of work life quality among employees of the Ministry of Education based on organizational justice, organizational resilience, and organizational optimism. This research employed a qualitative approach using inductive content analysis. Participants included 15 experts and specialists in management and sociology, selected through purposive sampling until theoretical saturation was reached. Data were collected through semi-structured in-depth interviews and document analysis, and analyzed through open, axial, and selective coding. The results indicated six overarching structures of work life quality: economic structure (fair and timely compensation), physical structure (workplace safety and hygiene), psychological structure (growth, job security, and freedom of expression), human capabilities (work–life balance and social responsibility), managerial structure (empowerment, trust, and rule of law), and social structure (colleague cohesion, mutual trust, and access to scientific and informational resources). These structures highlight the multidimensional nature of work life quality and the pivotal role of justice, resilience, and optimism in shaping it. Work life quality in the Ministry of Education is a multidimensional construct that requires simultaneous attention to economic, physical, psychological, human, managerial, and social aspects. Organizational justice, resilience, and optimism constitute the core pillars that provide a comprehensive framework for improving working conditions, employee satisfaction, and organizational performance.

This study was conducted with the aim of analyzing the physical education textbooks in the technical and vocational branch from the perspective of employment-oriented competencies. The research method was a mixed qualitative–quantitative content analysis, and the statistical population included all 8 specialized textbooks in the field of physical education for grades 10, 11, and 12 (academic year 2024–2025), which were selected through a census. Data were collected using a researcher-made checklist consisting of four main components (technical, soft, managerial, and professional skills) and 42 indicators, designed based on the National Standard of Sports Skills, the ESCO framework, and prior research, and validated by five experts. To ensure reliability, the recoding method was employed, resulting in α = 0.86. Shannon entropy was used for data analysis. The analysis of 5,823 meaning units extracted from the 8 specialized physical education textbooks revealed that 53.5% of the content was devoted to technical skills, 23.5% to soft skills, 16.3% to managerial skills, and only 6.7% to professional attitudes. Shannon entropy analysis assessed the diversity and concentration of content across components, showing that the greatest heterogeneity was observed in soft skills, while professional attitudes displayed the least diversity. Additionally, the calculation of the weight of importance of the components indicated a relatively balanced distribution of importance among technical, managerial, and soft skills, whereas professional attitudes had less importance. These results demonstrate that the textbooks primarily emphasize technical skills, while professional attitudes are less represented. Such findings can provide guidance for balancing educational content to better meet the needs of the sports industry labor market.

The purpose of the present study was to present a model of managerial competencies for secondary school principals in Dhi Qar Province, Iraq, based on Total Quality Management (TQM) indicators. This study was applied in purpose and qualitative in method (thematic analysis). The research population in the qualitative part consisted of experts and specialists in the field of education in Iraq. In the qualitative stage, based on the principle of theoretical saturation, 15 participants were selected through purposive sampling. The research instruments included semi-structured interviews and a review of specialized documents and texts. Content validity in the qualitative section was confirmed by experts. For data analysis, thematic analysis was used through coding of basic themes, organizing themes, and global themes. Findings showed that 84 basic codes were extracted from the interviews, leading to the identification of 7 global codes (employee empowerment, resource management, improvement of the learning process, stakeholder satisfaction, innovation in management, performance evaluation, and challenges of total quality management) and 28 organizing codes. These organizing codes included continuous training, support and counseling, encouragement of innovation, two-way feedback, optimal allocation of resources, cooperation with local organizations, technology in resource management, continuous monitoring and evaluation, modern teaching methods, continuous assessment of learning performance, blended learning, teacher knowledge enhancement, surveys and feedback, consultative meetings, data analysis, communication transparency, educational technologies, reward systems, interdisciplinary programs, innovative communications, composite indicators, analysis of educational data, feedback from regulatory bodies, internal evaluation sessions, resistance to change, financial resource limitations, quality culture, and flexible planning. These elements were identified as the central components of managerial competencies of school principals based on TQM indicators. Total Quality Management is one of the fundamental strategies for continuous improvement in organizations, including schools and educational institutions. This approach emphasizes the continuous enhancement of processes, increased stakeholder satisfaction, and improved efficiency. However, the implementation of TQM is accompanied by various challenges that may directly affect the ability of principals to manage schools and improve learning processes. Principals who are able to identify and overcome these challenges can achieve better performance in managing educational systems and optimizing learning processes.

The aim of this study was to validate a competency model for students based on the lived experiences of international doctoral students in Iran. This research employed an exploratory mixed-methods design. In the qualitative phase, a phenomenological approach with purposive sampling until theoretical saturation was used, and data were collected through in-depth interviews. In the quantitative phase, the population consisted of 1,200 international doctoral students, from which 291 were randomly selected using Cochran’s formula. The data collection instrument was a researcher-made questionnaire consisting of 45 items across five dimensions. Data were analyzed using confirmatory factor analysis in AMOS. The results of confirmatory factor analysis showed that all factor loadings exceeded 0.50 and were statistically significant. Model fit indices (CFI=0.963, TLI=0.955, RMSEA=0.057) indicated a good fit of the model. Path coefficients revealed strong and significant relationships among the underlying components and the five overarching domains: scientific abilities, social skills, environmental adaptation, managerial skills, and personal growth. The findings confirmed that the proposed model is highly valid and can serve as a reliable framework for enhancing the competencies of international doctoral students in Iran. This model has practical implications for designing curricula, developing supportive services, and improving the quality of higher education.

The present study aimed to compare cognitive and metacognitive skills among male and female students in the city of Mashhad. This research employed a quantitative comparative design. The statistical sample consisted of 355 male and female students from Mashhad, selected through a multi-stage cluster sampling method. Data were collected using the Cognitive and Metacognitive Strategies Questionnaire developed by Dawson and McInerney (2004). For data analysis and hypothesis testing, independent-sample t-test and multivariate analysis of variance (MANOVA) were applied. The results indicated that female students had higher mean scores than male students in both cognitive and metacognitive skills. Significant differences were found between female and male students in all components of metacognitive skills (planning, monitoring, and regulation) and cognitive skills (elaboration, rehearsal, and organization). Therefore, male students require educational attention and personal effort to enhance their cognitive and metacognitive skills.

This study was conducted to examine the impact of toxic leadership and bureaucratic structures on counterproductive behaviors within the Ports and Maritime Organization of Iran. The research is classified as applied research and, methodologically, is a descriptive-survey study implemented using a mixed-methods approach (qualitative-quantitative) through library and field methods (researcher-made questionnaire). The population consisted of employees and managers, with 384 individuals selected as the sample from 19 significant ports across the country using Cochran's formula and cluster sampling. The research instrument was developed after reviewing 76 valid articles and coding 32 of them through textual content analysis. Its validity was confirmed by 16 experts, comprising managers and professors from major ports with management experience and publications in the field. The reliability of the questionnaire was established with a Cronbach's alpha coefficient of 0.852. Data analysis, conducted using SPSS and SMART-PLS software, confirmed all research hypotheses. The findings revealed a significant positive impact of counterproductive behaviors on toxic leadership (path coefficient = 0.638, T = 6.387) and a stronger impact of bureaucratic structures on toxic leadership (path coefficient = 0.830, T = 10.852). Additionally, bureaucratic structures positively influenced counterproductive behaviors (path coefficient = 0.460, T = 4.611), with the Sobel test (4.244) confirming the mediating role of this variable. The results indicate that improving organizational structures and reducing counterproductive behaviors can effectively mitigate toxic leadership. These findings are applicable to port and shipping managers for reforming bureaucratic structures and enhancing leadership styles.

The purpose of the present study was to identify and validate the dimensions and components of innovation and entrepreneurial management in upper secondary schools. Methodologically, this research is quantitative in nature and employed a survey method to validate the proposed model. The statistical population included principals of upper secondary schools in the city of Rafsanjan. Based on Cochran’s formula and stratified random sampling, a sample size of 384 participants was determined. The research instrument was a researcher-made questionnaire, the data validity of which was confirmed using the alignment method. Data analysis was conducted using the Friedman test through SPSS software. The findings indicated that the identified dimensions and components were highly reliable; therefore, the validity of the components derived in this study was confirmed. Additionally, the results showed that the 30 identified components did not have equal rankings and varied in terms of importance. This highlights the differing relative significance of each component within the structure of the innovation and entrepreneurship model for upper secondary schools.

Teachers’ job motivation is one of the important factors influencing the quality of education and their professional development. Self-efficacy and self-monitoring, as two key psychological variables, can play a significant role in enhancing job motivation. The present study was conducted with the aim of examining the relationship between self-efficacy and self-monitoring with job motivation in the teaching profession among students of higher education centers (in-service teacher training) in Kermanshah Province. This research was a descriptive-correlational study. The statistical population included all teaching profession students of higher education centers in Kermanshah Province during the 2006–2007 academic year, estimated at 260 individuals. A sample of 152 participants was selected using simple random sampling and based on the Krejcie and Morgan table. Standardized questionnaires on self-efficacy, self-monitoring, and job motivation were used as data collection tools. Data were analyzed using Pearson’s correlation and multiple regression analysis. The results showed that there was a positive and significant relationship between self-efficacy and self-monitoring with job motivation (P < 0.05). Furthermore, both variables played a considerable role in predicting job motivation. Self-efficacy and self-monitoring are identified as influential factors in increasing student teachers’ job motivation, and strengthening these skills can lead to improved performance and job commitment. Therefore, it is suggested that in-service teacher training programs place special emphasis on reinforcing these components.