Showing 2 results for Naveedy
Sahrbanoo Pourzaran, Ahad Naveedy, Dr. Batul Faghih Aram, Dr. Nader Barzegar, Dr. Firooz Kiomarsi,
Volume 12, Issue 46 (9-2023)
Abstract
The present study was conducted with a quantitative approach to test the construct validity and fit the six-component model of middle managers’ empowerment in education in Iran with field data. The statistical population of this study consisted of middle managers of education in Tehran province (about 510 people), of which more than 70 percent of the statistical population (348 people) participated in this study with available samples and answered the 66-question researcher-made questionnaire. To evaluate the validity of the questionnaire, in addition to the opinions of experts, confirmatory factor analysis was used and Cronbach’s alpha was calculated to evaluate its reliability, which varied from 0.87 to 0.93 for the six components of the questionnaire. To examine the model fit including six factors with field data, confirmatory factor analysis was used using AMOS 23 software package. The factors in the fitted model included human resource agency, self-regulation and self-development, merit-based assignment, organizational belonging, power distribution and delegation, and reform of macro policies (facilitating the extra-organizational environment), all of which had factor loadings above the acceptable threshold. The fit indices of the middle managers’ empowerment model in education showed the desirable fit of the proposed model. This questionnaire can be used to provide a model for the empowerment of middle managers in education in future studies.
Ahad Naveedy,
Volume 18, Issue 52 (3-2026)
Abstract
This research was conducted to evaluate the electronics curriculum in secondary schools. To do this, five provinces were selected purposefully with the opinions of experts, and the required data were collected using written documents, questionnaires, and interviews. 406 people responded to the art student questionnaire and 1980 people responded to the student questionnaire. Members of the electronics program planning commission and several knowledgeable experts, 15 people who implemented the electronics curriculum, and 14 people who implemented the art students were interviewed. The research findings show that the needs assessment, design, and curriculum planning of the electronics program have not been carried out according to scientific standards. Experts and art students acknowledge the ambiguity in the goals of the program. Standards for human resources, equipment, space, and the evaluation system are set in an abstract space and are out of reach. Due to the lack of equipment and training time, as well as the weakness of the program implementers, the developed program has not been implemented properly. Most experts, art school directors, art students and students have assessed the workshop facilities as inadequate and inadequate. The implementation of the internship curriculum is not in line with the objectives of this course. The competency-based evaluation guidelines have not been implemented properly. Experts, teachers and students have conditioned the success of the program to creating favorable conditions through reforming the input, process and output of the system.
