Showing 22 results for Teacher
Dr Golestan Saiah Kookiani, Dr Seyed Nuredin Mahmoudi, Mr Mohammad Ahmadi,
Volume 17, Issue 51 (10-2025)
Abstract
The present study was conducted with the aim of investigating the mediating role of intentional organizational forgetting in the relationship between distributed leadership and organizational flourishing among elementary school teachers in Aslandooz city. The research employed a descriptive-correlational design of the structural equation modeling (SEM) type. The statistical population consisted of 254 elementary school teachers in Aslandooz, from which, based on Morgan’s table, 153 individuals were selected using simple random sampling. Data were collected using the Distributed Leadership Questionnaire, the Organizational Flourishing Questionnaire, and the Intentional Organizational Forgetting Questionnaire. Structural equation modeling was employed for data analysis. The results indicated that the direct effect of distributed leadership on organizational flourishing was statistically significant. Moreover, the indirect effect of distributed leadership on organizational flourishing through the mediating variable of intentional organizational forgetting was also significant, indicating a positive impact of distributed leadership on organizational flourishing. Additionally, the path coefficient between distributed leadership and intentional organizational forgetting revealed a positive influence of distributed leadership on intentional organizational forgetting.
Mrs Esmat Motaharnezhad,
Volume 18, Issue 52 (3-2026)
Abstract
Objective: Academic procrastination is a common challenge among students that can affect their quality of learning, motivation, and future professional performance. The aim of the present study was to analyze the lived experiences of student teachers of academic procrastination and identify the factors affecting it. Method: This study was conducted with a qualitative approach and Van Manen's analytical phenomenological method. The field of the present study included all student teachers of Farhangian University in the academic year 1403-1404, and 10 student teachers were selected using purposive sampling and data saturation criteria. Data were collected through in-depth semi-structured interviews. Data analysis was conducted in six steps based on Van Manen's perspective. In this process, 127 initial codes were extracted and after removing repetitive codes, 96 basic themes, 14 organizing themes, and finally 3 overarching themes were obtained. Findings: The results of the analyses showed that the three overarching themes of this study included internal pressures and academic self-concept, environmental and structural factors, and coping strategies and reactions. The findings of this study showed that a combination of individual factors (such as low self-efficacy and performance anxiety), environmental factors (such as educational structure and social relationships), and lack of skills in applying effective coping strategies play a role in the emergence and persistence of academic procrastination. Conclusion: The results of the study emphasize the necessity of designing educational and counseling programs at Farhangian University that can help improve self-regulation skills, time management, promote academic motivation, and use effective coping strategies to eliminate or reduce procrastination in student teachers with a multi-level approach.
