سامانه مدیریت نشریات علمی دانشگاه شهید بهشتی

حق پرست کنارسری, نرجس, رسولی, رضا, موذن جمشیدی, میرهادی, ضماهنی, مجید. (1403). طراحی مدل رهیاری مدیران مبتنی بر بهره‌وری و توسعه فعالیت‌های دانش بنیان در سازمان آموزش و پرورش. , 17(1), 259-288. doi: 10.48308/mpes.2024.234753.1432
نرجس حق پرست کنارسری; رضا رسولی; میرهادی موذن جمشیدی; مجید ضماهنی. "طراحی مدل رهیاری مدیران مبتنی بر بهره‌وری و توسعه فعالیت‌های دانش بنیان در سازمان آموزش و پرورش". , 17, 1, 1403, 259-288. doi: 10.48308/mpes.2024.234753.1432
حق پرست کنارسری, نرجس, رسولی, رضا, موذن جمشیدی, میرهادی, ضماهنی, مجید. (1403). 'طراحی مدل رهیاری مدیران مبتنی بر بهره‌وری و توسعه فعالیت‌های دانش بنیان در سازمان آموزش و پرورش', , 17(1), pp. 259-288. doi: 10.48308/mpes.2024.234753.1432
حق پرست کنارسری, نرجس, رسولی, رضا, موذن جمشیدی, میرهادی, ضماهنی, مجید. طراحی مدل رهیاری مدیران مبتنی بر بهره‌وری و توسعه فعالیت‌های دانش بنیان در سازمان آموزش و پرورش. , 1403; 17(1): 259-288. doi: 10.48308/mpes.2024.234753.1432

طراحی مدل رهیاری مدیران مبتنی بر بهره‌وری و توسعه فعالیت‌های دانش بنیان در سازمان آموزش و پرورش

مدیریت و برنامه ریزی در نظام های آموزشی
مقاله 10، دوره 17، شماره 1 - شماره پیاپی 32، 1403، صفحه 259-288    اصل مقاله (1.23 M)
نوع مقاله: علمی - پژوهشی
شناسه دیجیتال (DOI): 10.48308/mpes.2024.234753.1432
نویسندگان
نرجس حق پرست کنارسری1؛ رضا رسولی* 2؛ میرهادی موذن جمشیدی3؛ مجید ضماهنی4
1دانشجوی دکتری مدیریت دولتی، دانشکده مدیریت و اقتصاد و حسابداری، دانشگاه پیام نور،تهران، ایران
2استاد، دانشکده مدیریت و اقتصاد و حسابداری، گروه مدیریت دولتی، دانشگاه پیام نور، تهران، ایران
3استادیار، گروه مدیریت دولتی، دانشکده مدیریت، اقتصاد و حسابداری، دانشگاه پیام نور، تهران، ایران
4دانشیار، گروه مدیریت دولتی، دانشکده مدیریت و اقتصاد و حسابداری، دانشگاه پیام نور، تهران، ایران
چکیده
هدف: سازمان آموزش و پرورش به‌عنوان یکی از مهم‌ترین سازمان‌های کشور مسئولیت آموزش و پرورش نسل‌های آینده و انتقال دانش به آن‌ها را بر عهده دارد. این سازمان باید بتواند از دانش و توانایی‌های موجود درون سازمان به بهترین نحو استفاده کرده و هم‌چنین دامنه فعالیت‌های دانش‌بنیان و آموزشی را گسترش دهد. در چنین شرایطی، با توجه به اهمیت حیاتی نقش این سازمان در توسعه همه‌جانبه کشور و نیاز مدیران آن به هدایت صحیح، طراحی مدل مناسب رهبری و مدیریت مبتنی بر بهره‌وری و توسعه فعالیت‌های دانش‌بنیان، براساس اصول دانش‌محور ضروری به نظر می‌رسد. با توجه به اهمیت و نقش رهیاری مدیران در دانش‌بنیان شدن سازمان آموزش و پرورش، پژوهش حاضر با هدف طراحی مدل رهیاری مدیران مبتنی بر بهره‌وری و توسعه فعالیت‌های دانش‌بنیان در سازمان آموزش و پرورش استان گیلان انجام شد. در مدل‌ رهیاری مدیران مبتنی بر توسعه فعالیت‌های دانش‌بنیان، دانش به‌عنوان یک منبع استراتژیک در نظر گرفته می‌شود و در آن فرایندهایی را برای خلق، اشتراک و کاربرد دانش در سازمان تعریف می‌گردد. هم‌چنین، این مدل بر نقش کلیدی مدیران در تسهیل جریان دانش، ایجاد فرهنگ یادگیری و ترویج نوآوری و کاربرد مؤثر آن در سازمان تمرکز می‌کند. این امر می‌تواند منجر به افزایش کیفیت آموزش، ارتقای عملکرد دانش‌آموزان، و بهبود کلی کارایی سازمان شود. در این راستا، طراحی مدل رهبری مناسب برای مدیران آموزش و پرورش با در نظر گرفتن ویژگی‌های سازمانی و محیطی از اهمیت بالایی برخوردار است و این مدل باید فرایندهای مدیریت دانش، تسهیل یادگیری سازمانی و ترویج فعالیت‌های دانش‌بنیان را نیز دربر گیرد.
مواد و روش‌ها: پژوهش حاضر از حیث روش، از نوع تحلیل محتوای کیفی استقرایی است و یک پژوهش کیفی بر مبنای مصاحبه بوده که در آن از نظرات 35 نفر از خبرگان و متخصصان آموزشی در حوزه رهیاری و فعالیت‌های دانش‌بنیان استفاده شده است که به جهت نمونه‌گیری براساس روش هدفمند (قضاوتی) از نوع نمونه‌گیری خبره و تا حد اشباع نظری استفاده گردید. در پژوهش حاضر، مصاحبه‌ها به‌صورت نیمه‌ساختاریافته انجام شده و سپس محتوای مصاحبه‌ها به جهت کدگذاری و مقوله‌بندی محتوا مورد بررسی محققان قرار گرفت. براساس نتایج کدگذاری، از مجموع 35 مصاحبه‌ای که انجام شد، در ابتدا 92 کد و 32 زیرمقوله استخراج گردید و سپس با تحلیل این کدها و زیرمقوله‌ها، نهایتاً 15 مقوله اصلی استخراج گردیدعوامل فشار داخلی و عوامل کشش خارجی شامل 11مؤلفه و 34 مفهوم شد.
بحث و نتیجه‌گیری: یافته‌های پژوهش نشان داد که مدل حاصل از انجام این تحقیق دارای پنج دسته عامل اصلی بوده که عبارت‌اند از: 1. عوامل ضروری تحقیق، 2. پدیده محوری و بنیادین پژوهش، 3. اقدامات و راهبردها، 4. موانع توسعه رشد، 5. عوامل زیربنایی و بسترساز درونی و بیرونی 6. پیامدهای مورد انتظار حاصل از اجرای اقدامات. طبق نتایج بدست آمده، رهیاری مدیران مبتنی بر بهره‌وری و توسعه فعالیت‌های دانش‌بنیان منجر به رشد دانش‌آموزان و معلمان خلاق در کشور و در نتیجه تجاری‌سازی دستاوردهای تحقیق و توسعه پژوهش‌ها و اختراعات دانش‌آموزی و در نهایت دستیابی به توسعه پایدار و اقتصاد دانش‌بنیان و رسیدن به سوی خودکفایی سازمان آموزش و پرورش نیز خواهد شد. برخی از مؤلفه‌های مهم مدل پیشنهادی حاضر برای رهبری مدیران آموزش و پرورش مبتنی بر بهره‌وری و توسعه فعالیت‌های دانش‌بنیان، شامل موارد زیر است: ایجاد فرهنگ سازمانی مبتنی بر یادگیری و اشتراک دانش؛ توسعه زیرساخت‌های فناوری اطلاعات و ارتباطات؛ تشویق و حمایت از فعالیت‌های نوآورانه و خلاقانه؛ توسعه مهارت‌های مدیریت دانش و رهبری درمدیران؛ ایجاد ساختارهای سازمانی منعطف و مشارکتی؛ پایش مستمر فرایندها و نتایج.
با پیاده‌سازی این مدل، سازمان‌های آموزشی می‌توانند از مزایای مدیریت دانش و فعالیت‌های دانش‌بنیان بهره‌مند شوند و بهره‌وری و کارایی خود را افزایش دهند. این امر منجر به ارتقای کیفیت آموزش، بهبود عملکرد دانش‌آموزان و تربیت نیروی انسانی خلاق و ماهر خواهد شد. لازم به ذکر است که پیاده‌سازی موفق این مدل نیازمند تعهد و حمایت قوی از سوی مدیران ارشد و ایجاد بستر مناسب برای تغییر و پذیرش نوآوری در سازمان است. هم‌چنین آموزش و توانمندسازی کارکنان در زمینه مدیریت دانش و فعالیت‌های دانش‌بنیان امری ضروری خواهد بود.
کلیدواژه‌ها
سیستم آموزشی کشور؛ تحلیل محتوا؛ رهیاری؛ فعالیت‌های دانش‌بنیان؛ مدارس
عنوان مقاله [English]
Designing a Coaching Model for Managers Based on Productivity and Development of Knowledge-based Activities in Education and Training Organizations
نویسندگان [English]
Narjes Haghparast kenarsari1؛ Reza Rasuli2؛ Mir Hadi Moazen Jamshidi3؛ Majid Zamahani4
1P.hD. Student of Public Administration, Faculty of Management, Economics and Accounting, Payam Noor University, Tehran, Iran
2Professor, Department of Public Administration, Faculty of Management, Economics and Accounting, Payam Noor University, Tehran, Iran
3Assistant Professor, Department of Public Administration, Faculty of Management, Economics and Accounting, Payam Noor University, Tehran, Iran
4Associate Professor, Department of Public Administration, Faculty of Management, Economics and Accounting, Payam Noor University, Tehran, Iran
چکیده [English]
Objectives: The Education and Training Organization, as one of the most important organizations in the country, is responsible for the education and training of future generations and the transfer of knowledge to them. This organization should be able to use the knowledge and abilities within the organization in the best way and also expand the range of knowledge-based and educational activities. In such a situation, considering the vital importance of the role of this organization in the all-round development of the country and the need for its managers for proper guidance, it seems necessary to design a suitable model of leadership and management based on productivity and the development of knowledge-based activities, based on knowledge-based principles. Considering the importance and role of managers' guidance in the knowledge-based education organization, the present research was conducted to design a manager's guidance model based on productivity and the development of knowledge-based activities in the education organization of Gilan province. In the managers' guidance model based on the development of knowledge-based activities, knowledge is considered a strategic resource, and processes are defined for the creation, sharing, and application of knowledge in the organization. Also, this model focuses on the key role of managers in facilitating the flow of knowledge, creating a culture of learning, and promoting innovation and its effective application in the organization. This can lead to increasing the quality of education, improving student performance, and improving the overall efficiency of the organization. In this regard, designing a suitable leadership model for education managers considering organizational and environmental characteristics is of great importance, and this model should also include knowledge management processes, facilitating organizational learning, and promoting knowledge-based activities.
Materials and Methods: The present study is an inductive qualitative content analysis in terms of method, and it was a qualitative research based on interviews, in which the 
opinions of 35 experts and educational specialists in the field of guidance and knowledge-based activities were used. It is that for sampling based on the purposeful (judgmental) method, the type of expert sampling was used up to the point of theoretical saturation. In the present study, the interviews were conducted in a semi-structured manner and then the content of the interviews was examined by the researchers to code and categorize the content. Based on the results of coding, 92 codes, and 32 subcategories were extracted from the total of 35 interviews that were conducted, and then by analyzing these codes and subcategories, finally 15 main categories were extracted. 
Discussion and Conclusion: Discussion and Conclusions: The findings of the research showed that the model resulting from this research has six categories of main factors, which are: 1. Necessary research factors, 2. the central and fundamental phenomenon of research, 3. Actions and strategies, 4. Obstacles to the development of growth, 5. Internal and external underlying and foundational factors 6. Expected consequences resulting from the implementation of actions. According to the obtained results, the guidance of managers based on productivity and the development of knowledge-based activities leads to the growth of creative students and teachers in the country and as a result commercialization of research and development achievements of research and student inventions and in the ultimate achievement of sustainable development and knowledge-based economy and the self-sufficiency of the education organization will also be achieved. Some of the important components of the current proposed model for the leadership of education managers based on productivity and the development of knowledge-based activities include the following: creating an organizational culture based on learning and knowledge sharing; development of information and communication technology infrastructure; encouraging and supporting innovative and creative activities; developing knowledge management and leadership skills in managers; creating flexible and collaborative organizational structures; continuous monitoring of processes and results. By implementing this model, educational organizations can benefit from the benefits of knowledge management and knowledge-based activities and increase their productivity and efficiency. This will lead to improving the quality of education, improving the performance of students, and training creative and skilled human resources. It should be noted that the successful implementation of this model requires strong commitment and support from senior managers and the creation of a suitable platform for change and acceptance of innovation in the organization. Also, training and empowering employees in the field of knowledge management and knowledge-based activities will be essential. 
کلیدواژه‌ها [English]
Coaching, Knowledge-based Activities, Education, Content Analysis
مراجع

Abbas Zadegan, M. & Fatovat, A.M. (2005). Application of reliability and validity in research, Publisher: Cultural Research Office. [In Persian]  

Abbas Zadegan, M. & Fatovat, A.M. (2005). Application of reliability and validity in research, Publisher: Cultural Research Office. [In Persian].

Abedini, H., Rahnavard, F., & Ghahremani Gelozan, A. A. (2022). Designing the professional competencies model of knowledge workers in the public sector knowledge-based organizations. Journal of Human Resource Management, 11(4), 1-24. [In Persian].

Abu Talebi, M. (2019). Investigating the obstacles and challenges of research in the education system and the role of research in the improvement and development of the country’s education system, Afaq Human Sciences, 4(41), 67-84.[In Persian].

Al Hilali, K. S., Al Mughairi, B. M., Kian, M. W., & Karim, A. M. (2020). Coaching and mentoring. Concepts and practices in development of competencies: A theoretical perspective. International Journal of Academic Research in Accounting, Finance and Management Sciences, 10(1), 41-54.

Allan, P. (2007). The benefits and impacts of a coacing and mentoring programme for teaching staff in secondary school. International Journal of Evidence Based Coaching and Mentoring.

Allahyari, R., Abolghasemi, M., & Ghahremani, M. (2018). Detecting and Identifcating Dimensions and Components       Competency Model of Science and Technology Parks Iran’s Maagers, With Use Structural Equation Modeling. Journal of Management and Planning In Educational System, 11(1), 59-82. [In Persian].

Ansari,  A. (2016). Resilient economy in public education؛ policy evaluation؛ action plan. Basij Strategic Studies, 19(70), 159-188. [In Persian]

Arabi., P, Qashqaei., Reihaneh & Rabbani Farhoudi., A. (2014). Economic development of education with emphasis on the fundamental transformation document of Iran’s education, the 6th international conference on economics, management and engineering sciences. [In Persian] 

Babajani Volukla., F & Musta Beglu, R. (2021) Coacing and mentoring and consulting in the field of education, the first international conference of educational sciences, psychology and humanities. [In Persian].

Babai Shoemaker, M. (2023). New approaches to teaching entrepreneurial skills in empowering school students, the second national conference on family and school studies, Bandar Abbas. [In Persian].

Bazoobandi, M. H., & Mortazavi Emami, A. A. (2022). Design and validation of the coaching model and its effectiveness on the teachers’ perception of fear of teaching. Research in Teacher Education (RTE), 5(3), 114-89. [In Persian].

Brown, K., Davis, M., Elrod, C., Hill, E., & Jordan, D. D. (2020). Coaching initiative for beginning teachers (BT): lessons learned from one district’s BT support program.Journal of Organizational & Educational Leadership,6(2), 

Chenari, Z., Rezaei Zadeh, M., Mohammadi Elyasi, G., & Bali, B. (2021). Identifying and explaining ways to improve the coaching prcess in managing organizational talent. Career and Organizational Counseling, 12(45), 177-200. [In Persian].

Dastgerdi, M., Mohammadi, M., Yaghoubi, N. R., & Mahmooeh, M. (2021). Designing an Organizational Coaching Model in the Iranian Plic Organizations Using a Grounded Theory Approach. Organizational Culture Management, 19(3), 529-550. [In Persian].

Dashti rahmatabadi, M., Jalalian N.(2016). The study of relationship between coach-oriented management style and organizational agility in Shahid Sadoughi University of Medical Scien Tolooebehdasht , 15 (4),44-54

Diermann, I. (2021). What Do Coaches Actualy Do? A Context-Sensitive Approach to Workplace Coaching (Doctoral dissertation). 

Earl, M. (2019). The role of coaching in primary school teachers’ improved practice (Doctoral dissertation, Auckland University of Technology).

Elahi, Tubi. (2022). Knowledge-based schools and economy, 23rd international conference on modern [In Persian]

Etikan, I., & Bala, K. (2017). Sampling and sampling methods. Biometrics & Biostatistics International Journal, 5(6), 00149.

Fazel, P. (2013). Teacher-coach-student coaching model: A vehicle to improve efficiency of adult institution. Procedia-Social and Behavioral Sciences, 97, 384-391.

Fazli., M & Ahmadi., M. (2022). Educational system of schools and strengthening students’ entrepreneurship, the first national innovation conference in humanities and social sciences, Kashan. [In Persian].

Farzadenia., F. (2009). Coaching and its guiding models in management (a new approach in progressive management based on creativity), the first annual conference on management, innovation and entrepreneurship, Tehran. [In Persian].

Gałązka, A., & Jarosz, J. (2021). The role of educational coaching in enhancing teachers’ well-being during Pandemic, The New Educational Review, 64(2), 29-39.

Gamage, K. A., Perera, D. S., & Wijewardena, M. D. N. (2021). Mentoring and coaching as a learning technique in higher education: The impact of learning context on student engagement in online learning. Education Sciences, 11(10), 574.

Ghorbani, S., & Khanachah, S. N. (2020). Provide a model for establishing a comprehensive knowledge management system in knowledge-based organizations based on success factors. Annals of Management and Organization Research, 2(1), 1-12.

Gogunani., A. (2022). Innovation in the curriculum is a step towards knowledge-based, the first international

     conference and the 14th national conference on education, Tehran. [In Persian].

Grant, A. M. (2015). Coaching the brain: Neuro-science or neuro-nonsense. The Coaching Psychologist, 11(1), 31-37

Hassanzadeh Pasikhani, M., Moazen Jamshidi, M. H., & Bagherzadeh Khodashahri, R. (2021). Designing a Sustainable Leadership Model in Crisis Response from COVID-19 for Resilience in Food Industry Jobs (Case Study: Food Companies and Factories in Guilan Province). Organizational Resources Management Researchs, 11(1), 23-58. [In Persian].

Jahangiri A., Zoghi M., Rangriz H, Shams A. (2020). Modeling the Executive Coaching Role of Directors. Strategic studies in the oil and energy industry, 11 (42):33-60. [In Persian]

Jasim Mohammed, Z., Jasim Alsadaji, A., Fadhil Al-Saadi, S., & Al-Fayyadh, S. (2023). Components of Soft Skills for University Students in the 21st Century: An Overview of Literature Review. Medical Education Bulletin, 4(1), 601-609.

Khosravi Nia, S., & Nasiri Valik Bani F. (2022). the impact of teachers’ production-oriented behavior training on the knowledge-based economy, the first international conference and the 14th national conference on education, Tehran, [In Persian].

Karimi  S., & Nasr A.(2013).Interview data analysis methods, Research,4(1),71-94. [In Persian].

Laba, K. (2011). Coaching for school improvement: A guide for coaches and their supervisors. Center on Innovation & Improvement, Academic Development Institute, Lincoln, IL 62656.

Leggett, R., & James, J. (2016). Exploring the Benefits of a Coach Development Process on the Coach. Internationa Journal of Human Resource Development Practice, Policy and Research, 1(2), 55-65.

Lyons, P., & Bandura, R. P. (2022). Coaching to build commitment for generating performance improvement. Journal of Work Applied Management, (ahead-of-print).

Mirahmadi, K., Korasani, A., Nazarpour, M. T., & Shams Mourkan, G. I. (2022). A Synthetic Analysis of the Problems of Iran’s Human Resources Performance Appraisal Systema; Designing A Model. Journal of Research in Human Resources Management, 14(1), 199-243. [In Persian].

Mir Hosseini, R. (2023). The role of skill-based education with an emphasis on curbing inflation and the growth of knowledge-based production, the first national conference on education, productivity promotion, challenges, strategies and solutions, Tehran. [In Persian].

Miri., T. (2018). Definition of Coaching, Coaching World Magazine.

Moazam Babasheikhali, Z., Karimi, F., karimi S.(2014). Simple and Multiple Relationship between Intellectual Capital and Organizational Innovation among Faculty Members of Isfahan University of Medical Sciences . Iranian Journal of Medical Education , 14 (7) :616-625. [In Persian] 

Momeni, F., & Charband, F. (2013). The Role of Basic Education in Knowledge Based Development. Science and Technology Policy Letters, 2(1), 67-80. [In Persian].

Mortazavi Emāmi, S. A., Ahghar, G., Taghvā’i, D., & Asadzāde, H. (2022). Designing and validating a coaching model based on choice theory in Farhangiān University. Educational Innovations, 21(1), 113-138. [In Persian].

Niazi., M & Abbas Rahmani., GH. (2022). Research and Development of Education. Philosophy approach in schools and organizations, 2(1),15-25. [In Persian].

O’Connor, S. A., Studholme, I., & Grant, A. M. (2017). Group coaching in a large complex organisation: Lessons learnt from experience. International Journal of Evidence Based Coaching and Mentoring, 15(2), 1-16.

Penca Palčič, M., (2018). TEACHING AND COACHING SKILLS, 67(3), 555-567, 17.

Paschek, D., Ivascu, L., & Draghici, A. (2018). Knowledge management–the foundation for a successful business process management. Procedia-Social and Behavioral Sciences, 238, 182-191.

Rafati, Mohammad; Musa Khani, Morteza; Zabihi, Mohammad Reza, Ghorbani; Mahmoud and Rahmani, H. (2021). Analyzing the factors affecting the establishment of coaching in the organization with a qualitative approach. Journal of Development Evolution Management, 13 (special letter), 105-116. [In Persian].

Rashidzadeh Dovan., s, Atai., M, Alwani., M. and Hamidi, N. (2022). Designing an interactive coaching model in Iran’s government organizations, Journal of Development Evolution Management, 14(48), 1-12. [In Persian]

Ranjeh Ali. (1401). The role of education in the development of the country. The 12th international conference on management and humanities researches in Iran. [In Persian].

Raoui,  M. (2023). Teachers’ coaching by the coach in the school context.  Conference: Teachers’ coaching by the coach in the school context.

Saidi., M.y. (2019). The 8th National Conference on Human Capital Development, Training and Development of Human Resources in the Age of Corona, Tehran. [In Persian].

Shabani Bahar, G., Hosseini, H., Farahani, A., & Keshavarz, L. (2015). Determine the Relationship between Coaching Management with Employee Performance in the Ministry of Sports and youth. Strategic Studies on Youth and Sports, 14(27), 179-192. [In Persian].

Sharma, G. (2017). Pros and cons of different sampling techniques. International journal of applied research, 3(7), 749-752.

Soleimani, N, Yari Haj Atalo. J & Rostami, M. (2017). Review and analysis of human capital theory against opposing theories in the field of economics of education, 5th international conference of psychology, educational sciences and lifestyle, Qazvin. [In Persian].

Soleimannezhad, A. (2015). Teachers’ Leadership Style and Students Creativity in Guidance Schools. Thinking and Children, 5(10), 59-76. [In Persian].

Strang, K. D. (2022). How effective is business education in the workplace: structural equation model of soft and hard skill competencies. SN Business & Economics, 3(1), 28.

Tabai., S. A. (2016). Examining the function and effect of coaching in the organization, The 6th National Conference of Modern Management Sciences, Gorgan, [In Persian].

Taghva, M., Dehghani, R., & Tabatabaiyan, S. H. A. (2021). Implementation of a Model for devising the Strategy of Management Development in Knowledge-Based Companies. Journal of Strategic Management Studies, 12(48), 25-48. [In Persian].

Tahmasebzadeh sheikhlar. D, Habibi., H, Karim J. (2019). The Quality of Application of Coaching Method in Educational Activities of Faculty Members from the Viewpoints of Students and Faculty members, Iranian Journal of Medical Education,19,33-43. [In Persian]

Toorani, H., Aghā’i, A., & Manteghi, M. (2012). Investigation of the global experiences in educational innovations from the perspective of methods of production, adaptation and implementation of innovations in Iranian general education. Educational Innovations, 11(3), 7-42. [In Persian].

Yaghoubi, N. M., Pahlavani, M., & Parsaei, F. (2017). Identifying and ranking development drivers of knowledge-based technology-driven companies (Case study: Fars province science and technology park). International journal of business and development studies, 9(2), 85-113.

Yousefi., A, Maleki Avarsin.,S , Talebi.,B(2021). Identifying the drivers and key factors affecting the professional development of school principals in the 2025 horizon with a Futures Study approach. School Administration, 8(4), 340-318. [In Persian].

Yusufzadeh Baygi., M, Bagh Anbari., H, Yousufzadeh Baygi, M & Azimi, A.(2022). Examining the role of organizational coaching in Mashhad Municipality, 8th International Conference on Modern Management and Accounting Studies in Iran, Tehran. [In Persian].

Van der Baan, N., Gast, I., Gijselaers, W., & Beausaert, S. (2022). Coaching to prepare students for their school-to-work transition: conceptualizing core coaching competences. Education+ Training, 64(3), 398-415.

Zarghi., M & Hosseini Junbzi, S.A. (2022). Tomorrow’s technology and schools (smart schools), the fourth national conference of interdisciplinary research in management and humanities, Tehran. [In Persian].

آمار
تعداد مشاهده مقاله: 3,565
تعداد دریافت فایل اصل مقاله: 2,302