Management and Educational Studies

Leadership is the ability of an individual or a group of people to influence and guide followers or members of an organization, society, or team. Culture provides context for the styles and behaviors of leaders, enabling the identification of whether a particular action will be considered appropriate or inappropriate within a society. Culture-oriented leadership is a type of leadership in which leaders engage in organizational management based on cultural elements and within the cultural context. According to Vazifeh Damirchi (2014), the cultural-oriented leadership style encompasses ten dimensions: "texture management," "knowledge management," "rationalism," "organizational affiliation," "organizational insight," "transformationalism," "employee orientation," "commitment," "employee emotional support," and "cultural intelligence." This review article aims to elucidate and interpret each dimension and component of the culture-oriented leadership style. Additionally, it concludes by categorizing this style alongside other research and findings from various researchers.

Keywords: Culture, Leadership, Cultural-oriented Leadership, Organization.

The relationship between the work group and a student's success is crucial for creating an environment that is conducive to learning and growth. When students are part of a supportive and collaborative work group, they are more likely to be motivated and engaged in their studies. This positive interaction within the group facilitates the sharing of ideas, knowledge, and resources, thereby enhancing the students' understanding of the subject matter. Additionally, participating in a work group helps students develop crucial interpersonal skills such as communication and teamwork, which are essential for their future careers. Ultimately, a strong relationship between the work group and the student is a crucial factor in fostering academic success and personal development. The study utilized quantitative research methods and a correlational research design to examine the impact of the variables. The study involved 64 high school students from various schools as participants. The data collection tools consisted of two standard questionnaires. Descriptive statistics were used for data analysis to present the variables. Since the assumptions of normality and linearity were satisfied for the relationships between these variables, Pearson's correlation coefficient was used for further analysis. Findings with 99% confidence indicate a significant relationship between teamwork (commitment, trust, responsibility, constructive approach, and purposefulness) and student success in movement mechanisms projects.

Keywords: Teamwork, Student Success, Schools, Movement Mechanisms Projects.

This research can be classified as descriptive research. Since the desired data is obtained through sampling from the community to investigate the distribution of the characteristics of the statistical community, this research falls under the branch of correlation survey. The study takes place in a cross-sectional manner. The statistical population for this research consists of middle school teachers in Pars Abad city, totaling about 260 individuals. The sample size is determined by Cochran's sample size formula. Cochran's formula for calculating the sample size is 155. Standard questionnaires were utilized to assess each research variable. To assess the fundamental psychological needs, the standard questionnaire developed by Deci and Ryan (2000) was utilized, along with the challenging stressors questionnaire from Colquitt et al. (2010) and the self-confidence questionnaire from the same source. Measurement scales of the variables and then processed and analyzed using SPSS software and R statistical software. Findings show that the components of basic psychological needs account for 54% of self-confidence and the challenging stressors account for 45.4% of self-confidence. Results shows that the research hypothesis that the relative weight of basic psychological needs and challenging stressors dimensions is not the same in their effect on increasing self-confidence was confirmed. It can be argued that the dimensions of basic psychological needs and challenging stressors have a significant impact on increasing the self-confidence of middle school teachers in Pars Abad city.

Keywords: Relative Importance, Basic Needs Satisfaction, Challenging Stressors, Teachers, Self-Confidence.

The present data article was prepared with the aim of assessing the instructor׳s professional ethics of teaching in Pars Abad high schools from the student׳s perspective in 2023. For this data article, 158 students in Daneshpajooh schools were selected by a simple random sampling method. The data collection tool was based on Murray et al. (1996), teaching professional ethics questionnaire. The obtained results showed that personal characteristics with 3.44 mean, dominating the content with 3.51 mean, dominating the teaching method with 3.85 mean, recognizing the various aspects of learners with 3.20 mean, standard evaluation with 3.42 mean and observing the educational regulation with 3.14 mean. Findings shown that means of teachers' professional ethics components was above the 3. It shows that students have satisfied from the teacher’s professional ethics. Also, the status of personal characteristics, dominating the content, dominating the teaching method, recognizing the various aspects of learners, standard evaluation and observing the educational regulation among teachers is satisfactory from the point of view of students.

Keywords: Professional Ethic, Teaching Ethic, School Ethic, Students.