https://cee.usb.ac.ir/ Creative and Effective Education en daily 1 Sat, 22 Nov 2025 00:00:00 +0330 Sat, 22 Nov 2025 00:00:00 +0330 https://cee.usb.ac.ir/article_9711.html This study aimed to conduct a content analysis of supplementary science textbooks for grades seven, eight, and nine in lower secondary education for gifted students, based on Sternberg and Karami’s (2024) theoretical framework of transformational creativity. This framework emphasizes four main components: self-transformational creativity, others-transformational creativity, transformational creativity, and quasi-transformational creativity, which can serve as a basis for evaluating educational content.The research employed a quantitative approach of descriptive content analysis. The aforementioned textbooks were examined using a structured checklist encompassing the four main components of transformational creativity. The findings indicated that in the Grade 7 science textbook, the primary focus was on self-transformational creativity, accounting for 40% of the total content. Others-transformational creativity ranked second with a 34% share. Transformational creativity represented approximately 16%, and quasi-transformational creativity had the smallest share at around 10%. A similar pattern was observed in the Grade 8 textbook, with self-transformational creativity showing the highest frequency at 42.31%, others-transformational creativity at 32.69%, transformational creativity at 15.39%, and quasi-transformational creativity at 9.61% of the content. In Grade 9, although self-transformational creativity remained prominent at 41.37%, the share of transformational creativity increased to 17.24%. Others-transformational creativity accounted for 32.76%, and quasi-transformational creativity for 8.61% in this grade. Overall, the textbooks emphasized individual creativity, while social and ethical dimensions received less attention. Variations across grades indicate a lack of cohesion in the instructional content.The study demonstrates that the educational focus is primarily on individual creativity, with social dimensions less emphasized. Therefore, revising the content of science textbooks to strengthen multidimensional creativity is essential. https://cee.usb.ac.ir/article_9712.html The purpose of this research was to investigate the role of ethical leadership components on organizational loyalty, ethical behavior and social responsibility of primary school teachers. The research method is correlation. The statistical population of the research was all primary school teachers in Ardabil city, whose number is 2400 according to the announcement of the Department of Education, of which 331 were selected based on Morgan's table and stratified random sampling method. The data collection tools in this research were the standard ethical leadership questionnaires of Kalshoven et al. (2011), the ethical behavior questionnaire of Luzir (2013), the organizational loyalty questionnaire of Adam Lindgren (2004) and the social responsibility questionnaire of Carroll (1991). Due to the standardization of the questionnaires, the validity of the instruments is confirmed and the reliability of the instruments is higher than 7. It was reported to be acceptable. Data analysis was done using SPSS software and using correlation tests. The findings of the research showed that the components of ethical leadership, which include fairness, individual orientation, moral guidance, power sharing, and role transparency, predict organizational loyalty, ethical behavior, and social responsibility of elementary school teachers in Ardabil city (sig<0.05). Also, the findings of this research showed that ethical leadership plays an important role in strengthening organizational loyalty, ethical behavior and social responsibility of primary school teachers. Based on this, improving moral leadership skills can help to improve the quality of teachers' performance and commitment. These results confirm the importance of school administrators paying special attention to the ethical dimensions of leadership in improving the educational and cultural environment of schools. https://cee.usb.ac.ir/article_9811.html Psychological well-being, as one of the pillars of teachers' mental health, is influenced by various factors, including creative self-efficacy and sense of coherence. Therefore, this study aimed to perform structural equation modeling of teachers' psychological well-being based on creative self-efficacy with the mediating role of sense of coherence. This descriptive-correlational study utilized structural equation modeling. The statistical population consisted of all female middle school teachers in District 2 of Sanandaj's Department of Education during the 2022-2023 academic year. A sample of 162 individuals was selected via simple random sampling. Data were collected using Ryff's Psychological Well-Being Questionnaire (1989), Lee's Creative Self-Efficacy Scale (2008), and Antonovsky's Sense of Coherence Scale (1993). Data analysis was performed using descriptive and inferential statistics (structural equation modeling) with SPSS-25 and AMOS-24 software. The results indicated that the proposed model of teachers' psychological well-being based on creative self-efficacy with the mediating role of sense of coherence had an acceptable fit (X²/df = 1.96, GFI = .873, IFI = .922, CFI = .92, RMSEA = .077). There was a significant positive relationship between creative self-efficacy and sense of coherence (β = .87, p < .05), between creative self-efficacy and psychological well-being (β = .50, p < .05), and between sense of coherence and psychological well-being (β = .23, p < .05). Furthermore, the results confirmed the significant mediating role of sense of coherence in the relationship between creative self-efficacy and teachers' psychological well-being (p < .001). The findings of this study highlight the importance of strengthening creative self-efficacy and sense of coherence to enhance teachers' psychological well-being. Accordingly, fostering psychological skills such as creative self-efficacy and sense of coherence can be considered an effective strategy for improving teachers' psychological well-being. https://cee.usb.ac.ir/article_9713.html ABSTRACTThe aim of this study was to investigate the effect of job adjustment and mindfulness on job burnout among junior high school teachers in Yasuj. This study was conducted with a quantitative approach, applied in terms of purpose, and descriptive-correlation method. The statistical population of this study included 120 junior high school teachers in Yasuj who were working in 1402-1403, 92 of whom were selected as the research sample using simple random sampling method. The research tools included Davis and Lofquist's Job Adaptation Questionnaire (1991), Langer's Standard Mindfulness Questionnaire (2004), and Mazlak and Jackson's Job Burnout Questionnaire (1985). The validity of the questionnaires was construct, content, and content validity, respectively, and their reliability was 0.84, 0.75, and 0.78, respectively. Descriptive statistical methods such as frequency distribution, central tendency indices (mean, median, exponent), dispersion indices (standard error of the mean, standard deviation, variance, range of variation, minimum, and maximum), and score distribution indices (skewness coefficient and elongation coefficient) were used to analyze the data. Inferential statistical methods such as Pearson correlation and regression were used to establish relationships between variables using SPSS software. The research findings showed that job adaption and mindfulness have an effect on job burnout among secondary school teachers in Yasuj. Job adaptation components have an effect on burnout components among secondary school teachers in Yasuj city. Mindfulness components have an effect on burnout components among secondary school teachers in Yasuj city.The research findings showed that job adaption and mindfulness have an effect on job burnout among secondary school teachers in Yasuj. Job adaptation components have an effect on burnout components among secondary school teachers in Yasuj city. Mindfulness components have an effect on burnout components among secondary school teachers in Yasuj city. https://cee.usb.ac.ir/article_9714.html The importance of sports participation in every social institution has caused governments to pay a lot of attention to sports. Participation in sports and its development focuses on targeted physical activity, which, due to its high diversity and scope, includes many parts from educational sports to competitive sports. Meanwhile, active learning through educational aids is very important in the participation and direct role of people in education. Active learning requires that students take an active role in learning, participate in learning with each other, and have control over their own learning. Participate in learning with each other. The purpose of this research is to design an educational model for sports participation of sports science students with an active learning approach. The current research is qualitative research. The statistical sample consisted of fifteen semi-structured interviews with sports management professors of the university and the sampling method was done with the snowball technique. The information received from the interviews were analyzed by Maxqda software, coding in three stages of open, central and selective coding, which resulted in 177 initial codes, 19 sub-categories and 11 main categories. The results showed that individual factors and support for causal factors, communication and targeted infrastructure were contextual factors, culture building, community-oriented and technological-oriented were intervening factors Also, purposeful learning and sustainable activity of strategies and science-based development of sports science field based on experience is the result of sports participation motivation of sports science students with an active learning approach.Keyword: sports participation, active learning, students’ sports science https://cee.usb.ac.ir/article_9715.html The present study was conducted with the aim of systematically reviewing studies related to creativity and mental health, focusing on depression, anxiety, and psychological well-being. This study was applied in terms of its purpose and can be said to be descriptive in terms of its nature and objectives. It is based on the documentary data collection method; because it was analyzed by reviewing the literature of previous studies on the subject under study and the results of research in this field using a systematic review method considering the paradigm funnel. This study examines 23 articles between 2020 and 2025 using the systematic review method. The data analysis method is the integration of findings using the paradigm funnel technique, which categorizes and analyzes the selected articles at four levels. The overall results showed that the majority of studies focused on empirical evidence and mechanistic analyses and predominantly reported the positive effects of creativity and creative activities on reducing depression and anxiety and improving psychological well-being. Research also suggests that the role of creativity is often explained through psychological mediator variables such as resilience, social support, and emotion regulation. In contrast, the contribution of in-depth conceptual and ontological research is more limited, indicating a theoretical gap in the fundamental explanation of the relationship between creativity and mental health. The findings of this review emphasize the need to move from a focus solely on the effectiveness of creative interventions toward the development of more coherent theoretical frameworks.Keywords: Creativity, Mental Health, Depression, Anxiety, Psychological Well-Being. https://cee.usb.ac.ir/article_9865.html The aim of the present study was the role of school learning culture in predicting the technological attitude and entrepreneurial attitude of second secondary students in Zahedan city. which was done with descriptive correlational research method. The statistical population of the research was made up of all the second high school students of Zahedan District 2 with the number of 7100 people, and using the sample size determination table of Karjesi and Morgan (1971), the sample size was calculated to be 364 people, of which 282 questionnaires were collected. And the sampling method was simple random. In order to collect data, Higgins and Sade's school learning culture questionnaires (2018), Lea and Koa's technological attitude (2014) and Atadi's entrepreneurial attitude (2011) were used. The content validity of the questionnaire was confirmed by the supervisor based on form and content validity. Also, the reliability of the questionnaires was estimated based on Cronbach's alpha coefficient of 0.759, 0.760 and 0.712 respectively. The data obtained from the questionnaires were analyzed at two levels of descriptive and inferential statistics including Pearson's correlation coefficient test and regression test through SPSS23 software. The results of the correlation test showed that there is a significant relationship between school learning culture and technological attitude (0.677), between school learning culture and entrepreneurial attitude (0.601) and between technological attitude and entrepreneurial attitude (0.822). Also, the results of the step-by-step regression test showed that 47% of the technological attitude changes are caused by the learning opportunity dimension and student-teacher relationships, and 36% of the entrepreneurial attitude changes are caused by the learning opportunity dimension, student relationships, and teacher-student relationships. It was the nose.