per Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882026-061247articlemohammad reza nazari hashemiDrnazarihashemi@gmail.com1Abasalt Khorasanidrkhorasanitr@gmail.com2Abdollah Yamani tavanay.tavana@yahoo.com3Associate Professor, Shahid Beheshti University, Tehran, Iranدانشگاه شهید بهشتی<p>In this regard, it should be noted that the present study was conducted with the aim of examining the relationship between distributed leadership and organizational entrepreneurship among employees of an industrial organization. This study is applied in terms of purpose and descriptive-correlational in terms of methodology. The statistical population consisted of all employees working in the industrial organization in the year 2015&ndash;2016 (789 individuals), of whom 231 were selected as the sample based on a simple random sampling method.<br />Data were collected using distributed leadership questionnaires and Margaret Hill&rsquo;s (2003) organizational entrepreneurship questionnaires. The instruments were measured based on a five-point Likert scale. Data analysis was carried out using Pearson correlation coefficient and stepwise regression in SPSS software, version 26.<br />The findings indicated that distributed leadership has a negative relationship with organizational entrepreneurship. Additionally, all components of distributed leadership showed a negative and significant relationship with organizational entrepreneurship. In the stepwise regression analysis, the components of participative decision-making, trust, organizational culture, and mission, vision, and goals were respectively entered into the predictive model and remained significant in all four steps. Other components, including professional development, comprehensive support, and leadership behaviors, did not have a significant effect on organizational entrepreneurship.</p>http://istd.saminatech.ir/Article/53461Leadership distributed leadership entrepreneurship and organizational entrepreneurshipper Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882026-061247articleALI RAEIS POORaliraesi106@gmail.com1Assistant Professor, Department of Public Administration, Ramhormoz Branch, Islamic Azad University, Ramhormoz, Iran<p style="text-align: left;">In the era of the knowledge-based economy, knowledge-based companies play a pivotal role in innovation and sustainable development. Knowledge workers, as the core intellectual assets of such organizations, require systematic frameworks for identifying, developing, and assessing their competencies. However, the absence of localized and scientifically validated competency models poses a major challenge for human resource management in these firms. The aim of this research is to design a comprehensive model of knowledge worker competencies in knowledge-based companies using the fuzzy Delphi DEMATEL method. This study adopted a mixed-method approach. First ,through a systematic literature review,20 initial competency components were identified. Subsequently, using the fuzzy Delphi method and input from 18 subject-matter experts, the list was refined to 12 core competencies. The fuzzy DEMATEL technique was then employed to analyze causal relationships among the components and determine their respective degrees of influence and dependence. The results of the fuzzy DEMATEL analysis revealed that competencies such as critical thinking, problem-solving, creativity, knowledge leadership, and knowledge management function as causal (influential) factors. In contrast, continuous learning ,emotional intelligence, communication skills, and teamwork were classified as effect (influenced) factors. The final model visualizes these causal relationships in a structured network format. The proposed model serves as a strategic tool for designing competency-based systems for recruitment, training, performance evaluation, and development of knowledge-based companies. . .</p>http://istd.saminatech.ir/Article/52031Competency modeling Knowledge workers Knowledge-based companies Delphi Fuzzy DEMATEL Causal analysisper Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882026-061247articleZainab sarzehiphd.research2026@gmail.com1Hadi pourshafeihpourshafei@birjand.ac.ir2Mohammad AkbaryborangAkbaryborng2003@birjand.ac.ir3Associate Professor of Educational Management, Department of Educational Sciences, University of Birjand, Birjand, Iran (Corresponding Author).Associate Professor of Curriculum Studies, Department of Educational Sciences, University of Birjand, Birjand, Iran<p>The present study was conducted with the aim of identifying the dimensions and components of mentoring in the internship curriculum for students. The research approach of the present study is qualitative, and its method is research synthesis. The research domain consists of 193 scientific research articles published between 1392 SH (2012 AD) and 1404 SH (2025 AD). The research sample includes 30 research articles that were purposively collected and selected based on thematic screening of the data. Research data were collected through qualitative analysis of the studied documents based on a thematic analysis approach at three levels: basic themes, organizing themes, and global themes. Based on data analysis, the mentoring components in students&rsquo; internship curricula were classified into four dimensions and 63 factors. These dimensions include institutional infrastructures and contexts (including axes such as the promotion of a learning culture, management and optimization of resources, and policymaking and institutionalization), actors&rsquo; competencies (characteristics of mentees and mentors), content design (including axes such as problem-orientation and experiential learning, attention to lifelong learning, and linking theory and practice), and educational approaches (including axes such as participatory approaches and situational and contingency-based approaches). Based on the findings, it can be concluded that paying attention to mentoring in curricula such as internships, in addition to changes in curricula, requires transformation in educational approaches.&nbsp;</p>http://istd.saminatech.ir/Article/52608Curriculum Mentoring Internship Studentsper Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882026-061247articleامین پاشایی هولاسوpashaeiamin@yahoo.com1seyyed Majid Ebnel RezaMajidEbnel.Reza@gmail.com2Assistant Professor, Industrial Management, Industrial Management and Engineering Complex, Malek Ashtar University of Technology, Tehran, IranAssistant Professor, Industrial Management, Industrial Management and Engineering Complex, Malek Ashtar University of Technology, Tehran, Iran<p>The competencies of economic managers in the Armed Forces Social Security Organization (SATSA) encompass a set of skills and knowledge designed to better understand the financial and economic needs of retirees and employees and to provide effective services. This study aims to propose a comprehensive model for evaluating these competencies, taking into account changes in work environments and the importance of managerial competencies. The theoretical foundations were first reviewed, followed by the collection of qualitative data from semi-structured interviews with 25 senior managers of SATSA. In this process, 968 basic themes, 43 organizing themes, and 20 overarching themes were identified. The results of the analysis revealed that the managerial competencies in SATSA&rsquo;s economic domain include twenty main dimensions: financial management and budgeting, investment management, economic human resources management, strategic management and planning, economic change and innovation management, financial and economic relations management, economic analysis and forecasting skills, motivation and job satisfaction management, legal risk management, economic project management, economic and financial communication management, macroeconomic data management and analysis, relations management with regulatory and legal bodies, crisis management in the economy, customer satisfaction management, economic process improvement and management, international relations and foreign trade management, resource and financing management, organizational culture management and commitment to ethical principles, and management of economic changes and transformations. This model serves as a tool for assessing, professional development, and succession planning of managers, providing an operational framework for improving managerial processes in SATSA&rsquo;s economic sector.&nbsp;</p>http://istd.saminatech.ir/Article/51773managerial competencies economic managers thematic analysis Armed Forces Social Security Organizationper Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882026-061247articlesaber abdolmalekis.abdolmalaki@cfu.ac.ir1jamal abdolmalekij.abdolmaleki@ltr.basu.ac.ir2Faezeh Asadiasadif906@gmail.com3Fereshteh GhahramanifardFereshteh.gh73@gmail.com4Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, IranPhD in Curriculum Planning, Department of Educational Sciences, Faculty of Humanities, Islamic Azad University, Islamshahr Branch, Islamshahr, IranMaster's degree in Curriculum Planning, Department of Educational Sciences, Islamic Azad University, Central Tehran Branch, Tehran, Iran<p style="text-align: justify;">In the era of transition to Society 5.0, Iran's educational system faces the imperative of fundamental transformation and the need to foster innovation among teachers. This study aimed to investigate the mediating role of work engagement in the relationship between digital competencies and innovative work behavior among primary school teachers.This descriptive-correlational study employed structural equation modeling (SEM). The statistical population included 608 elementary school teachers in Qorveh city, of which 404 (310 females and 94 males) were selected using the Daniel Westland (2025) method using a stratified proportional random sampling method. Data were collected using three standardized questionnaires: the Digital Competence Questionnaire by Machmud et al. (2021), the Work Engagement Scale by Schaufeli et al. (2002), and the Innovative Work Behavior Questionnaire by Lambriex-Schmitz et al. (2020). The validity and reliability of the instruments were confirmed through confirmatory factor analysis, Cronbach's alpha, and composite reliability. Data were analyzed using structural equation modeling in Lisrel v10.20. The findings revealed a significant direct effect of digital competence on innovative work behavior. Additionally, digital competence had a significant direct effect on work engagement, and work engagement, in turn, significantly influenced innovative work behavior. The mediating role of work engagement in the relationship between digital competence and innovative work behavior was empirically confirmed. Overall, the proposed model explained 40% of the variance in innovative work behavior.Therefore, developing teachers' digital competencies, both directly and through enhancing work engagement, provides the necessary foundation for the emergence and stabilization of innovative behaviors</p>http://istd.saminatech.ir/Article/52153Digital Competence Innovative Work Behavior Work Engagement Primary School Teachers Transformation in Primary Educationper Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882026-061247articlefarnoosh alamifarnooshalami@gmail.com1zahra sayehvandmsayeh74@gmail.com2Sara Salim Naminsara.salimi@gmail.com3Assistant Professor, Faculty of Educational Sciences, Shahid Beheshti University.Graduate of Shahid Beheshti UniversityAssistant Professor, Amirkabir Faculty of Technology Management.<p>**Objective** - The aim of this study is to explore innovative professional development solutions that can enhance the skills and competencies of teacherpreneurs. This qualitative study investigates teacherpreneur professional development solutions through the analysis of multiple sources, including interviews with 15 teachers who have successfully expanded their educational innovations, a review of the literature on teacherpreneurs, and an examination of teacherpreneur platforms. Thematic analysis was employed to identify meaningful concepts and categorize participant experiences: to enhance the validity and reliability of the findings, member checking was used. After coding, two interviews were randomly selected, sent back to the interviewees to determine the relevance and accuracy of the concepts, and to ensure their intent and purpose were correctly understood. **Findings** &ndash; Teacherpreneur development solutions corresponding to the characteristics, skills, and actions of teacherpreneurs include fostering and developing skills in designing and producing educational innovations, including problem discovery and definition, developing business models such as business model canvas design, entrepreneurship skills and innovation registration skills, resource and capital acquisition, innovation dissemination and scalability, risk management, and project management. This research can draw the attention of educational policymakers to this phenomenon as a solution for educational innovation development and provide a suitable foundation for designing educational programs for teacherpreneur development.</p>http://istd.saminatech.ir/Article/47310Solutions Teacherpreneurship Professional Development