per Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882026-071348articlealireza khoshbin0016930207@mail.ir1habibalallah ranaeih.ranaei@shirazu.ac.ir2abbas abbasia.abbasi@shirazu.ac.ir3Master's degree, Shiraz University, Shiraz, Iran.iran,shiraz,shirazi university, managementiran,shiraz,shirazi university, management<p style="text-align: left;">The purpose of this study was to develop an optimal organizational socialization system based on a systems approach. To this end, Fars Regional Electric Company was evaluated within this framework, and practical solutions and recommendations were subsequently proposed. In terms of purpose, the study is applied research, while methodologically it adopts a case study design. The statistical population consisted of 77 newly recruited employees who joined the company between 2013 and 2019. Data were collected through standardized questionnaires, semi-structured interviews, and document analysis. The collected data were analyzed using textual content analysis, descriptive statistics (including mean, standard deviation, skewness, and kurtosis), and inferential statistics, specifically the one-sample <strong><em>t</em></strong>-test. The findings revealed that the proposed organizational socialization system comprises six major dimensions: contextual factors, the socialization process, socialization content, socialization tactics, socialization agents, and organizational socialization outcomes. Furthermore, the evaluation of this system at Fars Regional Electric Company indicated unfavorable conditions with respect to key contextual factors, such as job characteristics and the mechanistic organizational structure, as well as deficiencies in the organizational socialization process, particularly during the pre-entry stage. In contrast, the content of organizational socialization was generally evaluated as satisfactory, with the exception of employees' future career prospects. The findings also demonstrated the adoption of a mixed set of organizational socialization tactics, the absence of retired employees as socialization agents, and overall favorable organizational socialization outcomes. Finally, the study offers practical recommendations and suggestions for future research.</p>http://istd.saminatech.ir/Article/53546organizational socialization newcomer socialization organizational socialization process organizational socialization tacticsper Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882026-071348articleMohsen Shams zareShamszare508@gmail.com1Javad KeyhanJavad.Keyhan@iau.ac.ir2ebrahim salehi omranedpes60@hotmail.com3PhD student, Department of Educational Governance and Human Capital, Urmia Branch, Islamic Azad University, Urmia, Iran.Associate Professor, Department of Educational Studies and Curriculum Planning, Urmia Branch, Islamic Azad University, Urmia, IranProfessor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran<p>This study is developmental-applied in terms of purpose and qualitative in terms of method with a grounded theory strategy in the systematic method of Strauss and Corbin (2015 edition). The participants included 21 experts in the fields of prison management, penal policymaking, human resource training, and experienced managers of prison organizations who were selected using purposive sampling and snowball technique. The data collection tool was a semi-structured interview, and data analysis was conducted in three stages of open, axial, and selective coding. The participant matching method, conceptual convergence analysis, and feedback review were used to validate the findings. In order to enhance the structural robustness of the model and analyze the relationship between components, interpretive structural modeling (ISM) and impact-dependency analysis (MICMAC) were used.&nbsp;The findings led to the identification of 628 open codes, 108 central codes, and 29 selected codes. Based on the paradigmatic model, the weakness of the existing education system, the knowledge and skills gap, and the absence of effective evaluation were identified as the main challenges. The final model presented, from a multi-level perspective, organizes causal, contextual, interventionist, strategic, and outcome elements in an integrated and native model. In the ISM analysis, variables such as the ability of instructors, the use of educational technology, and the motivation of managers were included among the variables with high influence that play a key role in activating and guiding the education system.&nbsp;</p>http://istd.saminatech.ir/Article/50808Effective training Prison wardens Grounded theory Interpretive Structural Modeling.per Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882026-071348articlezahra zahedi vafaza.vafa77@gmail.com1Farnoosh AlamiFarnoosh.alami@gmail.com2Abasalt Khorasania-khorasani@sbu.ac.ir3Somaye RahimiSomayerahimi28@gmail.com4Graduated with a Master's degree in Education and Human Resources Development, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran.Assistant Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran,Associate Professor of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran.Postdoctoral Researcher, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran<p style="text-align: left;">The increasingly significance of the role of school principals in enhancing the quality of education as well as the existing complexities of today's educational environment make the continuous development of principals' competencies and skills an essential factor. Coaching, considered as an effective approach to individual and organizational development, can play a significant role in improving school principals' performance. However, limited research at the national level in Iran have been conducted on the key components influencing coaching for the development of school principals. Therefore, the present study, with the aim of investigating the components of coaching for the development of school principals (from necessity to implementation), seeks to explain pathway of coaching for school principals. In terms of purpose, this study is considered as applied research, and in terms of data collection, it adopts a qualitative research design. The participants consisted of subject-matter experts (coaching specialists, school principals, and university faculty members in related fields) and 12 participants were selected by purposive sampling until theoretical saturation was achieved. The content analysis method was used for coding the verbal data obtained in three stages and the main themes were extracted. The findings indicated that the major components of coaching path for school principals&rsquo; development include: (1) the necessity and significance of coaching for school principal development; (2) the organizational and legal framework; (3) implementation prerequisites for coaching; (4) the individual and professional development of school principals; (5) the outcomes and impacts of coaching; and (6) consideration of implementation challenges and barriers. Furthermore, educational organizations can employ coaching as an functional tool for the individual and professional development of school principals by creating legal frameworks and providing the executive infrastructure. Moreover, school principals can utilize coaching in their interactions with staff in order to create a supportive and motivating atmosphere that facilitates teachers' professional growth and improves school performance.</p>http://istd.saminatech.ir/Article/50427personal-professional development coaching school principals.per Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882026-071348articleazam abdolmalekiAFTABMEHR.1395@GMAIL.COM1Mojgan Abdollahimabdollahi49@gmail.com2Parisa Irannejadparisairannejad@yahoo.com3Department of Educational Sciences, Ka.C., Islamic Azad University, Karaj, Iran. Department of Educational Sciences, Ka.C., Islamic Azad University, Karaj, Iran. Department of Educational Sciences, Ka.C., Islamic Azad University, Karaj, Iran. <p style="text-align: left;">The presented study aims to identify key dimensions and components of blockchain technology in education and to present a comprehensive framework for capacities that this technology could contribute to educational systems. This study is considered applied-developmental in terms of purpose and is qualitative with a meta- synthesis orientation. To this aim, articles on blockchain technology in education published between 2020 and 2025 were collected from major scientific databases, including Google Scholar, Elsevier, Web of Science, Emerald, and ATripleA. After conducting a systematic screening process based on inclusion and exclusion criteria, 98 studies were selected for the purpose of analysis. Next, documentary analysis was done using a three-stage coding procedure&mdash;open, axial, and selective coding&mdash;with the aid of MAXQDA software. The data analysis process revealed three principal dimensions of blockchain technology in education. The educational dimension highlights the management of teaching and learning processes, personalized learning, assessment, credential verification, and educational accessibility. The managerial dimension involves governance, organizational and financial management, and the facilitation of institutional collaboration and stakeholder interaction. The security dimension encompasses data security, privacy protection, traceability, monitoring, and the immutability of educational records. The results indicate that blockchain technology, beyond its role as a technical tool, offers the potential to transform educational, management, and accreditation processes as a transparent, secure, and decentralized infrastructure. The establishment of educational systems on the basis of blockchain can develop a platform for quality, inclusive, and sustainable education. In addition, it could create a ground for reducing counterfeiting, strengthening privacy, and facilitating interaction educational stakeholders.</p>http://istd.saminatech.ir/Article/53012blockchain blockchain technology in education blockchain-based education.per Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882026-071348articleMaryam Farhadimfh1272@gmail.com1قنبر محمدی الیاسیelyasi@ut.ac.ir2SAYEDREZA SYEDJAVADENRJAVADIN@UT.AC.IR3mojtaba amirimamiry@ut.ac.ir4Ph.D student, Department of Human Resource Management, Faculty of Management, University of Tehran, Tehran, IranAssociate Professor, Department of Entrepreneurship Development, Faculty of Entrepreneurship, University of Tehran, Tehran, Iran Professor, Department of Human Resource Management, Faculty of Management, University of Tehran, Tehran, Iran Associate professor, Department of Public Administration, Faculty of Management, University of Tehran, Tehran, Iran<p style="text-align: left;">Managerial trustworthiness is considered as a key factor affecting the trust between employees and manager. However, few studies have investigated the role and impact of trustworthiness in coaching. This study examines the role of coach trustworthiness and as well as the mediating roles of three coaching variables:&nbsp; willingness to trust, motivation to learn, and student perseverance. In this study a descriptive-correlational approach was adopted using structural equation modeling. The sample included 365 participants and the data were collected by a structured questionnaire for which internal consistency by Cronbach's &alpha; of 0.92 was confirmed. The collected data were analyzed using the maximum likelihood method in AMOS software. The findings revealed that we could explain variations in trainees' trust in their coaches by coach ttrustworthiness. In addition, among the trainee characteristics under study, only the effect of motivation to learn on the couch&rsquo;s trustworthiness towards the instructor was statistically significant. This study presents a new structural equation model explaining the effect of coach honesty on coach trustworthiness considering learning orientation as a mediating variable.</p> <p style="text-align: left;">The practical value of this research involves raising awareness among senior managers and organizational supervisors about the importance of fostering trust in employees.</p>http://istd.saminatech.ir/Article/44952coaching coach trustworthiness honesty propensity to trust motivation to learn.per Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882026-071348articleRoh Allah gholampour sadehiHs.reserch2025@gmail.com1asad allah ZangoeiAzangoei@birjand.ac.ir2Hossain Momenimahmoueimomenimahmouei@iautorbat.ac.ir3Mehdi zirakMehdizirak45@gmail.com4Department of Educational Sciences, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, IranAssistant Professor of Educational Sciences, Department of Educational Sciences, University of Birjand, Birjand, Iran (Corresponding Author)Department of Educational Sciences, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran.Department of Educational Sciences, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran.<p>The present study aimed to design an in-service professional training model for teachers in organizations based on MOOC. For this purpose, a grounded theory methodology along with the Strauss and Corbin approach was used.</p> <p>The population for this study included teachers, human resource experts from the Ministry of Education, and subject area experts. The research data were collected through semi-structured individual interviews. Finally, 18 individuals were selected through purposive theoretical sampling. The data were analyzed by Strauss and Corbin (1990) three-stage coding procedure.</p> <p style="text-align: left;">The findings indicate that the synergy of the elements of teachers' professional development, inspired by MOOCs and emerging technologies, acts as the central phenomenon and individual, organizational, and social contexts werev identified to be effective. Furthermore, the causal conditions included emerging professional needs, changes in learning environments, enhancement of teachers' media literacy, and the existence of constructive communication networks among teachers. The limiting conditions consisted of individual, structural, and economic barriers. The key and effective strategies identified for the model included organizational support and the establishment of incentive mechanisms, emphasizing self-directed processes in professional development, and employing project-based strategies. Ultimately, the intended implication for MOOC-based in-service professional development model was stated to be supporting teachers' professional development by novel contexts for in-service learning.</p>http://istd.saminatech.ir/Article/52620in-service training MOOC teachers' professional development