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.ir3iran,shiraz,shirazi university, managementiran,shiraz,shirazi university, management<p>The purpose of this study was to design a desirable system of organizational socialization with a systematic approach and assessment the Fars Regional Electricity Company based on it and provide applied recommendations. This research&rsquo;s purpose is applied and its research method is case study. The statistical population of this study includes 77 newcomers who were hired 2013 until 2019. Data was collected by using standard questionnaires, interviews and documentary reviews. Data analysis was performed by using contextual content analysis, descriptive statistics techniques (mean, standard deviation, skewness and kurtosis) and inferential statistics (single sample t-test). The results of the design of the research model indicated that the desirable system of organizational socialization includes six dimensions of contextual factors, process, content, tactics, agents and consequences of organizational socialization. In addition, the assessment&rsquo;s results of this system in Fars Regional Electricity Company indicated undesirable status of job characteristics and the organizational structure of the organization, the undesirable status in the pre-entry phase of the organizational socialization process, the desirable status of the organizational socialization content (excluding the future job prospects), the combination of organizational tactics, lack of retirees in the process of organizational socialization and the desirable status of the consequences of organizational socialization. Finally, the applied and research recommendations were provided.</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 انسانی2423-32772476-64882026-071348articleJavad KeyhanJavad.Keyhan@iau.ac.ir1Mohsen Shams zareShamszare508@gmail.com2ebrahim salehi omranedpes60@hotmail.com3PHD student, Department of Educatinal Science, Ur., C., Islamic Azad University, Urmia, Iran Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of<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 governors data-based theory succession planning competency-basedper Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882026-071348articleFarnoosh AlamiFarnoosh.alami@gmail.com1zahra zahedi vafaza.vafa77@gmail.com2Abasalt Khorasania-khorasani@sbu.ac.ir3Somaye RahimiSomayerahimi28@gmail.com4shahid beheshti universityshahid beheshti universityshahid beheshti university<p>Given the increasing importance of school principals in improving the quality of education, along with the complexities of today&rsquo;s educational environments, the continuous development of principals' skills and competencies is essential. Coaching, as an effective method for personal and organizational development, can play a significant role in enhancing the performance of school principals. However, at the national level, there is a notable lack of comprehensive studies focusing on the key components of coaching in the professional development of school leaders. Accordingly, this study aims to explore the components of leadership coaching for school principals&mdash;from necessity to implementation&mdash;by outlining a structured pathway. This applied research employs a qualitative approach. Participants included 12 subject-matter experts (coaching specialists, school principals, and academic professionals in related fields), selected through purposive sampling after reaching theoretical saturation. Data were collected through semi-structured interviews and analyzed using thematic analysis in three coding stages. The findings identified six main components in the coaching pathway: the necessity and significance of coaching for principals, organizational and legal frameworks, prerequisites for implementation, individual and professional development, outcomes and impacts, and consideration of implementation challenges. The Ministry of Education can benefit from coaching as an effective tool for leadership development by establishing regulatory frameworks and providing necessary infrastructure.</p>http://istd.saminatech.ir/Article/50427personal-professional development coaching school principalsper 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>The aim of the present study was to identify the dimensions and components of blockchain technology in education, which was applied-</p> <p>The present study was conducted to identify the dimensions and components of blockchain technology in education and to provide a coherent framework of its capabilities within educational systems. Methodologically, this research is applied-developmental in objective and qualitative in nature, employing a meta-synthesis approach. To this end, scholarly articles regarding blockchain in education published between 2020 and 2025 in reputable databases, including Google Scholar, IEEE, Web of Science, and Elsevier were utilized as the unit of analysis and secondary data sources. Following a systematic screening based on inclusion and exclusion criteria, 98 articles were selected. Data analysis was performed using MAXQDA software through bibliographic analysis and a three-step coding technique (open, axial, and selective coding). The findings led to the identification of key dimensions and components of blockchain technology in education across three primary dimensions: (1) Educational Dimension, encompassing educational management, personalization of teaching and learning, assessment, credentialing, transparency, decentralization, smart contract accessibility, and certificate management; (2) Managerial-Organizational Dimension, including organizational management, financial management, career management, intellectual property, and the facilitation of institutional interactions; and (3) Security Dimension, including security, privacy, traceability, monitoring and control, trust, and immutability. The results indicate that blockchain technology, beyond being a mere technical tool, serves as a transparent, secure, and decentralized infrastructure with the potential to restructure educational, managerial, and accreditation processes. The implementation of blockchain-based educational systems can provide a foundation for developing high-quality, inclusive, and sustainable education, while facilitating the reduction of fraud, enhancing privacy, and streamlining interactions among stakeholders.</p>http://istd.saminatech.ir/Article/53012Blockchain technology-based education blockchain technology in 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>One of the effective factors in the trustworthiness between manager and employee is the integrity of the manager. However, few studies have examined the effect of integrity in the mentoring relationship. The purpose of this article was to investigate the role of mentor integrity by studying the moderating effect of three variables: willingness to trust, eagerness to learn, and grit of the mentee. The research method was based on descriptive-correlation and structural equations type. Its statistical sample was determined 365 people. Moreover, a questionnaire tool was used, and the reliability of this tool was 92% by calculating Cronbach's alpha. The data was analyzed with Amos software and the maximum likelihood method. The results showed that the changes in the mentee's trustworthiness towards the mentor can be explained through the integrity of the manager. Furthermore, among the characteristics of the mentee, the effect of eagerness to learn on the trustworthiness of the mentee towards the mentor was statistically significant. This research presents a new structural equation model of the effect of integrity on the mentor trustworthiness with considering the role of eager to learn as moderating of mentor&rsquo;s integrity. The value of this research is creating awareness among senior managers and job supervisors in the organization to pay more attention to the importance of building trustworthiness in their employees.</p>http://istd.saminatech.ir/Article/44952Mentoring trustworthiness integrity willingness to trust grit and eagerness to leper 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.com4Assistant 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 purpose of the present study was to design an in‑service training model based on MOOCs for the professional development of teachers in the organization. To this end, a grounded theory method with the Strauss and Corbin approach was employed. The statistical population of the study consisted of teachers, human‑resources experts of the Ministry of Education, and subject‑matter specialists. The research data were collected through semi‑structured individual interviews, and the statistical sample included 18 participants who were selected through purposive theoretical sampling. The data were analyzed using Strauss and Corbin&rsquo;s (1990) three‑stage coding method. The findings indicate that the synergy of the components of teachers&rsquo; professional development, inspired by MOOCs and modern technologies, functions as the core phenomenon, with individual, organizational, and social contexts influencing this component. The causal conditions comprised new professional needs and changes in learning environments, the enhancement of teachers&rsquo; media literacy, and the presence of a constructive communication network among teachers. The limiting factors consisted of individual, structural, and economic barriers, and the effective strategies in this model included organizational support and the creation of incentive mechanisms, emphasis on self‑directed processes in professional development, and the application of project‑based strategies. Ultimately, the intended outcome for the MOOC‑based in‑service training model for teachers&rsquo; professional development in the organization was identified as strengthening teachers&rsquo; professional empowerment through modern in‑service training platforms.</p>http://istd.saminatech.ir/Article/52620In-service training MOOC teacher professional development