The research on the effects of metacognitive strategy awareness and self-regulation on second language reading achievements has come to confirmatory conclusions. However, the associations and possible interactions between metacognitive and self-regulatory capacities have been subject of debate. Theoretically, the relationship between the two global skills in affecting learning has ranged from rivaling alternatives to complementary associates. Accordingly, some recent perspectives have delineated the relative potency of the two concepts within models where metacognitive, behavioral, motivational and emotional dimensions of learning interact. This study resorted to structural equation modeling in outlining and testing the causal relationships between three types of metacognitive reading strategies, namely global, problem-solving, and support strategies, and selfregulation in affecting reading proficiency. The data were collected from 311 Iranian undergraduate students majoring in English using Metacognitive Awareness of Reading Strategies Questionnaire, Self-Regulation Questionnaire and reading proficiency test. By testing the hypothesized model against several fitness criteria, the causal relationships among the variables were confirmed indicating a positive ABOUT THE AUTHORThis article is the report of an MA thesis project carried out at Azarbaijan Shahid Madani University in Iran. Davoud Amini is assistant professor of TEFL at Azarbaijan Shahid Madani University. His areas of interest are psychology of second language acquisition and second language skills. He has published books and articles in these areas. Currently, he is the head of the English Department at Azarbaijan Shahid Madani University. Mostafa Hosseini Anhari is MA in TEFL. He is interested in second language learning strategies. Abolfazl Ghasemzadeh is associate professor of Educational Administration at Azarbaijan Shahid Madani University. His main research interest lies in educational leadership, administration, and human resource development of educational institutions. He has published over 50 journal papers in these areas.

The phenomenon of job stress is an inevitable part of professional life and in the activities and efficiency is reflected in the organization. This study aimed to identify and predict the relationship between psychological capital and job deviation behavior through job stress regarding the moderating role of perceived organizational support. This study is correlation by using descriptive methods for applied goals. Standard questionnaire was used to collect data. 180 participants was estimated and stratified random sampling. The results showed the significance of the relationship between the variables except the relationship between deviant behaviors with psychological capital. Also, the interactive role of job stress and perceived organizational support on psychological capital and job deviation behavior was confirmed. This means that for the hospital's nurses and staffs with job stress, increasing perceived organizational support associated with enhancing psychological capital and decreasing job deviation behavior. These results emphasize necessity of recognizing interactive role of job stress and perceived organizational support in psychological capital and job deviation behavior.

Background: Today, societies pay attention to ethics and moral values, emphasizing that moral values should be preserved and kept alive in educational organizations. Therefore, the aim of the present study was to identify the ethical challenges of schools' principal in the Corona period. Methods: The present study was applied in terms of purpose and qualitative in terms of method. Its statistical population included educational management professors and schools' principal of West Azerbaijan Province. Sampling was done systematically through snowball technique and based on theoretical saturation criterion. Research data was collected by reviewing 21 articles related to the ethics of educational management or educational leadership in the COVID 19 period and then through semi-structured interviews (17 people) based on the model of qualitative interviews and its criteria, in an approximate. Data were categorized using thematic analysis method in the form of basic, organized and comprehensive themes. Results: The results showed that the ethical challenges of schools' principal in Corona period as a comprehensive theme included 98 basic themes. According to the classification of basic themes, 7 organizing themes, including professional ethics, social-communicative ethics, individual ethics, technical-educational ethics, spiritual ethics, behavioral ethics, and decision-making ethics were obtained. Conclusion:The results showed that the closure of schools under COVID exacerbated 19 ethical problems in the education policies and practices, creating moral challenges in them. In this regard, principals are expected to use their knowledge and ethical skills to improve their scientific knowledge to address the problem of students at school during the Corona epidemic.

Background & Objective: To recognize the challenges and obstacles of academic culture in institutionalizing the quality culture in higher education, the Grounded Theory research method helped us to provide a conceptual model in higher education. This model would provide a correct understanding of the challenges and obstacles of academic culture for the beneficiaries. Materials & Methods:The present qualitative study was conducted using Strauss and Corbin's Grounded Theory approach and carried out on 20 clinical and basic science faculty members of Iran's medical sciences universities, in 2022. The process of selecting participants was based on the objective method. Results:The results showed that academic culture was recognized as a central category; infrastructures, educational and research challenges, academic independence, and scientific freedom as causal conditions; individual, cultural, and social factors, communication, and global knowledge as intervening conditions; management challenges, monitoring, evaluation, strategy, and leadership as the context of the formation of the most important challenges and obstacles of academic culture in institutionalizing the quality culture in higher education. The strategies to solve the challenges were divided into three levels, namely micro, mid, and macro, each of which with different subclasses. Conclusion:The results of the present study showed a deeper understanding of the direct and indirect challenges and obstacles of academic culture in institutionalizing the quality culture in higher education, which should be taken into consideration by the beneficiaries.