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Background and Objectives: In order to synchronize the organization's manpower, professional learning should be done continuously by creating an appropriate organizational learning climate. The present study aimed to investigate the role of educational organizational learning dimensions and job orientation on personal learning in Tabriz University of Medical Sciences. Material and Methods: This was a descriptive cross-sectional study. The sample consisted of 220 employees of Tabriz University of Medical Sciences who were selected by proportional stratified sampling. Required data were obtained through standard questionnaires including organizational learning atmosphere of Tracey & Tews, Personal Learning Orientation of Tarno and professional learning of Lei, et al questionnaire. Data were analyzed using SPSS v.21 software using descriptive statistics, and Pearson correlation test and path analysis were applied using LISREL software. Results: The highest mean among the dimensions of organizational education was related to management support dimension and the mean of personal learning orientation was higher than the organizational learning atmosphere. The results of the analysis of the Lizerl path indicated that organizational education dimensions including management support (β = 0.52), occupational support (β =0.63), organizational support (ß = 0.67) and personal learning orientation (β = 0.87) had a positive effect on the level of professional learning of employees of Tabriz University of Medical Sciences and their model has a good fit. Conclusion: The organizational learning climate and personal learning orientation had a direct positive effect on the rate of professional learning of Tabriz University of Medical Sciences employees.

Objective: The aim of this study was The effect of parental participation on the quality of academic life and the Compatibility of students. Methods: The research method was descriptive and structural equations. The population of this study was male and female high school students in the fourth district of Tabriz in the academic year 2018-2019, which using Cochran's formula and random sampling method 371 people (172 girls and 119 boys). The instruments used included the Williams and Button quality of life questionnaire, Sinha and Singh adaptation questionnaire, and Fan and Williams academic conflict questionnaire. Data analysis using structural equation statistical test with Smart PLS.2 software was developed. Results: The results showed that there was a positive and significant relationship between parental participation and quality of academic life (r=96.969, t=10) and also between parental participation and student adjustment) (r=0.309, t=4). The structural equations also show that parental involvement plays a mediating role in students' quality of academic life and adjustment. Conclusion: Therefore, parental involvement can play an essential role in the quality of education and student adjustment.

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