Background: Midwives experience high levels of perceived stress due to the nature of their work. Certain factors can play a significant role in occupational stress experience of this group. The aim of this study was to investigate the role of emotional intelligence in occupational stress among midwives.
Methods: In this descriptive - correlational study, 250 midwives working in health centers and public and private hospitals in Rasht from May to September 2012 were entered into the study by random sampling method. Demographic, emotional intelligence and occupational stress questionnaires were used to collect data. Data analysis was performed using descriptive and analytical statistics including independent t-test, one way ANOVA, Pearson correlation, multiple linear regression at the significant level of P <0.05 in SPSS version 23.
Results: The mean and standard deviation of emotional intelligence (114.20 ± 12.55) and midwifery occupational stress (119.66 ± 15.48). Occupational variables including workplace (Private Hospital: β=-0. 19,P=0.012) , overtime hours (β = -0.33, P = 0.001), sleeping hours (β = 0.13, P = 0.011), social activity (β = 0.11, P = 0.029) , age of the midwife (β = 0.25, P = 0.045), and the overall score of emotional intelligence (β = 0.55, P = 0.001) were predictors of occupational stress (P <0.05). These variables explained 49 % of variance of occupational stress.
Conclusions: The occupational stress of midwives is affected by certain individual and occupational factors. Therefore, by modifying or changing some of these variables such as emotional intelligence, the midwives' occupational stress may be reduced. In addition, by designing effective programs in this field, midwives can improve their performance by reducing their stress levels.

Background: Teacher evaluation is an essential and useful tool for decision making and determining appropriate teaching policies, especially in universities. The present study aimed to compare the teacher evaluation indices from the perspective of students and teachers at Alborz University of Medical Sciences, Iran.
Methods: The present descriptive-analytical study was conducted in 2013 on 34 faculty members and 418 students at Alborz University of Medical Sciences in Karaj, Iran. Data were collected using a researcher-made questionnaire on demographic characteristics, target group, appropriate time for teacher evaluation and opinions of faculty members and students about the twenty indices of teacher evaluation. The data were analyzed with SPSS 16 using descriptive statistics, mean test and Pearson correlation coefficient.
Results: The most effective target groups for teacher evaluation from the perspective of teachers were elite students (58.9%) and normal students (20.6%), while the most effective target groups for teacher evaluation from the perspective of students were normal students (42.1%) and teachers (14.1%).
Conclusion: Based on the results of the present study, we suggest using the criteria agreed by the teacher and students, revising the teacher evaluation forms, not limiting the evaluation process to the students' opinion, conducting self-evaluation by the teachers, conducting continuous evaluation at different times of the semester, a survey of teachers in preparing forms and summarizing and concluding the evaluations.