Educational Leadership Research

Abstract The present study was conducted to examine the educational priorities of Farhangian University in expanding Michael Connelly’s idea of schools as practical places. The research employed a qualitative approach using inductive content analysis with an emphasis on its thematic nature. Accordingly, 12 faculty members of Farhangian University in the 2023–2024 academic year were studied through focus group interviews, selected via purposive sampling of the desirable type. To ensure data validity, the researcher’s self-review and participant checking were used, and systematic comparison was employed to confirm data reliability. The findings indicated that seven components—educational liveability, curriculum integration, knowledge cultivation, interactionism, practical teacher culture, educational self-exploration, and entrepreneurship—constitute the main codes that, along with 18 axial codes and 97 initial codes, shape the framework of schools with practical functions through university-based training. The results further suggest that Farhangian University should regard schools as a platform for the educational activities of student teachers at an experimental level. In other words, by simulating students’ professional thinking within laboratory school environments, schools can serve as a basis for educational decision-making and as an indicator for evaluating the extent to which the goals of Farhangian University are being achieved.

Abstract The purpose of this study was to investigate the role of head teachers in the process of implementing primary school educational programs. The research approach was qualitative with content analysis method. For this purpose, using purposive sampling, 13 teachers from the north of West Azerbaijan province in the academic year of 1398-99 were selected and semi-structured interviews were conducted until complete data saturation. In order to ensure and validate the accuracy of the data, the method of self-review and receiving feedback from respondents was used. In data analysis, a combined three-step process consisting of King and Harrock (2010), Brown and Clark (2006) and Atrid-Sterling (2001) methods was used. The findings showed that in the themes network, the concept of education strategist is an inclusive theme that describes the position of head teachers with 5 organizing themes(teacher knowledge management, core Assistants, teaching research, professionalism and programming) and 30 basic themes Explains.