Educational Leadership Research

Abstract The education system is one of the key organizations that significantly influences society. Ensuring satisfaction and vitality among its employees is therefore of great importance. Accordingly, the present study aimed to develop a structural model of toxic leadership and organizational pessimism in relation to organizational vitality among administrative staff of the education departments in East Azerbaijan Province, with organizational hypocrisy serving as the mediating variable. The research employed a correlational design and structural equation modeling. A total of 370 administrative employees were selected through proportional stratified random sampling. Data were collected using four standardized questionnaires measuring toxic leadership, organizational vitality, organizational pessimism, and organizational hypocrisy. Content validity was confirmed through expert review, and reliability coefficients calculated using Cronbach’s alpha were 0.83, 0.87, 0.84, and 0.89 for the respective questionnaires. Data analysis was conducted using confirmatory factor analysis, structural equation modeling, and path analysis. The findings revealed a negative and significant relationship between toxic leadership, organizational pessimism, and organizational hypocrisy with organizational vitality. Overall, the results suggest that, in addition to personality, individual, and psychological factors, various organizational and managerial factors also contribute to reduced levels of employee vitality and well-being. Preventing the emergence of such detrimental factors within organizations is therefore essential.

Abstract The present study was conducted with the aim of structural modeling of interactive leadership style, perceived organizational support, and mental well-being, with the mediating role of psychological hardiness in employees of the five educational districts of Tabriz. The research employed a descriptive correlational design with structural equation modeling. The statistical population consisted of 500 employees from the five educational districts of Tabriz in 2023, from which a sample of 246 participants was selected using multi-stage cluster random sampling based on Cochran's formula. Data were collected using validated questionnaires, including the Interactive Leadership Style Questionnaire (Shao et al., 2017), Perceived Organizational Support Questionnaire (Allen et al., 2008), Mental Well-being Scale (Molavi et al., 2009), and Psychological Hardiness Questionnaire (Moreno-Jiménez et al., 2014). Data analysis was conducted using Pearson correlation coefficients and structural equation modeling. The findings indicated a positive and significant relationship among interactive leadership style, perceived organizational support, mental well-being, and psychological hardiness. Moreover, psychological hardiness was confirmed as a mediator in the relationship between interactive leadership style, perceived organizational support, and mental well-being. These results suggest that fostering psychological hardiness can enhance interactive leadership style, perceived organizational support, and employee well-being. By promoting psychological hardiness, organizations can create healthier and more dynamic workplaces that benefit both employees and the organization. It is recommended to encourage psychological resilience and flexibility through activities designed to strengthen psychological hardiness among employees.

Abstract The purpose of this study was to identify strategies for implementing lean management in education. A qualitative research approach was used. The research field included all professors of management and educational sciences of Iranian universities. In-depth interviews were conducted with 15 experts to identify strategies for implementing lean management in education. To ensure the validity of the instrument during the research, the review of participating experts as well as the supervision of three non-participating professors was used. The participants' repeated review method was used to ensure the reliability of the data. In the open coding stage, 738 conceptual propositions were identified and by combining them, 20 pivotal codes were obtained. In the selective coding stage, six re-engineering codes in education economics, professional selection, motivation, effective measures, specific institutions and needs assessment as implementation strategies lean management was identified in education. Given the benefits of lean management in various dimensions, it is necessary to start by adopting effective guidelines for lean implementation in education.