Educational Leadership Research

Abstract The guidance and management of schools is the responsibility of managers who shape the educational path of students with their decisions and actions. This phenomenological research deals with the conceptualization of entrepreneurial leadership among educational managers in schools. The research field of Kurdistan province and potential participants were all the educational managers at the primary level in the city of Sanandaj, 18 of whom were purposefully (heterogenously) selected and invited to participate using a semi-structured interview protocol. Based on the data analysis, five main classes Recognized for experiencing and understanding entrepreneurial leadership. These classes include leadership and guidance (the ability of managers to guide groups towards goals and create motivation to achieve desired results), facilitating and strengthening cooperation (creating an encouraging environment for communication), creating support and support (providing the necessary resources and support). for groups in order to increase efficiency and reduce obstacles), setting strategic goals (the importance of setting long-term goals and using appropriate methods to achieve them) and strengthening creativity and innovation (creating an environment where creativity and innovation are considered as key factors in the success of the organization) take) is This hierarchical structure is formed under the influence of four components of consciousness: character, connection, destination and consequence. Each of these components helps develop and strengthen entrepreneurial leadership and enables managers to operate more effectively in dynamic and challenging environments. The findings of this research show the educational policy makers what entrepreneurial leadership is like from the point of view of principals in schools.

Abstract This study aimed to study teachers' narratives of the concept of imagination in a kindergarten environment. This is an interpretive and qualitative study that was conducted with a narrative writing strategy and a pre-narrative sub-strategy. The participants were 20 experienced teachers, "11 men and 9 women." Purposive sampling (heterogeneous) was carried out with maximum diversity. A semi-structured interview protocol was also used to collect data and continued until theoretical saturation was reached. In addition, data coding was carried out using the Brown and Clark’s (2012) model, using thematic analysis. Finally, the collected data were analyzed through MAXQDA 20 software. The results showed that four meta-narratives were developed as "context-oriented, application-oriented, interaction-oriented, and progress-oriented" from understanding and imagining the concept of imagination. Despite the diversity of meta-narratives, the basic skills for cultivating the concept of imagination require "creativity and originality, mental flexibility, divergent thinking, and tolerance for ambiguity." Finally, their emphasis, in addition to challenges and obstacles, was on concepts such as “cognitive limitations, social culture, organizational barriers, and psychological factors” that the participants emphasized. Therefore, examining and identifying these themes can help to better understand the paths of cultivating imagination and designing effective solutions to deal with challenges.

Abstract Knowing How To Support School Administrators Through Job Facilitation In Order To Empower Teachers In The Field Of Teaching Is One Of The Important Challenges Of The Country's Education System. Based On This, The Researcher Investigated The Supportive Leadership Style In The Role Of Job Facilitator And How To Empower The Teachers Of Exceptional Schools In Kurdistan Province. Quantitative Method Of Correlation Type Has Been Used In The Research. The Statistical Population Of The Research Includes All The Exceptional Schools Of Kurdistan Province And The Statistical Sample With The Full Enumeration Method Includes All The Teachers Of The Exceptional Schools Of The Province, Whose Number Is 202. The Collection Tool Includes Three Questionnaires (Supportive Leadership Questionnaire, Teaching Ability Factors Questionnaire, Facilitation Questionnaire) Which Includes The Main Objectives Of The Research. Data Analysis Has Been Done In Two Parts, Descriptive And Inferential Statistics. Mean, Mode And Median Were Used In The Descriptive Statistics Section, And Correlation Tests And Structural Equation Modeling Were Used In Spss And Amos Software In The Inferential Statistics Section. The Findings Showed That The Supportive Leadership Style Has A Positive And Significant Relationship With The Ability Of Exceptional School Teachers Due To The Mediating Role Of Facilitation.

Abstract Education is the most important institution that emerges from the context of society and at the same time its builder and developer, and its impact on the development of society is vital and tangible. It is the most important course of study. The present study aimed to identify the components of genuine leadership competence in primary schools. The present study is a qualitative research in terms of applied purpose, qualitative research in terms of data type and phenomenological research in terms of method. The method and tools used to collect data are semi-structured interviews with experts in the field under study. The statistical population of the study includes managers, professors and experts in the field of management and leadership. Sampling was done by snowball method until reaching theoretical saturation. To determine the validity and reliability of the findings, three techniques of reliability, transferability and verification were used. After analyzing the data obtained from semi-structured interviews with 15 experts, university professors and managers in the field of education, 184 concepts (open source), 15 subcategories and 5 categories were extracted. Solutions were also introduced to improve the use of genuine leadership in primary schools.