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 The present study aimed to explore the motivations and barriers faced by women in their pursuit of school management positions. This research employed a qualitative approach using the classic grounded theory strategy. The study population consisted of female teachers applying for managerial positions who had participated in the selection and appointment process for school principals in Kurdistan Province. Through purposive sampling and based on the principle of theoretical saturation, 18 participants were selected. Data were collected via semi-structured interviews and analyzed using open coding and categorization. The credibility of the research was ensured by adhering to the four criteria of credibility, dependability, confirmability, and transferability. Findings revealed 200 open codes and 12 subcategories, which were grouped under two main categories: motivations and challenges. The motivations included innovation and constructive transformation, personal growth and development, female leadership and empowerment, effective communication and collaboration, student development, and organizational justice and equality. The challenges encompassed negative societal perceptions of female leadership, lack of legal frameworks supporting women's managerial roles, role overload, perceived lack of resilience among women in managerial positions, gender-based discrimination in managerial appointments, and insufficient support from higher organizational authorities.