Sirous Moradkhah; parastoo hidari
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 ...
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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.
Parastoo Ahmad hidari; sayed Jamal barkhoda; khalil Zandi
Abstract
The present study aimed to identify the motivations and barriers women face in pursuing school management positions and to determine strategies that could facilitate this pathway. This research employed a qualitative approach with classical grounded theory as its methodology. The field of study focused ...
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The present study aimed to identify the motivations and barriers women face in pursuing school management positions and to determine strategies that could facilitate this pathway. This research employed a qualitative approach with classical grounded theory as its methodology. The field of study focused on female teachers who were candidates for managerial positions in Kurdistan province's school. Using purposive sampling and based on the theoretical saturation principle, 18 participants were selected for the study. Data were collected through semi-structured interviews and analyzed via open coding and categorization. Research validity was ensured by adhering to the four criteria: Credibility, Dependability, Confirmability and Transformability. The findings revealed 241 open codes and 18 sub-concepts, which were categorized under three main themes: motivations, challenges, and strategies. The motivations included constructive innovation and transformation, personal growth and development, women's managerial competence, effective communication and collaboration, nurturing and developing students, and organizational justice and equality. The challenges highlighted societal stereotypes regarding women's management, lack of legal frameworks supporting women in management roles, role overload, women's resilience issues in managerial positions, unfair appointment practices, and lack of support from higher-level organizations. Finally, the strategies encompassed societal cultural development regarding women's managerial capabilities, provision of welfare facilities, merit-based appointments within a transparent process, and fostering a culture of gender equality.
