Educational Leadership Research

Abstract With the rapid advancement of artificial intelligence (AI), educational leadership in schools is increasingly oriented toward the use of intelligent data and analytics. This study aimed to explore the role of AI in educational leadership through a qualitative meta-synthesis approach. The research corpus consisted of over 400 scholarly articles, from which 44 relevant documents were selected for analysis. Using a coding method, 172 open codes were initially extracted, which were then categorized into 16 axial codes and finally grouped into 3 selective codes that represent the main roles of AI in educational leadership. The findings revealed that AI contributes to educational leadership in three major areas: Personalized student learning experiences, such as exploratory learning environments, individualized student counseling, intelligent learning systems, AI-driven platforms for self-directed learning, and customized instructional content. Administrative tasks, including student record management, automated scheduling and lesson planning, decision-making support in educational settings, student performance prediction, and AI-assisted admission and enrollment processes. Teachers’ daily responsibilities, such as delivering adaptive teaching strategies, smart instruction, monitoring learning processes, automated grading of assignments and exams, digital assistance tools, and real-time feedback provision. Ultimately, AI empowers educational leaders to improve teaching quality, enhance instructional effectiveness, streamline teachers’ routine activities, and optimize school administrative operations.

Abstract This study aims to provide a learning organization SEM and the application of done at Tehran University. The research method is descriptive-correlational and analytical method was SEM. The population was University of Tehran staffs on the number of 2730 people. Sample size by using Cochran sampling formula and simple random sampling, were selected 243 people. To collect data, a questionnaire based on the model of Peter Senge (1990) designed by reliability (94/0 = α). Also evaluated and approved content and construct validity. For data analysis, Kolmogorov-Smirnov structural equation modeling, and one-sample t-test, was used. The results showed that the learning organization model has been fitted to the data. Accordingly, the individual features of the paradigm (γ =0/24) and systematic approach (γ =0/52) been effective. Systematic approach to the common cause (β=0/51) and collective learning (β=0/44) and shared vision have also had an impact on collective learning (β=0/17) has had impact. Finally, mental models based on shared vision and collective learning as well as individual features common cause whatsoever. The results showed that the application of learning organization and all aspects of its application in the target population, below the average and only mental patterns was middle.

Abstract This study aimed to explain the mediating role of human capital on the relationship between stuff's self-leadership and school's organizational agility. The research method was descriptive and correlational and data analysis method was SEM. The population consists of all administrators, principals, teachers and administrative staff first and second elementary school area of Rey that Using Cochran's sampling formula that Sample size was determined 170 persons by Stratified sampling with proportional allocation. For data collection used of self-leadership questionnaire of Abili and Mazari (2014) with the reliability (α =0/95), human capital questionnaire of Naderi (2011) with the reliability (α=0/97) and organizational agility questionnaire of Moradi (2013) with the reliability (α =0/96) for analyzing data Kolmogorov-Smirnov test, one sample t-test, stepwise regression and structural equation modeling was used. Results showed that self-leadership, human capital and organizational agility are higher than average. The correlation results showed that three variables correlate with each other this have significant relationship (p <0/01). Structural equation modeling showed that self-leadership (γ=0/60) on human capital and HC (β=0/81) on organizational agility have impact. Also self-leadership indirectly and with Mediating of HC impact on organizational agility (γ=0/39) but have not directly impact on organizational agility. It can be concluded that self-responsibility and self-initiate-based behaviors such as self-leadership, provides not only growth human capital, but also facilitate organizational agility through human capital.