kobra khabareh
Abstract
Today, with the advancements in artificial intelligence, educational leadership in schools is increasingly moving towards greater utilization of data and intelligent analytics. The goal of this research has been to examine the role of artificial intelligence in educational leadership within schools. ...
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Today, with the advancements in artificial intelligence, educational leadership in schools is increasingly moving towards greater utilization of data and intelligent analytics. The goal of this research has been to examine the role of artificial intelligence in educational leadership within schools. The study employed a qualitative approach using a meta-synthesis method. The research community comprised over 400 articles, among which 44 documents were selected for analysis. Data analysis utilized a coding method, from which initially 172 open codes were extracted, followed by the identification of 16 axial codes, and finally, 3 selective codes representing the role of artificial intelligence in educational leadership were recognized.The findings of the research indicated that the role of artificial intelligence in educational leadership in schools encompasses: personalized learning experiences for students such as explorative learning environments, individual counseling for students, intelligent learning, smart platforms for self-learning, and customized educational content delivery; administrative tasks of managers, including maintaining student records, automated scheduling and lesson planning, facilitating decision-making in educational settings, predicting student performance, and automated student admissions and registrations; and daily tasks for teachers, such as providing adaptive teaching strategies, smart teaching, monitoring the learning process, automated grading of assignments and exams, digital assistance, and providing instant feedback. Ultimately, with the help of artificial intelligence, educational leaders can enhance the quality of education, improve teaching effectiveness, facilitate teachers’ daily activities, and optimize the administrative processes of schools
Khodayar Abili; Fatemeh Narenji Thani; Ebrahim Mazari
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 ...
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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.
Seyed Mohammad Mirkamali; Kobra Khabareh; Ebrahim Mazari; Younes Roumiani
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 ...
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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.
