Educational Leadership Research

Abstract One of the primary goals of the education system and educational leaders is to cultivate responsible and competent citizens. The present study aimed to examine the effectiveness of teaching philosophy for children on the citizenship education of fourth-grade female students in the city of Ashkezar. The research employed a quasi-experimental method with a pre-test–post-test design and a control group. The statistical population included all fourth-grade female students in Ashkezar, from which 30 students were selected through convenience sampling and randomly assigned to experimental (n = 15) and control (n = 15) groups. Data were collected using the citizenship behavior questionnaire developed by Marcusi and Ixin. Philosophy instruction was delivered to the experimental group in twelve 60-minute sessions. The collected data were analyzed using ANCOVA and MANCOVA in SPSS. The results of the covariance analysis indicated that teaching philosophy for children significantly improved the citizenship behavior of fourth-grade female students. Furthermore, the MANCOVA results showed significant differences between the experimental and control groups across all components, with the experimental group demonstrating substantially higher post-test means. Considering the observed differences in citizenship behavior and the importance of fostering such behavior among students, educational leaders are encouraged to place greater emphasis on implementing philosophy-for-children programs.

Abstract This qualitative study aimed to explore the perceptions of managers of knowledge-based and technology companies in Yazd City, Iran, regarding the causes of bachelor's graduates' unpreparedness for employment. A phenomenological approach was used to examine the experiences of 10 managers from knowledge-based and technology companies located in the Yazd Science and Technology Park. The participants were selected using purposive sampling. Semi-structured in-depth interviews were conducted, and the collected data were analyzed using Smith’s method. To ensure the validity of the findings, triangulation was employed, including (member checking, peer review, collaborative research, and researcher reflexivity). Coding was performed by the researcher in collaboration with another expert in qualitative research, and the results were compared. The analysis identified three main themes: (1) Weakness in acquiring soft, cognitive, and technical skills (with 11 sub-themes); (2) Poor quality of university education (with 5 sub-themes); and (3) Deficiencies in policymaking and planning (with 5 sub-themes). Based on the findings, educational policymakers and planners can address the factors hindering graduates' employability in knowledge-based and technology companies and take necessary actions to better prepare them for employment in these companies.

Abstract Abstract
The aim of this study was to investigating the mediating role of character strengths and virtues in the relationship between gender and positive and negative excitements of elementary teachers in the classroom. The present study was a fundamental research that falls into the category of descriptive research and more precisely correlation of structural equations. The statistical population of this study included all primary school teachers in the academic year 2020-21 in Ashkzar city, numbering 207 people; All the people were selected using the total number method. The Peterson and Seligman (2004) Character Strengths and Virtues Questionnaire and the Villainscience (2010) Teaching Excitements Questionnaire were used to collect research data. Data were analyzed using SPSS and Amos software at both descriptive and inferential levels. The results of structural equation modeling showed that gender positively and significantly (β = 0.55) predicts character strengths and virtues. The findings also showed that character strengths and virtues positively and significantly (β = 0.31) predict positive teaching excitements and negatively and significantly predict negative teaching excitements (β = -0.43). Examination of model fit indices also showed that the final research model has a good fit. Therefore, it can be concluded that by strengthening the character strengths and virtues of elementary teachers, the experience of positive excitements in teaching can be increased to some extent and the experience of negative excitements can be reduced.