Educational Leadership Research

Abstract Over the past few decades, educational leadership and the emphasis on the quality of school principals’ performance have been central to the educational policies of developed countries. The present study aims to explore the necessary platforms for the transition from educational management to educational leadership within Iran’s school system. This qualitative research was conducted using the systematic grounded theory approach. The participants included university faculty members affiliated with the Ministry of Science, experts in educational leadership-such as former Ministers of Education, Deputy Ministers, and the Secretary General of the Supreme Council of Education-as well as distinguished school principals who were actively engaged in educational and research activities during the 2023–2024 academic year. Based on the data analysis and the grounded theory framework, 12 core categories, 55 subcategories, and 203 concepts were extracted from the interviews. The findings revealed that key conditions such as decentralization within the educational system and a progressive and dynamic role for school principals are essential for this transition. Achieving educational leadership requires various strategies. In addition to a shift in political perspectives regarding the role of education and the function of school leaders, there must be a focus on the academic preparation and scientific training of principals. A more specialized and scholarly approach should guide the selection and appointment of school leaders. Accordingly, the study recommends that educational planners in Iran prioritize the standardization of educational leadership and promote decentralization by granting greater autonomy to schools and regional offices.

Abstract The internationalization of universities, student migration, and the diversity of international students from various cultures have led to elevated communication, interactions, and human commitments. This phenomenon has sparked the interest of scholars in the concept of acculturation and its social, cultural, political, and psychological impacts. The process of acculturation among international students is recognized as stress-inducing due to various factors. The interaction between these students and the host community plays a crucial role in their cross-cultural adaptation. However, limited research has explored and evaluated such interactions in the context of international students' acculturation. Therefore, the main objective of this study has been to enumerate and evaluate the influential factors affecting international students’ acculturation in the Medical Science universities of Tehran, towards facilitating living conditions and enhancing the academic performance of these students in Iran. Consequently, this research, grounded in acculturation, aims to investigate the alignment between students and the university in various dimensions as predictors of the psychological adjustment of international students in Medical Sciences universities in Tehran. The research population consisted of 56 international students enrolled in Medical Sciences universities in Tehran, who were selected using snowball sampling. To analyze the obtained data, statistical analysis was employed in conjunction with descriptive indices. The results indicated that cultural norms significantly influence the level of acculturation in these students. Additionally, the analysis revealed a significant gender difference in lifestyle factors among female and male students, which, in turn, plays a fundamental role in acculturation.