Educational Leadership Research

Abstract This research was conducted with the aim of designing and validating a professional development model for the educational staff of Allameh Tabatabai University. Professional development of staff plays a crucial role in improving organizational performance and achieving strategic goals. The present study was carried out using a sequential exploratory mixed-methods approach (qualitative-quantitative) in two phases. In the qualitative phase, the statistical population consisted of 38 educational managers from the university and its faculties, of whom 14 were purposefully selected. Data were collected through semi-structured interviews and analyzed using thematic analysis along with MAXQDA and NVivo software. This phase resulted in the extraction of an initial theoretical framework, which was refined based on expert opinions. In the quantitative phase, the statistical population consisted of 184 educational staff members, from which 118 were selected as a sample using the Krejcie-Morgan table, and ultimately 92 questionnaires were completed. The sampling method was simple random sampling, and the data collection tool was a researcher-developed questionnaire based on the qualitative findings. The results showed that causal factors include financial support, regular programs, networking, and continuous evaluation. Conditions include professional ethics, planning and effectiveness, while intervening factors include technology, infrastructure, and managerial support. Professional development strategies include learning opportunities, alignment with technology, and staff participation.The outcomes of implementing the model include improved organizational performance, increased motivation, and skill enhancement. This study provides a practical framework for the professional development of academic staff and emphasizes the impact of structural, cultural, and managerial factors on improving organizational performance.

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 Most of the administrators of the universities are faculty members and they have not received the necessary training and have not been evaluated in an organized manner. Considering the importance of paying attention to competency in the selection of efficient and effective administrators and considering the critical role of universities in the society, the aim of the current research is to development and validation a general competencies model for public universities’ administrators in Tehran. A qualitative method was used in this research; Thematic analysis method was used to design the competency model and Delphi technique was used to validation the designed model. The sample was the administrators of the public universities in Tehran, and semi-structured interviews were conducted with 27 of them. After the qualitative analysis of the implemented interviews, the primary model was extracted using thematic analysis. Delphi technique was used to validating the extracted model, and the final competency model, which consists of 12 competencies, was formulated with the opinion of experts. Competencies were classified into three general categories: managerial competencies, interpersonal competencies, and personal characteristics. Managerial competencies include leadership, organizational awareness, problem solving, planning and organizing, and supervision and control; Interpersonal competencies include communication skills, networking and negotiation and persuasion, and personal characteristics include result orientation, continuous learning, resilience and professionalism. Considering the key role of managers in achieving the goals of universities, it is recommended to use the competency model extracted in this research for the appointment and promotion of administrators.

Abstract Abstract
This study aimed to investigate the relationship between knowledge sharing with individual innovation Allameh Tabatabai University graduate students in academic year 93-94, the survey was conducted. The study sample consisted of all graduate students in the School of Education, Psychology, Management and Accounting Pardis 1 and 2 of which there are 3977 people.The research sample consisted of 153 was determined on the basis of Morgan. And the class participants were selected randomly .The data from two scale, knowledge sharing by Nvrad Sadiq (1388) and individual innovation scale by Momeni Nour (1382) were collected. The Cronbach's alpha reliability of both scales, respectively,were 0/71 and 0/81. The results of multiple regression and t-test showed that a significant relationship exists between knowledge sharing and individual innovation. The multiple regression analysis with step by step method showed that knowledge sharing is dont able to predict individual innovation. The University should create an atmosphere of open exchange of originality which is emphasized so that students are more willing to share their new knowledge with each other and have their application