Educational Leadership Research

Abstract This study examines the meta-synthesis of women’s leadership in schools and identifies the challenges and opportunities they face. Given the key role of women in educational systems, it is of great importance to understand the factors affecting their leadership, especially in cultural, social, and organizational contexts. The aim of this study is to analyze and review the results of previous studies on women’s leadership in schools to identify common patterns and trends of challenges and opportunities. Our data comprises all articles published in reputable scientific databases in the field of women’s leadership and education that have been published between 2010 and 2023. The statistical sample was selected from 50 relevant articles using a purposive method. Data collection tools included coding checklists and qualitative data analysis software. The results of this study show that women in leadership positions face significant barriers such as gender inequalities, cultural pressures, and lack of social support, which affect their performance and progress. In addition, opportunities have been identified, such as the potential capabilities of women to create positive changes in educational environments and improve the quality of student learning. Finally, this study, as a scientific resource, can help policymakers and educational practitioners to identify and reduce barriers, provide better opportunities for women to lead in schools, and utilize their capabilities more effectively.

Abstract This study aims to explore the lived experiences of educational leaders regarding the implementation of educational supervision in elementary schools in Kamyaran, Iran, and the associated challenges. Employing a qualitative approach within a hermeneutic and participatory paradigm, the study utilized interpretive phenomenological analysis. Ten elementary school educational leaders from Kamyaran (Kurdistan Province) were purposefully selected based on extensive professional experience, outstanding job performance, and participation in educational supervision workshops. Data collection continued until saturation was reached. The findings revealed three main models of educational supervision and guidance: scientific supervision model (offering solutions, clarifying expectations for teachers, raising awareness, and promoting professionalism), trust-based supervision model (providing teacher support, building trust, and ensuring job security), and self-reflective supervision model (enhancing students' academic achievement, addressing educational challenges, improving teaching-learning processes, and fostering a sense of value and being purposeful).  Key challenges identified include: structural challenges (insufficient salaries and benefits, centralized organizational structures, and predefined goals), motivational challenges (traditional attitudes toward supervision and guidance, and student dropout), scientific challenges (limited knowledge of educational leaders, appointment-based selection processes, and one-dimensional perspectives), and insight-related challenges (lack of belief in the importance of educational supervision, superficial understanding of its role, and lack of change understanding).
 

Abstract Iranian higher education has been facing many challenges and problems during its evolution. In such a way that the upcoming challenges and prolems create obstacles on the way to excellence, cause disruption in activities and functions, disturb the balance and coherence, and also reduce its performance and inefficiency in the society in the field that has been different. One of the influential components in the policy making and planning process of the higher education system is to identify and deal with the challenges and problems arising from them, in a conscious, measured way, at the right time, and based on the intellectual foundations and practical and behavioral framework. It is based on truth, rationality and logic. In this regard, the present research aimed to identify the system of higher education economy’s problems and their ranking through a systematic review of scientific and academic texts and semi-structured interviews. It has been done with experts and scientific and operational experts in this field. The current research was in the category of applied research in terms of purpose and descriptive-analytical method. Data and information were analyzed using thematic analysis method and Friedman's test. Based on the analysis of opinions and views of experts, 9 challenges and 23 problems were counted and identified. The results of the Friedman test have also shown that challenges and issues do not have the same importance and priority. Therefore, according to the conditions and needs of society, addressing some of them has more priority than others.