Educational Leadership Research

Abstract Due to educational developments and the inefficiency of traditional teaching models, the role of teacher leadership in schools has gained special importance. This qualitative research, using the systematic data-based theory approach of Strauss and Corbin (1997), examined the dimensions of teacher leadership in Iranian schools. Data collection was conducted through semi-structured interviews with teachers, principals, and professors in Sanandaj city and continued until theoretical saturation was reached. Data analysis was performed using MAXQDA (2020) software in three stages: open, axial, and selective coding. In open coding, 302 initial codes were extracted and, after merging, were organized into 66 axial codes. In selective coding, 18 selective categories were formed, which formed the final structure of the model. Paradigmatic model including contextual conditions (centralized structure, traditional culture, work pressure), causal conditions (changing educational needs and inefficiency of traditional teaching), Intervening conditions (the role of the manager, organizational support, in-service training), pivotal phenomenon (the emergence of the teacher leader as an agent of change), The strategies were (empowerment, learning networks, creativity, and teamwork) and the outcomes (increasing motivation, improving the quality of learning, strengthening professional identity, and collaborative culture). This research, while aligning with international studies, presented a local picture of teacher leadership in Iran and demonstrated the need for structural and cultural reforms to respond to today's educational challenges.

Abstract The aim of this study is to understand and explain the process of forming educational leadership identity among elementary school principals in Hamadan. Given that leadership identity is a dynamic، experience-based، and context-dependent phenomenon، a qualitative approach using grounded theory methodology with Strauss and Corbin’s (1990) analytical framework was adopted. Participants included principals identified as exemplary leaders according to formal educational and managerial performance indicators for the 1404–1405 academic year and holding a master’s degree or higher. Data were collected through semi-structured interviews، and sampling was initially purposive and subsequently theoretical، continuing until theoretical saturation was reached. Data analysis was conducted in three stages: open، axial، and selective coding، and a paradigmatic model comprising a core phenomenon، contextual conditions، intervening factors، strategies، and outcomes was employed. Findings indicated that the formation of educational leadership identity begins with causal conditions such as transformation in professional self-perception, experiencing the inefficiency of a control-oriented approach, and tensions arising from the gap between policy and practice, and manifests in the central phenomenon of a shift from task- and control-oriented leadership to learning-oriented and meaning-centered leadership. This process unfolds within the context of school culture and organizational resources and under the influence of managerial autonomy, teachers’ professional capacity, and parental pressures. Principals build trust, support professional development, and implement gradual change to foster a learning culture, strengthen teachers’ growth, improve student learning, and reinforce their leadership identity. The model can guide principals’ development and policies for preparing educational leaders.

Abstract The present study aims to identify and explain the professional strategies of school principals to achieve responsible leadership in the educational context of Iran. This study was conducted using a qualitative approach and a data-based theorizing strategy, based on the constructivist approach of Charms. The research participants included 12 principals who were purposefully selected from public elementary, junior and senior high schools in Kermanshah. Data were collected through semi-structured interviews and analyzed using a three-stage coding method (open, axial, and selective). The research findings showed that principals' professional strategies for responsible leadership can be categorized into four main categories: participatory culture (including holding councils, delegation, teacher participation), good communication based on trust (including active listening, empathy, constructive feedback), resilience to problems (including accepting differences and resisting external interference), and leadership based on moral and professional growth. These strategies emphasize the principal's role as a responsible nurturer, active listener, and participatory leader and can pave the way for rebuilding trust, strengthening educational justice, and improving the human environment of the school.

Abstract One of the fundamental aspects of education in Iran is its ethnic diversity, which necessitates fostering respect for different ethnic groups. This is particularly evident in school management. The present study aimed to design a management model for schools in multiethnic areas. To achieve this, a qualitative research method was employed using the grounded theory approach based on Strauss and Corbin’s framework. The research field included university professors, school principals, and teachers from multiethnic regions of Razavi Khorasan province. Data were collected through semi-structured interviews with 14 school principals, 8 teachers, and 4 university professors, selected using purposive theoretical sampling. The findings indicate that participatory and constructivist management based on multiculturalism serves as the central phenomenon, influenced by individual, organizational, and social factors. The causal conditions encompass fostering a peaceful school environment, recognizing the value of multicultural management, and establishing a supportive cultural framework. Intervening factors include participatory leadership, facilitation, and professional knowledge and awareness. The identified strategic approaches involve strengthening a culture of collective participation, enhancing managerial skills, and promoting a school-centered management approach. These findings suggest that school management in multiethnic areas should take ethnic diversity into account and facilitate the development of participatory management dynamics within these regions.

Abstract The purpose of this research was to design a conceptual model of mindfulness for educational principals of schools. This qualitative study utilized the grounded theory method. The participants consisted of 18 experienced, expert and knowledgeable educational principals who were selected using the theoretical purposeful sampling method. The data were collected through semi-structured interviews and analyzed based on the systematic approach of Strauss and Corbin (open, axial, and selective coding). Accreditation of the study was ensured through triangulation strategies in data sources and researchers, re-examination of the analyses by some participants, and review of the results by peers. The dimensions of the paradigmatic model included: causal conditions (pain and suffering, demands, study, meditation, interaction); core phenomenon (developing mindful educational principals); contextual conditions (educational system, family institution, attendance at spiritual gatherings, attendance in nature); intervening conditions (educational and training system, welfare and economic status, social and cultural status); actions/interactions (metacognitive awareness, metacognitive skills); and consequences (spiritual growth and personal transformation, improving the quality of personal and professional life). Based on these dimensions, a mindfulness model was designed for educational principals in schools. The results of this research can assist researchers and practitioners in understanding the dimensions and various aspects of mindfulness, especially for educational principals of schools, and provide a condition for their cultivation, improvement, and equipping with new competencies.

Abstract This research was done for the purpose of designing and validation of organizational culture transformation model based on the productivity. For designing used the method of Grounded Theory, and for validation used the method of first and second order factor analysis. Statistical population in quantitative was the experts in higher education management, higher education development planning, sociology, educational management and media management. Statistical population in quantitative section was also the teachers, experts, students of Farhangian University, staff managers and employees of the Ministry of Education. The method of sampling in a qualitative section of the research was non-probability purposive sampling, and in quantitative section was done by multistage cluster random sampling. The number of samples in quantitative and qualitative sections equaled with 20 and 380 persons in order. The tools of gathering data in qualitative part are semi-structured interview and in quantitative section, 53 question’s questionnaire in Likret scale. According to findings of qualitative sections, model of organizational culture transformation model based on the productivity designed by with 11 factors: The mission of the organization, technology and innovation, the process of recruitment and employment, education and skills, belief, value and moral foundations, organization structure, incentive system, intra-organizational communication, performance feedback, constructive interaction with the environment and organizational support. The findings of quantitative part showed that, model of organizational culture transformation model based on the productivity is highly creditable by experts. So according to the experts, organizational culture transformation model based on the productivity can be utilized with these 11 factors.

Abstract The present study was conducted to design and validate a model for accreditation and quality assurance of Iranian higher education.This study was performed using a mixed method of explorative plan-tool development model. First, in qualitative part of this study, questionnaire consisted of 25 factors and 157 Criteria were designed by using the method of Grounded Theory and interview with 36 experts. For the validity of qualitative findings, were used from the criteria of credibility, confirmability, dependability and transferability. Then, in the quantitative section, designed questionnaires were conducted on 84 members of Iranian experts with high education. Based on the received feedback, the questionnaires were revised, then the final and modified version was put in the hands of 293 experts in different cities of Iran. The validity of the questionnaire was confirmed by experts and its reliability was calculated by Cronbach's alpha which was equal to (0.982). Non-probability purposive sampling method was used in the qualitative part of the study whereas random classified sampling method was applied in the quantitative part. In addition, analysis of structural equation modeling was used for testing mentioned scale. By doing first-order confirmatory factor analysis, mentioned model were modified to 22 factors and 150 Criteria. Results of second-order confirmatory factor analysis, also showed that 22 extracted components are sufficient factor leading to prediction model related to accreditation and quality assurance of high education systems in Iran. In addition, goodness of fit indices such as, (CMIN/DF) which is equal to 1.924, (RMSEA) = 0.39, (GFI) equal= 0.976, (AGFI) = 0.939, (CFI) = 0.928, (NNFI) = 0.935, (TLI) = 1.000, (IFI) = 0.928 and (RFI) = 0925 Conclusion: The results of statistical tests displayed that the designed model enjoys very favorable fitness for the accreditation and quality assurance of high education system in universities of Iran.

Abstract This study aimed to identify factors affecting the model of accreditation and quality assurance of higher education in Iran. the study was conducted using qualitative research through grounded theory. the study population had higher education experts, which 36 persons by purposive sampling for semi-structured interview were selected. in addition to interview, 3 other sources were used to collect data, which are, observing, taking notes and documents. for this purpose, data obtained from interviews, observations, notes and documents were converted into text data. after that, we act the first to open coding, then, to have axial and selective action. in axial coding stage, 25 core categories were determined. in selective coding stage, all major categories and core categories in terms of condition, interactive / process and outcome characteristics was classified. in the end, category of quality discourse, fear and hope, as the most original and the most ultimate core category select and according to its features were developed. then, related made other categories in the form of a paradigm model with the this category.

Abstract In this paper based on the grounded theory, from the perspective of higher education actors we paid to recognized of conditional factors, criteria and indicators (causal, contextual and intermediary ) accreditation. this study, by adopting social interpretivism, emphasize that people outside the university, Can not be known beforehand components of accreditation and understand it. Because, the actors in higher education are that your scientific community environment create and interpret it as they want. accordingly, Any assumption about the accreditation system, can not express the mind and understanding academic community actors. in other words, in this research we have been looking for that actors higher education how to see conditional factors, criteria and indicators (causal, contextual and intermediary ) accreditation And what had interpretation and understanding of it. the data of this study were obtained from four sources, which include, interviews, observations, notes and documents. therefore, data obtained from interviews, observations, notes and documents were converted into text data. after that, in order to categorize the great mass of the collected data, paid to categorization of data. we act first, open coding, then, axial and selective coding. On this basis, in 691 the indicator, 98 criteria and 11 factor were determined in accordance with native features of Iran's higher education system.