Maryam Barihi; Hossein Abdullahi
Abstract
This study aimed to identify the foundations for implementing educational leadership in elementary schools. The research employed a qualitative approach using a case study method. Two non-profit girls' primary schools, Takrim and Fazeh, were selected for this study. These schools, guided by a religious ...
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This study aimed to identify the foundations for implementing educational leadership in elementary schools. The research employed a qualitative approach using a case study method. Two non-profit girls' primary schools, Takrim and Fazeh, were selected for this study. These schools, guided by a religious framework, utilized diverse strategies to enhance the quality of education and training. The participants included 24 individuals (teachers, educational assistants, and principals) from these schools. Semi-structured interviews were conducted with 20 participants until theoretical saturation was achieved. Data were collected through researcher-designed semi-structured interviews and analyzed using a qualitative content analysis method. The data were categorized into open, axial, and selective codes. This study identified four key domains for the implementation of educational leadership. The organizational domain encompasses goal-setting and vision development programs for employees, evaluation and effectiveness plans, employee participation in decision-making, effective communication strategies, time management, and professional development initiatives for managers. The student-focused domain includes individual development plans, educational and skill-building programs, as well as self-awareness and knowledge enhancement initiatives. The teacher-focused domain comprises empowerment and self-awareness programs, while the family-focused domain involves educational and skill-building programs and initiatives to raise awareness of the school’s approach. These domains collectively form the foundational frameworks for achieving effective educational leadership.
Seyedeh pardis Hashemi; Naser Shirbagi
Abstract
This qualitative research aims to apply the Grounded theory to developing an effective leadership model for unqualified teachers in elementary schools, which is associated with the discovery of school community members’ experiences about their interaction with those teachers, employing and explaining ...
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This qualitative research aims to apply the Grounded theory to developing an effective leadership model for unqualified teachers in elementary schools, which is associated with the discovery of school community members’ experiences about their interaction with those teachers, employing and explaining the behavior of incompetent teachers. Data were analyzed with purposeful sampling and the Grounded theory strategy systematically through interviews with 46 participants who were members of the school community of Sanandaj city, collected during 5 months in three stages of theoretical coding. 211 open codes, 60 axial, and 17 selective codes were acquired and the final model was extracted with MAXQDA 2020. Based on the contributors' ideas, the livelihood and cultural issues of teachers and the politicization of education are the existing fields of recruiting unqualified teachers, defects in the recruitment process and defective bureaucracy in the education system are the reasons for incompetent teachers hiring, supporting professional development, promote teachers job satisfaction and the implementation of punitive measures are the solutions to interact with these teachers and the triple managerial skills have been mentioned as effective factors involved in their leadership. Demonstrating a systematic process of results with a final model is the innovation of this research. Based on the results, very few of these teachers changed and the academic performance has been achieved; But many of these teachers are not transformed and neglect the psychosocial aspects of students, weakness in establishing human relations, unprofessionalism and an undesirable educational restitution are their characteristics.
aeash rasteh moghadam
Abstract
The evolution of scientific theories takes place over the time, and Educational Administration (EA) as a field of study is of no exception. Therefore, understanding the conceptual developments in this field requires looking at it as a historical realm. The purpose of this article is to study of EA conceptual ...
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The evolution of scientific theories takes place over the time, and Educational Administration (EA) as a field of study is of no exception. Therefore, understanding the conceptual developments in this field requires looking at it as a historical realm. The purpose of this article is to study of EA conceptual map through criticizing historical book of "The history of educational administration viewed through its textbooks". In order to achieve this goal, using the method of critique, the book has been examined from both external and internal aspects. Findings indicate that the mentioned book, despite having many positive features, suffers several shortcomings in answering its questions and achieving the goals and failed to draw a comprehensive map of the EA history. The article concludes by extracting lessons from EA global legacy for domestic researchers.The evolution of scientific theories takes place over the time, and Educational Administration (EA) as a field of study is of no exception. Therefore, understanding the conceptual developments in this field requires looking at it as a historical realm. The purpose of this article is to study of EA conceptual map through criticizing historical book of "The history of educational administration viewed through its textbooks". In order to achieve this goal, using the method of critique, the book has been examined from both external and internal aspects.
Khalil Gholami; Younes Sahranavard Nshtifani; Nematollah Azizi
Abstract
The aim of this study was to investigate the status of DL in senior high schools in Sanandaj and the extent to which DL components are believed by the teachers to be present in the principals’ behaviors. The quantitative approach was used in this study. Statistical population consisted of ...
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The aim of this study was to investigate the status of DL in senior high schools in Sanandaj and the extent to which DL components are believed by the teachers to be present in the principals’ behaviors. The quantitative approach was used in this study. Statistical population consisted of all teachers (male and female) in public senior high schools in Sanandaj. A sample of 377 teachers from 31 schools was selected through the access sampling method and a researcher-made questionnaire with Cronbach`s Alpha 0.95 was used for collecting the data. Moreover, this questionnaire demonstrated four major components such as Teachers Professional development & School improvement, Traits of Leadership Team, Democracy and Comprehensive Support after the exploratory factor analysis. Results of the chi square test showed that teachers generally believe that principals'''' DL is at an average level. Also, the results of the T-test indicated that female teachers believe their principals utilized more DL related behaviors in their profession area than the male teachers. Finally, based on the results of Aanova, variables of experience and educational level had no impact on the teachers'''' evaluation of their principals'''' DL, that is they reported the principals DL at the same level.
