Educational Leadership Research

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 This study was conducted with the aim of exploring student teachers’ lived experiences of professors’ professional instructional leadership at Farhangian University. Employing a qualitative approach and based on a narrative inquiry design, the research gathered sixty narratives from students majoring in Persian Language and Literature through purposive sampling until data saturation was reached. The data were analyzed narratively using an interpretive approach. The findings indicate a predominance of dissatisfaction in the students’ narratives compared to accounts reflecting satisfactory experiences of professors’ professional instructional leadership. In representing participants’ experiences, shortcomings in “instructional knowledge” emerged as the central source of dissatisfaction, followed by weaknesses in “communication skills” and “time management.” Deeper layers of narrative analysis reveal that inadequacies in pedagogical knowledge and in professors’ capacity for professional action fundamentally shaped the quality of student teachers’ learning experiences and illustrated a semantic gap between “professional expectations” and “students’ lived realities.” The results underscore the necessity of moving beyond traditional evaluation methods toward faculty development programs in which “students’ narratives” are not treated merely as statistical data but as an authentic source for rethinking and improving professional instructional practices.

Abstract This study aimed to identify practical leadership strategies used by educational leaders to promote two-way school–community partnerships at the elementary level. The research adopted a qualitative systematic review approach, employing reflective thematic analysis (Braun & Clarke) on 50 selected scholarly documents. Documents were retrieved from reputable domestic and international databases using relevant keywords and screened based on explicit inclusion and exclusion criteria. Data analysis was conducted within an interpretivist paradigm, adhering to established principles of trustworthiness in qualitative research. The findings were organized into an eight-theme framework comprising 49 practical actions. The identified macro-level strategies include: establishing and guiding coherent multi-sectoral partnerships; creating a shared vision among stakeholders; designing needs-based programs; organizing effective and frequent meetings; empowering stakeholders; actively developing relational trust; systematically designing collaborations; and facilitating the sharing of resources and expertise. This framework highlights the active and multifaceted role of educational leaders as architects, facilitators, and bridges between the school and the community. The study concludes that effective educational leadership for fostering two-way partnerships requires the integration of relational, structural, and programmatic strategies. When applied with contextual intelligence and adapted to local conditions, these strategies can transform the school into a learning ecosystem that is continuously connected with the community.

Abstract This research aimed to investigate the role of learning-centered leadership in teaching anxiety mediated by teacher enthusiasm in primary school teachers in Kurdistan province. The research method was applied in terms of purpose and correlational (structural equation modeling) in terms of implementation method. The statistical population of the study was 6328 primary school teachers in Kurdistan province in the academic year 1402-1403, of which 362 people were used in a categorical-ratio method based on district, town and sex. Data were collected using the Learning- Centered Leadership Questionnaires of Liu et al. (2016), Hart Teaching Anxiety (1987), and Kunter et al. (2011) Teacher Enthusiasm. The data obtained were analyzed using descriptive and inferential statistical methods (Pearson correlation test and structural equation modeling). The findings showed that learning- centered leadership has a direct, negative, and significant effect on teaching anxiety (P<0.01). Learning-oriented leadership has a direct, positive, and significant effect on teacher enthusiasm (P<0.01). Teacher enthusiasm has a direct, negative, and significant effect on teaching anxiety (P<0.01). Teacher enthusiasm also plays a mediating role in the relationship between learning-centered leadership and teaching anxiety (P<0.01). As a result, by improving the level of application of learning-centered leadership in schools and improving enthusiasm in teachers, teaching anxiety in primary teachers can be reduced and some of the psychological harms of teachers can be eliminated.

Abstract Educational leadership faced new opportunities and challenges due to the advances in the artificial intelligence; so, we still suffer from conceptual ambiguities and lack of literature for the effective use of this technology at a strategic level. The aim of the study was to provide a coherent classification of applications of artificial intelligence in educational leadership. The study was conducted with a systematic review approach and qualitative-inductive analysis. The research data included all studies in the field of artificial intelligence and educational leadership from 2017 to 2025 available through Scopus, ERIC, and IEEE Xplore databases. Using the PRISMA flowchart, we ultimately selected 32 sources for content analysis. After extracting the initial themes, external validation was carried out with the participation of experts. The findings showed that the applications of artificial intelligence in educational leadership can be classified into ten distinct areas: executive effectiveness, personalized learning, improving teaching practices, decision-making and policy-making, student support, organizational leadership and strategic planning, regulatory oversight, community engagement and communication, ethical leadership in artificial intelligence, and diversity, equity, and inclusion. These domains cover different dimensions of educational leadership and highlight the potential of AI technologies to improve organizational performance, data-driven decision-making, and ensure educational equity. The proposed taxonomy provides a practical framework for administrators, policymakers, and technology developers to design AI deployments in the educational system with a coherent, ethical, and contextual perspective. The present study provides a framework for designing professional development programs and future research in intelligent educational leadership.

Abstract Universities and higher education institutions play a pivotal role in educational leadership and the cultivation of competent graduates, serving as a fundamental link to the labor market and employers. Consequently, by fulfilling an effective role, they can meet the demands of businesses in today's turbulent world. Thus, the present study aims to review and analyze the findings of research conducted by other scholars in this field. We employed semi-systematic review methodology as an innovative approach to examine relevant documents and studies. This method falls within the category of qualitative research. The findings were obtained by reviewing articles published between 2015 and 2025 in Q1 and Q2 journals. The CASP checklist was used to assess the validity of the articles, and the PRISMA flow diagram was utilized for the article screening process. The systematic search was conducted using Boolean operators in the Scopus database. A notable innovation of this research is its consideration of the Field-Weighted Citation Impact (FWCI) indicator for the first time in related analyses. The research findings indicate seven main elements. The main themes include individual, communication, cognitive, managerial, technical, professional, and digital competencies. Each of these main themes encompasses a set of sub-themes (24) and more detailed indicators (36) that collectively define graduate competency. Furthermore, a distinctive achievement of the present study is the analysis of the research gap, the contribution of different countries, and emerging topics related to graduate competencies, conducted using the R programming language. These are discussed in detail in the findings section of the 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 With the rapid advancement of artificial intelligence (AI), educational leadership in schools is increasingly oriented toward the use of intelligent data and analytics. This study aimed to explore the role of AI in educational leadership through a qualitative meta-synthesis approach. The research corpus consisted of over 400 scholarly articles, from which 44 relevant documents were selected for analysis. Using a coding method, 172 open codes were initially extracted, which were then categorized into 16 axial codes and finally grouped into 3 selective codes that represent the main roles of AI in educational leadership. The findings revealed that AI contributes to educational leadership in three major areas: Personalized student learning experiences, such as exploratory learning environments, individualized student counseling, intelligent learning systems, AI-driven platforms for self-directed learning, and customized instructional content. Administrative tasks, including student record management, automated scheduling and lesson planning, decision-making support in educational settings, student performance prediction, and AI-assisted admission and enrollment processes. Teachers’ daily responsibilities, such as delivering adaptive teaching strategies, smart instruction, monitoring learning processes, automated grading of assignments and exams, digital assistance tools, and real-time feedback provision. Ultimately, AI empowers educational leaders to improve teaching quality, enhance instructional effectiveness, streamline teachers’ routine activities, and optimize school administrative operations.

Abstract One of the primary goals of the education system and educational leaders is to cultivate responsible and competent citizens. The present study aimed to examine the effectiveness of teaching philosophy for children on the citizenship education of fourth-grade female students in the city of Ashkezar. The research employed a quasi-experimental method with a pre-test–post-test design and a control group. The statistical population included all fourth-grade female students in Ashkezar, from which 30 students were selected through convenience sampling and randomly assigned to experimental (n = 15) and control (n = 15) groups. Data were collected using the citizenship behavior questionnaire developed by Marcusi and Ixin. Philosophy instruction was delivered to the experimental group in twelve 60-minute sessions. The collected data were analyzed using ANCOVA and MANCOVA in SPSS. The results of the covariance analysis indicated that teaching philosophy for children significantly improved the citizenship behavior of fourth-grade female students. Furthermore, the MANCOVA results showed significant differences between the experimental and control groups across all components, with the experimental group demonstrating substantially higher post-test means. Considering the observed differences in citizenship behavior and the importance of fostering such behavior among students, educational leaders are encouraged to place greater emphasis on implementing philosophy-for-children programs.

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 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.

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 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.

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 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.

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 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.