Educational Leadership Research

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 The present study was conducted to examine the educational priorities of Farhangian University in expanding Michael Connelly’s idea of schools as practical places. The research employed a qualitative approach using inductive content analysis with an emphasis on its thematic nature. Accordingly, 12 faculty members of Farhangian University in the 2023–2024 academic year were studied through focus group interviews, selected via purposive sampling of the desirable type. To ensure data validity, the researcher’s self-review and participant checking were used, and systematic comparison was employed to confirm data reliability. The findings indicated that seven components—educational liveability, curriculum integration, knowledge cultivation, interactionism, practical teacher culture, educational self-exploration, and entrepreneurship—constitute the main codes that, along with 18 axial codes and 97 initial codes, shape the framework of schools with practical functions through university-based training. The results further suggest that Farhangian University should regard schools as a platform for the educational activities of student teachers at an experimental level. In other words, by simulating students’ professional thinking within laboratory school environments, schools can serve as a basis for educational decision-making and as an indicator for evaluating the extent to which the goals of Farhangian University are being achieved.

Abstract Although serving as a university faculty member is a demanding and challenging profession, many teachers with doctoral degrees are eager to pursue this career. The purpose of this study was to explore the motivations of PhD-holding teachers for seeking faculty positions at Farhangian University. This qualitative research employed the Classic Grounded Theory approach. The participants were PhD-holding teachers who had applied through the special recruitment call for faculty positions at Farhangian University. Using theoretical sampling and considering the principle of theoretical saturation, a sample of 10 participants was selected. Data were collected through semi-structured interviews. The interviews were analyzed and the paradigm model was developed through open coding, memo writing, selective coding, and theoretical coding. MAXQDA 20 software was used to facilitate coding and to construct the paradigm model. The validity of the study was ensured based on Maxwell’s validation criteria. The findings revealed 50 open codes, 14 concepts, and 6 categories. The core category identified was the exclusionary climate of schools and educational departments, which emerged as the primary reason for PhD-holding teachers’ tendency to join the university faculty. This category encompassed three dimensions: exclusionary classroom climate in schools, exclusionary communication climate, and exclusionary administrative climate. Other identified categories included the enhancement of social status, the pursuit of financial and material opportunities, the advancement of scientific growth, the development of autonomy and independence, and the experience of dynamism and effectiveness. Finally, these findings are discussed in relation to prevailing theories of motivation.

Abstract The current research was conducted with the aim of designing a virtual education model using the interpretive structural modeling method at Farhangian Khorasan Razavi University. This research was a descriptive survey-cross-sectional type in terms of practical purpose and implementation method. The current study population was the staff and faculty members of Farhangian Universities of Razavi Khorasan Province, including two campuses of Brothers and Sisters and five faculty centers, each center was considered one floor. According to the principle of theoretical saturation, the samples of the present study were determined by 13 people who were selected by stratified random sampling method after checking the inclusion criteria. The data of this study were collected through interviews and research literature of library studies (content validity was confirmed above 70% and reliability was obtained with the retest method after a two-week test) and were analyzed with thematic analysis and three rounds of Delphi. Then, by transforming the relationship matrix and creating consistency in the relationship matrix, the ISM graph was drawn and the type of variables was also determined using MICMAC analysis. According to the analysis of interviews and library studies and research literature, virtual education in Farhangian University was in the form of 12 variables. These 12 variables were stratified in 5 levels. In the fifth level, management, in the fourth level, organizational, pedagogical and technological factors, in the third level, ease of access, knowledge management and flexibility in education, in the second level, educational quality, support services, information and content and measurability,

Abstract Abstract
The present study was conducted with the aim of determining the relationship between employees' organizational silence and the management style and professional ethics of managers in Farhangian University of Zahedan. The method of doing descriptive research was correlation. The statistical population includes all employees and managers in Farhangian University of Zahedan city, 130 people, 100 of whom were selected as the sample size through Shadeh random sampling method. The research tools were organizational silence (Vakula and Boradas, 2005), managers' management style questionnaire (Moghimi, 2009) and professional ethics questionnaire (Armito et al., 2011). The content validity of the research tool and the reliability of the tool were estimated through Cronbach's alpha coefficient for the organizational silence questionnaire (0.80), managers' management style questionnaire (0.81) and professional ethics questionnaire (0.81). Pearson's correlation coefficient and multivariate regression were used to analyze the research hypotheses. The results of this research showed that there was a significant relationship between organizational silence of employees, management style and professional ethics of managers in Farhangian University. Also, there was a significant relationship between the components of organizational silence of employees with the management style and professional ethics of managers at Farhangian University, and there was also a significant relationship between the management style of managers with the professional ethics of managers and its components at Farhangian University. Among managers' management styles, managers' collaborative management style could predict 68% of employees' organizational silence, and among the components of professional ethics, managers' social responsibility component could predict 60.8% of employees' organizational silence.

Abstract One of the main topics of the developed educational systems in the third millennium is the importance of the role of "educational management" in advancing the goals of education. Therefore, the educational principal as a "leader", "core" and "influential factor" in the school has a fundamental role in the quality of the implementation of educational programs and the advancement of educational goals. With these conditions, the current research was conducted with the aim of identifying the categories of necessity and importance of establishing a master's programme in management and educational leadership in Farhangian University. A qualitative method with a Grounded Theory approach was used to conduct the research. The study field was all experts, professors, educational management, and leadership specialists in education organization and Farhangian University, that 21 of them were interviewed using purposeful sampling and theoretical strategy. The research tool was semi-structured interview. The findings were analyzed and validated by three-step coding. According to the results of the research "Importance and Necessity: Career, Curriculum and Content Research" as the core category, "Education and learning strategies and programmes, resources and facilities, future research and foresight and providing and preparing human resources" as causal conditions, "Development in the curriculum and learning environment, needs assessment, requirements and organizational support and networking and interaction" as strategies, the categories of "University culture and climate and the group of students and professors" as a context, "Involvement of students and professors with problems related to the organizational field" as intervening conditions, and educational and organizational categories were raised as a result. Using the results of this research can be effective in improving the leadership and management of schools and the efficiency of the educational system.