Educational Leadership Research

Abstract Since teachers’ procrastination and job burnout—especially in underprivileged regions—undermine their motivation and efficiency, and educational leadership can influence these two variables, the present study aimed to examine the predictive power of school principals’ leadership styles for procrastination and job burnout among secondary school teachers in Bashagard during the 2023–2024 academic year. This correlational study included a statistical population of 315 teachers, of whom 172 were selected as the sample through stratified random sampling. Data were collected using the Tuckman Procrastination Questionnaire (1991), the Maslach Burnout Inventory (1997), and a researcher-developed questionnaire to assess leadership styles. Considering the non-normal distribution of variables, Spearman’s correlation and multiple regression analysis were applied. The results showed that principals’ leadership style has a negative relationship with both procrastination and job burnout, with coefficients of 0.35 and 0.63, respectively, while a positive relationship with a coefficient of 0.29 was observed between procrastination and job burnout. Regression analysis indicated that leadership styles significantly predict the changes related to procrastination and job burnout, with coefficients of 0.27 and 0.44, respectively, and the predictive power of leadership style for job burnout was stronger than for procrastination. Therefore, effective leadership styles can help reduce teachers’ procrastination and job burnout, thereby improving their educational performance and psychological well-being, particularly in disadvantaged regions such as Bashagard.

Abstract The present study aimed to design and validate a resilience model for elementary schools. This research utilized an exploratory mixed-methods approach (qualitative-quantitative). The qualitative sample consisted of 17 academic experts and exemplary teachers and principals from West Azerbaijan province, selected through purposive sampling based on theoretical saturation. In the quantitative phase, the statistical population included all elementary school teachers in Urmia during the 2024-2025 academic year, with 346 participants selected through stratified random sampling using Cochran's formula. Data collection instruments included semi-structured interviews in the qualitative phase and a researcher-made questionnaire in the quantitative phase. Interview data were analyzed using thematic analysis in MAXQDA2020, while quantitative data were analyzed using SPSS26 and Smart-PLS3. Qualitative findings revealed that the resilience model for elementary schools comprises eight overarching themes: infrastructural factors, structural factors, managerial factors, cultural factors, pedagogical factors, teacher agency, student resilience, and stakeholder support. Quantitative results demonstrated that all observed variables had acceptable factor loadings on their respective latent variables and were significant at the 0.01 level. The Goodness of Fit (GOF) index value of 0.622 indicated a favorable fit for the overall research model. The designed model can effectively enhance the quality and resilience of the educational system.

Abstract Abstract
Objective: The study aims to investigate the impact of person-organization fit on innovative work behavior with an emphasis on the mediating role of employees' emotional labor in the education department of Sanandaj. This research is applied in terms of its objective, descriptive in terms of data collection and analysis, and correlational in terms of hypothesis testing.
Research Method: Data was collected using a standard questionnaire. The reliability of the questionnaire was assessed using Cronbach's alpha coefficient, and content and construct validity were used to evaluate its validity. The statistical population of this study consists of employees of the education department in Sanandaj, totaling 5,800 individuals. A sample of 360 participants was selected using a convenience sampling method. For statistical analysis, two software programs, SPSS 25 and PLS 3 SMART, were used.
Findings: The results showed that person-organization fit has a positive and significant impact on innovative work behavior and emotional labor. Emotional labor also has a positive and significant impact on innovative work behavior, and person-organization fit, through the mediation of emotional labor, has a positive and significant impact on innovative work behavior.
Conclusion: Person-organization fit and emotional labor, which is the result of the individual's internalization process, guide the employees' mental states, leading to the demonstration of creative performance and innovative behavior.

Abstract The present study was conducted with the aim of developing a model for empowering good and transcendent governance in the education system. This research employed a qualitative approach, utilizing two methods: meta-synthesis and thematic analysis. The study population consisted of two parts: for the meta-synthesis, books, articles, dissertations, and relevant documents were reviewed; for the thematic analysis, expert participants were selected—experienced education professionals with relevant academic backgrounds. Using purposive theoretical sampling and following the saturation principle, interviews were conducted with seven individuals. Data collection was carried out using a meta-synthesis data sheet and a semi-structured interview protocol. Thematic analysis was employed for data analysis, through which basic, organizing, and global themes were extracted. To ensure the confirmability and transferability of the findings, researcher self-audit and a structured process of documentation and reporting were applied. The findings indicated that the model for empowering good and transcendent governance in education comprises three dimensions. The "good governance" dimension includes components such as rule of law and respect for regulations, responsibility and accountability, clarity and transparency, participation and consensus, effectiveness and efficiency, capacity building, value development, and predictability. The "transcendent governance" dimension encompasses components such as a theocentric worldview, ethics-based leadership, people-centeredness, legitimacy and acceptability, effectiveness, and both material and spiritual perfection. Finally, the empowerment strategies identified include training and professional development, collaborative professional learning communities, individual development planning, and the enhancement of coaching and mentoring systems.

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 education system plays a central role in societal development. The emergence of innovative behavior and job optimism among its employees is a key factor in this system’s effectiveness. Accordingly, this research aimed to conduct a structural analysis of the relationship between knowledge-based leadership and teachers' innovative behavior, with the mediating role of teachers' job optimism. This study, in terms of purpose, is applied research, and in terms of method, it is descriptive-correlational, based on structural equation modeling. The statistical population consisted of primary school teachers in Tabriz, selected through cluster sampling from districts 2 and 5. From among 2058 teachers, using the Morgan table, 353 individuals (178 women and 175 men) were randomly selected. The data collection tools included standardized questionnaires for knowledge-based leadership (Donate et al., 2014), pedagogical knowledge (Şahin, 2011), innovative behavior (Janssen, 2000), and job optimism (Rutten Geus et al., 2005). Expert opinion was used for the validity of the questionnaires, and Cronbach's alpha test was used to determine their reliability. The reliability coefficients for the questionnaires on managers' knowledge-based leadership, pedagogical knowledge, teachers' innovative behavior, and teachers' job optimism were calculated as 0.95, 0.93, 0.90, and 0.82, respectively.
For data analysis, confirmatory factor analysis and structural equation modeling were used. The results indicated a significant relationship between the variables of managers' knowledge-based leadership, pedagogical knowledge, and innovative behavior with teachers' job optimism. Furthermore, out of the total seven research hypotheses, the significance level for all of them exceeded 1.96; consequently, all research hypotheses were confirmed.

Abstract The education organization of Sistan and Baluchestan Province is facing one of the highest dropout rates in the country. Since the crises in the education of Sistan and Baluchestan have their own complexities, the present study was conducted to provide a local model for crisis leadership and determine its key drivers in this organization. This study is a mixed exploratory research that was conducted in two qualitative and quantitative parts. Accordingly, based on interviews with 15 education experts, a qualitative model of crisis leadership was designed in the form of content analysis, including two overarching themes, six organizing themes, and 27 basic themes. The validity of the qualitative model was examined using the content validity index technique, and the reliability of the qualitative model was examined using the test-retest reliability method. Next, the key drivers were determined using the social network analysis technique; accordingly, four variables were identified as key variables: "implementation of the free and public education law, maximum teacher recruitment, construction and development of public schools, and utilization of the capacity of economic foundations." The present study, while presenting a coherent and indigenous model, emphasizes the importance of focusing on four key drivers. Strategic focus on these factors provides a practical roadmap for managers to direct limited resources to the most effective measures and fundamentally confront the educational crises in Sistan and Baluchestan province. These findings provide a suitable platform for increasing the effectiveness of leadership during crises and ultimately reducing the number of dropouts in this province.

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 In today’s highly competitive environment, where open innovation has emerged as a vital paradigm for the advancement of educational organizations, it is essential to implement strategies that facilitate the acquisition, sharing, and purposeful utilization of cross-boundary knowledge and ideas. Accordingly, the present study was conducted to examine the role of educational management in open innovation, employing structural equation modeling to assess the mediating function of problem-solving competence among the employees of Hakim Sabzevari University. This research is applied in terms of purpose and descriptive–correlational in terms of nature and methodology, utilizing structural equation modeling (SEM). The statistical population consisted of all administrative staff and faculty members employed at Hakim Sabzevari University during the first semester of the 2024–2025 academic year. From this population, a sample of 226 participants was selected using proportionate stratified random sampling. Data were collected using three standardized and validated questionnaires measuring educational management, open innovation, and problem-solving competence, which were distributed among the selected participants. The findings revealed that educational management is positively associated with open innovation; however, through the mediating role of problem-solving competence, educational management does not exert a significant positive indirect effect on open innovation at Hakim Sabzevari University. This result implicitly suggests the inefficiency or insufficiency of the current level of problem-solving competence within the university’s organizational structure in translating educational management policies into open innovation outcomes.

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 The present study aimed to design and validate a value-based, skills-oriented curriculum model for leading the first cycle of secondary education in Iran's educational system using an exploratory-sequential mixed-methods approach (qualitative-quantitative). In the qualitative phase, semi-structured interviews were conducted with 12 curriculum planning and educational management experts (purposeful sampling continued until theoretical saturation). The data were analyzed using thematic analysis in MAXQDA 2020. In the quantitative phase, a 56-item Likert-scale questionnaire was administered to 382 teachers and principals of the first cycle of secondary education in Golestan province (stratified random sampling, Cochran's formula). The model fit was confirmed using Smart PLS, and a strong overall goodness-of-fit index (GOF=0.854) was obtained. The findings revealed that the proposed model achieved a very high consensus across five dimensions: necessity, objectives, content, teaching-learning methods, and assessment. Notably, there was 100% consensus on cultivating problem-solving skills, preparation for real life out of school, increasing motivation, project-based and collaborative learning, technology integration, performance assessment, continuous feedback, flexible content, and full alignment with societal needs. By emphasizing life and soft skills, moral values, practical activities, and talent discovery, this model transforms students into responsible, creative, and self-confident citizens and effectively bridges the gap between traditional education and real life.

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 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 aimed to study teachers' narratives of the concept of imagination in a kindergarten environment. This is an interpretive and qualitative study that was conducted with a narrative writing strategy and a pre-narrative sub-strategy. The participants were 20 experienced teachers, "11 men and 9 women." Purposive sampling (heterogeneous) was carried out with maximum diversity. A semi-structured interview protocol was also used to collect data and continued until theoretical saturation was reached. In addition, data coding was carried out using the Brown and Clark’s (2012) model, using thematic analysis. Finally, the collected data were analyzed through MAXQDA 20 software. The results showed that four meta-narratives were developed as "context-oriented, application-oriented, interaction-oriented, and progress-oriented" from understanding and imagining the concept of imagination. Despite the diversity of meta-narratives, the basic skills for cultivating the concept of imagination require "creativity and originality, mental flexibility, divergent thinking, and tolerance for ambiguity." Finally, their emphasis, in addition to challenges and obstacles, was on concepts such as “cognitive limitations, social culture, organizational barriers, and psychological factors” that the participants emphasized. Therefore, examining and identifying these themes can help to better understand the paths of cultivating imagination and designing effective solutions to deal with challenges.

Abstract The study aims to design the antecedents and consequences model of coach-oriented organization in the Iranian education system using a descriptive-correlational research method. The statistical population of the study was 328 school principals (179 women and 149 men) in Zahedan during the academic year 2024-2025.Using a random-stratified sampling method (by gender) and according to the Cochran sampling formula, 177 (97 women and 80 men) school principals were selected. The data collection tool was a 58-item questionnaire that was developed based on the research of Golparvar et al. (2023). The structural equation model was used to analyze the data with the help of SmartPLS software. The findings showed that antecedents related to the coach (β=0.32, t=3.86), antecedents related to the coachee (β=0.27, t=3.51), and organizational antecedents (β=0.31, t=3.97) have a positive and significant effect on the formation of a coach-oriented organization. The coach-oriented organization also has a positive and significant effect on the consequences of individual (β=0.78, t=29.35) and consequences organizational (β=0.62, t=17.08). These findings indicate that in order to create a mentor-oriented organization with positive outcomes such as organizational development and excellence, training expert and efficient human capital, improving performance and increasing productivity, improving organizational communications and managing organizational conflicts, creating a learning and teaching organization, and a supportive, uplifting, and motivating organizational environment, attention should be paid simultaneously to human factors (personality traits, knowledge, skills, and attitude of the mentor and trainee) and organizational factors (management and leadership strategies, organizational culture, and organizational structure). Based on the fit indices (NFI=0.667, d_G=0.821, d_ULS=3.705, χ2=776.385 SRMR=0.086), it was determined that the model has appropriate validity.

Abstract The present study aimed to identify the challenges of teacher empowerment from the perspective of teachers and principals of elementary schools. The research method used was qualitative and phenomenological. The study population included teachers and principals of elementary schools in Tehran's District 2 during the academic year 2021-2022. Purposive sampling was used, and 34 people were selected, including 24 teachers and 10 principals, and sampling continued until theoretical saturation was reached. Semi-structured interviews were used as the research tool. The data were analyzed using content analysis (open, axial, and selective coding). According to the results, the challenges facing teacher empowerment are: managerial challenges, financial obstacles, personal issues of teachers, and inappropriate course content. From the perspective of school teachers, the most important challenge related to managerial challenges is teachers' personal issues. From the perspective of administrators, teachers' personal issues are among the most important challenges to their empowerment. The overall results of the study indicate that currently, from the perspective of teachers and administrators, teacher empowerment in schools faces many challenges, although there are schools that are seeking to empower their teachers in a new and efficient way.

Abstract The present study aims to examine the relationship between transformational leadership and organizational entrepreneurship, emphasizing the mediating role of organizational learning and innovation culture in the Education Department of Bahnamir. This study is applied in purpose and correlational in method, conducted using a cross-sectional design. The statistical population consisted of 290 employees of the Bahnamir Education Department, from whom 169 individuals were selected through simple random sampling. Data were collected using a questionnaire organized into three main sections: a cover letter, demographic information, and items related to the study variables. The collected data were analyzed using SPSS and Smart PLS software. The findings indicated that transformational leadership (+0.27), organizational learning (+0.36), and innovation culture (+0.22) have significant and positive effects on organizational entrepreneurship. Moreover, transformational leadership was found to strongly influence organizational learning (+0.69) and innovation culture (+0.70). The mediating roles of organizational learning and innovation culture in the relationship between transformational leadership and organizational entrepreneurship were also confirmed. These results highlight the importance of transformational leadership in promoting organizational learning and fostering an innovation-oriented culture, both of which contribute to enhancing organizational entrepreneurship.

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 School principals play a critical role in the educational process, and their lived experiences can offer valuable insights. The present study aimed to develop a phenomenological understanding of elementary school principals’ lived experiences and perceptions regarding personal development plans. This qualitative research was conducted using a phenomenological approach, and data were collected through in-depth, semi-structured interviews. Thirteen primary school principals were purposively selected based on specific inclusion criteria, and interviews continued until data saturation was achieved. The data were analyzed using Van Manen’s (1990) six-stage reflective analysis model. Four overarching themes were identified from 14 initial sub-themes: (1) the preparation-oriented perspective of personal development plans, (2) the practical perspective, (3) the outcome-based perspective, and (4) other viewpoints on personal development plans. This study contributes a deep, phenomenological insight into how elementary school principals experience and interpret personal development planning, which can inform and enhance managerial and educational practices. The identification of coherent and impactful perspectives on personal development can facilitate the effective implementation of leadership development programs in schools.

Abstract The management style of kindergartens and preschools refers to the set of procedures, strategies, and methods that managers employ to carry out their tasks and manage available resources. Such management styles can directly influence the quality of education, the learning environment, and the overall performance of these institutions. The purpose of this study was to identify the management styles of kindergarten and preschool centers in Tehran. The study population consisted of managers of kindergartens and preschools in Tehran who provide care and education for children aged 3 to 6 under the supervision of the Ministry of Education. This research adopted a qualitative phenomenological approach based on Colaizzi’s method. To ensure validity, content validity and expert judgment were applied, and for reliability, the views of 12 kindergarten and preschool managers were used until theoretical saturation was reached. Data were collected through interviews and analyzed using thematic analysis. The findings revealed four main management styles in Tehran’s kindergarten and preschool centers: participatory management, supportive management, transformational management, and authoritarian management. These results may provide valuable insights for managers of early childhood education centers in Iran, helping them to improve both their management practices and the overall performance of their institutions.