Educational Leadership Research

Abstract The guidance and management of schools is the responsibility of managers who shape the educational path of students with their decisions and actions. This phenomenological research deals with the conceptualization of entrepreneurial leadership among educational managers in schools. The research field of Kurdistan province and potential participants were all the educational managers at the primary level in the city of Sanandaj, 18 of whom were purposefully (heterogenously) selected and invited to participate using a semi-structured interview protocol. Based on the data analysis, five main classes Recognized for experiencing and understanding entrepreneurial leadership. These classes include leadership and guidance (the ability of managers to guide groups towards goals and create motivation to achieve desired results), facilitating and strengthening cooperation (creating an encouraging environment for communication), creating support and support (providing the necessary resources and support). for groups in order to increase efficiency and reduce obstacles), setting strategic goals (the importance of setting long-term goals and using appropriate methods to achieve them) and strengthening creativity and innovation (creating an environment where creativity and innovation are considered as key factors in the success of the organization) take) is This hierarchical structure is formed under the influence of four components of consciousness: character, connection, destination and consequence. Each of these components helps develop and strengthen entrepreneurial leadership and enables managers to operate more effectively in dynamic and challenging environments. The findings of this research show the educational policy makers what entrepreneurial leadership is like from the point of view of principals in schools.

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.