Educational Leadership Research

Abstract Aims: This study was an attempt to examine the employment status of the graduates . The authors tried to determine to what extent the graduates were employed in organizations and companies that were related to their field of study and to what extent the university prepared the graduates for the work market. In addition, The participants of the study consisted of three groups of graduates between the years 2004 and 2008. Methods: The research method used in this research is descriptive and survey-based approach. The method used for sampling was accessible method. Data was collected through a questionnaire and analysed by the descriptive methods.Results:The main results were: 1) the employment rate of graduates while studying in the master level was 22.5 percent, and after graduation this rates reached 80 percent, and 2) most of the graduates worked in the public sector especially in higher education and educational training system. Additionally, the rate of employment in the industrial sector has increased in recent years. Conclusion: The results reveal that the duration between graduation and employment ranged from 3 months to 1 year. Eventually, the suggestion of graduates for the optimal preparing of students for the work market is offered.

Abstract Taking the fundemnentals of ontology, epistemology and methodology into consideration, EA like other academic fields is widely influenced by the overall evolution of scientific paradigms.The first studies of EA were formed by "positivism school" in the early 20th century and since then interpretative, critical and post modern paradigms ensued. any studies have been done by EA researchers using these paradigms. The current article aims at applying and promoting the concepts derived from critical paradigm in the field of EA consisting two parts. The first part describes background and evolution of the theoritical approach involved in EA, followed by an indication of critical paradigm in the field of EA.The second part is devoted to presenting and summarizing one of the most authentic books in the field of critical paradigm in EA titled "Paradigms and Promises: New Approaches to Educational Administration" written by William Foster in 1986 and translated into Farsi by Dr Ali Alagheband in 2021. The article concludes by presenting some further applications of critical paradigm in the field of EA.

Abstract One of the fundamental aspects of education in Iran is its ethnic diversity, which necessitates fostering respect for different ethnic groups. This is particularly evident in school management. The present study aimed to design a management model for schools in multiethnic areas. To achieve this, a qualitative research method was employed using the grounded theory approach based on Strauss and Corbin’s framework. The research field included university professors, school principals, and teachers from multiethnic regions of Razavi Khorasan province. Data were collected through semi-structured interviews with 14 school principals, 8 teachers, and 4 university professors, selected using purposive theoretical sampling. The findings indicate that participatory and constructivist management based on multiculturalism serves as the central phenomenon, influenced by individual, organizational, and social factors. The causal conditions encompass fostering a peaceful school environment, recognizing the value of multicultural management, and establishing a supportive cultural framework. Intervening factors include participatory leadership, facilitation, and professional knowledge and awareness. The identified strategic approaches involve strengthening a culture of collective participation, enhancing managerial skills, and promoting a school-centered management approach. These findings suggest that school management in multiethnic areas should take ethnic diversity into account and facilitate the development of participatory management dynamics within these regions.

Abstract The present study aimed to examine the relationship between managers’ managerial style and professional ethics and employees’ self-efficacy in the Department of Education in Dezful City. The research employed a descriptive–correlational design. The statistical population consisted of 856 employees of the Department of Education in Dezful, from which a sample of 260 participants was selected through convenience sampling. Three instruments were used in the study: the managerial style questionnaire by Salzmann and Anderkuluk (1982), Cadozier’s (2009) professional ethics assessment, and the self-efficacy scale developed by Riggs and Knight (1994). The validity of the instruments was confirmed by experts, and reliability was assessed using Cronbach’s alpha coefficients, which were 0.79 for managerial style, 0.84 for professional ethics, and 0.88 for self-efficacy. Data were analyzed using descriptive statistics and inferential methods, including Pearson correlation, enter multiple regression, and stepwise regression. The findings indicated a positive and significant relationship between managers’ managerial style and professional ethics and employees’ self-efficacy. Furthermore, the simultaneous regression analysis showed that managerial style and professional ethics together explained 67.5% of the variance in employees’ self-efficacy.

Abstract The present study aimed to investigate the effect of educational leadership based on emotional intelligence on self-control and classroom management style among elementary school teachers. This quasi-experimental research employed a pretest-posttest control group design. The statistical population included all elementary school teachers in Tehran who exhibited weaknesses in self-control and classroom management, had a history of violence against students, and had referred to counseling and behavioral adjustment centers during the first half of 2024. Based on inclusion criteria, a total of 14 participants were selected through purposive sampling and were randomly assigned to experimental and control groups (7 participants in each group). The experimental group received an educational leadership training program grounded in emotional intelligence, based on the Mayer and Salovey (2004) model, over eight 90-minute sessions. The control group received no intervention during this period. Data collection instruments included the Self-Control Scale developed by Grasmick et al. (1993) and the Classroom Management Style Questionnaire developed by Amin Yazdi and Aali (2008). Data were analyzed using multivariate analysis of covariance (MANCOVA). The findings indicated a statistically significant improvement in self-control in the experimental group compared to the control group (P = 0.001, η² = 0.37). However, no significant difference was observed in classroom management style between the two groups. Based on these results, it can be concluded that educational leadership training based on emotional intelligence had a positive impact on improving self-control in elementary school teachers but did not produce a significant change in their classroom management style.

Abstract The evaluation of school principals’ performance plays a crucial role in improving educational quality and supporting effective school leadership. Considering rapid development of digital technologies and the increasing use of intelligent systems in educational management, we need smart approaches for performance evaluation. The present study aimed to identify and conceptualize the factors affecting the smart evaluation of school principals’ performance. As a qualitative research, we adopted the Sandelowski and Barroso’s (2006) seven‑step model of meta-synthesis. Relevant studies published between 2013 and 2024 were systematically retrieved from major scientific databases and screened through several stages of selection and quality assessment. The selected studies were analyzed using coding and thematic synthesis to identify key themes and patterns in the literature. The findings revealed several interrelated dimensions that shape smart performance evaluation systems in educational settings, including technological, ethical, operational, educational, and behavioral aspects. These dimensions collectively influence the design, implementation, and effectiveness of evaluation systems supported by intelligent technologies. The study concludes that adopting smart evaluation approaches can enhance transparency, accountability, and evidence‑based decision‑making in school management and provides a conceptual framework that may support policymakers and educational administrators in improving performance evaluation systems.

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 This study analyzed teachers' experiences regarding undesirable behaviors of elementary school principals. To do so, qualitative and phenomenological approaches were employed. The statistical population of the study included all elementary school teachers in Districts 1 and 2 of Sanandaj (Iran) during the academic year 2024–2025. Data were collected through semi-structured interviews and analyzed using thematic analysis and theme-network methods. After conducting in-depth interviews with 14 participants, selected purposefully through snowball sampling, theoretical saturation was achieved. In order to ensure data validity and reliability, interview transcripts were reviewed and confirmed by participants. Also, extracted codes from four interviews were peer-reviewed to demonstrate acceptable inter-coder agreement. Results indicated that undesirable managerial behaviors of principals were manifested at two levels. The first one was organization-oriented behaviors (financial and managerial deviations), and the second one was subordinate-oriented behaviors (discrimination, authoritarianism, rudeness, humiliation, excessive demands, lack of support, and poor interpersonal relationships).The consequences of such behaviors at subordinate level were reduced motivation and job satisfaction, increased sycophancy, undermining, pretense of work, heightened anxiety, and aggression. It happens while the consequences at the organizational level were erosion of organizational cohesion, decreased organizational commitment, wastage of material and financial resources, and lack of staff participation in decision-making. In order to eliminate or reduce such behaviors, steps should be taken to enhance principals' ethical competencies.

Abstract Spirituality in the workplace, new concepts in recent years in the business and management literature has emerged. The purpose of this study was to investigate the relationship between spirituality and organizational commitment is the University of Kermanshah. The purpose of this study in terms of the application, in terms of performance and in terms of descriptive statistics is descriptive The study sample included all staff Razi University (500), who worked in the first half of 2014. Morgan and the sample using the sampling method, 200 questionnaires were selected with the help of organizational spirituality (Shamus and Dvchun, Mylemn 2000, 2003) and organizational commitment (Khan, 2002) were evaluated. To analyze the data, descriptive and inferential statistics (t two independent groups, Pearson correlation & stepwise regression) was used. Results showed a significant positive correlation between the dimensions of organizational spirituality and organizational commitment & Average score for the overall organizational spirituality, in line with organizational goals and continuous commitment of men more than women. Organization spirituality scores overall, alignment with organizational goals and continuous commitment of men than women. Check other assumptions indicate that the dimensions of organizational spirituality and organizational commitment there. Based on regression analysis of solidarity with colleagues and spiritual dimensions of organizational alignment with the organization's goals were positive predictors of emotional commitment and solidarity with colleagues, it is anticipated that ongoing commitment. Overall scores are positive predictors of organizational spirituality was for normative commitment.

Abstract This study aimed to investigate the role of teachers’ attitudes and school culture in predicting the self-efficacy of primary school teachers. The research was applied in purpose, quantitative in nature, and employed a descriptive-correlational design. The statistical population included all primary school teachers in Ardabil during the 2023–2024 academic year, totaling 2, 600 individuals. Based on Cochran’s formula, a sample of 335 teachers (male and female), with an average age of 40 years and predominantly holding bachelor's, master’s, and doctoral degrees, was selected using stratified random sampling. Data were collected using three standardized questionnaires: the Teacher Self-Efficacy Scale by Tschannen-Moran & Woolfolk Hoy (2001), the School Culture Questionnaire by Gruenert (2005), and the Professional Attitudes Questionnaire by Iqbal (2013). The surveys were conducted virtually over a two-month period through the Shad platform. Data analysis was performed using regression analysis with SPSS version 25. The results confirmed the overall regression model, indicating that both teachers’ attitudes and school culture significantly predicted teacher self-efficacy (p < 0.05). Based on the findings, the study recommends implementing continuous professional development programs, fostering collaborative spaces for experience-sharing, involving teachers in school decision-making, encouraging professional growth, enhancing interpersonal skills, and promoting a culture of innovation and transformation.

Abstract Identifying a specific competency model for selecting managers in an organization is a crucial approach to ensuring managerial effectiveness. Given the importance of competencies in selecting efficient managers in the oil industry, this applied study aimed to identify key managerial competencies and to design and validate a competency model for managers of the Iran Oil Terminals Company. The study population consisted of all senior and executive managers of the company in 2023, from which a sample was selected using both random and purposive sampling methods. A mixed-method approach, combining both qualitative and quantitative techniques, was employed for data collection and analysis. The study utilized in-depth behavioral event interviews, expert panels, thematic analysis, job analysis, and Q methodology to determine the specific competencies. The final competency model was structured into three main dimensions: individual competencies, managerial competencies, and organizational competencies, comprising nine core themes and 43 sub-themes. The validation findings confirmed that the proposed competency model effectively distinguishes between high-performing and average managers, demonstrating "concurrent cross-validation." Additionally, the results of "concurrent construct validation" indicated that high-performing managers scored significantly higher on the competency model than their average-performing counterparts. The test-retest reliability of the competency model was estimated at 0.87, while the inter-rater reliability was calculated at 0.83.

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 This study reflects on the pivotal barriers of the university graduates’ employment for effective educational leadership and policymaking. For this purpose, a qualitative approach and descriptive phenomenology method were utilized. The sixteen participants were academic and research experts with backgrounds in related research fields, selected through purposive snowball sampling to reach theoretical saturation in the findings. Data collection was carried out through semi-structured interviews, and the obtained data were analyzed using the Graneheim and Lundman’s (2004) inductive approach of content analysis. The findings indicated that the fundamental issues of higher education graduates’ employment in Iran are rooted in the misalignment of university programs and curricula with the actual needs and skills of various industry, society, and labor market sectors, the mismatch between the supply and demand levels of graduates with the country's needs, the non-knowledge-based nature of the economy, industries, and market of the country, the prevalence of credentialism (degree as a sign of prestige) culture in education and employment, and the lack of appropriate entrepreneurship culture and training among university graduates. The study encapsulates three basic concepts: First, one of the main reasons for the unemployment of university graduates in Iran is the gap between academic education and the skills required by the labor market. Second, effective interaction with the labor market is considered the missing link in the management of Iran's academic system. Third, the academic education process in Iran emphasizes scientific theories rather than the integration of theory and practice and skill-based training.

Abstract The aim of this study was to evaluate the performance of supervisors and doctoral students at Allameh Tabataba’i University in the process of conducting and writing doctoral dissertations. The research method was descriptive. The study population included two groups: faculty members who had supervised at least one doctoral dissertation during the academic years 2020–2023 (1399–1402), and doctoral students who had defended their dissertations during the same period. All accessible members of both groups were included as the research sample. To evaluate supervisors’ performance from the students’ perspective, a questionnaire consisting of four components-effective attention, effective empathy, effective empowerment, and effective professional boundaries-was used. Its construct validity was confirmed through factor analysis, and its reliability was estimated at 0.97 using Cronbach’s alpha. To evaluate doctoral students’ performance from the supervisors’ perspective, another questionnaire consisting of four components-effective participation, effective interest, effective commitment, and effective interaction-was employed. Its construct validity was confirmed by factor analysis, and its reliability was estimated at 0.96 using Cronbach’s alpha. A total of 120 faculty members and 120 doctoral students completed the questionnaires. Data analysis using a one-sample t-test showed that, overall, the performance of both supervisors and doctoral students was acceptable (above the mean score of 3). The components of effective attention, effective empathy, and effective professional boundaries were acceptable at the 95% confidence level, whereas the component of effective empowerment was not statistically acceptable. All components of students’ performance were acceptable at the 95% confidence level; however, the mean scores indicated that these performances did not reach the desirable level.

Abstract Classroom management was considered one of the essential skills for teachers, which could be influenced by psychological factors such as stress and emotional exhaustion. Understanding these factors improves the quality of teacher training programs. This study aimed to investigate the relationship between perceived stress and emotional exhaustion with classroom management ability among student teachers. The research followed a descriptive-correlational design, and the statistical population included all student teachers at Imam Ali Campus of Farhangian University in Gilan Province in 2024. 180 participants were selected through census sampling. Data were collected using the Classroom Management Style Questionnaire by Yazdi and Ali (2013), the Perceived Stress Scale by Cohen, Kamarck, and Mermelstein (1983), and the Emotional Exhaustion subscale from the Maslach Burnout Inventory by Maslach and Jackson (1981). Due to the non-normal distribution of data, Spearman’s correlation test was used for analysis. The results indicated that there was no significant relationship between perceived stress and classroom management ability, whereas a significant negative relationship was found between emotional exhaustion and classroom management. These findings suggested that emotional exhaustion had a stronger adverse effect on management skills than perceived stress. It was concluded that including psychological support interventions and emotion regulation workshops in teacher training programs could help enhance the emotional resources of student teachers.

Abstract Organizational silence is a critical issue in educational environments, as it can hinder effective communication and impede institutional development. This study aimed to examine the impact of organizational cynicism on teachers’ organizational silence, with the mediating role of job plateauing. The research followed a descriptive-correlational design using structural equation modeling (SEM). The statistical population consisted of all middle and high school teachers in Salas Babajani County. Based on Krejcie and Morgan’s table, a sample of 200 teachers was selected through stratified random sampling. Data were collected using the Job Plateauing Questionnaire by Allen et al. (2004), the Organizational Cynicism Scale by Dean et al. (1998), and the Organizational Silence Questionnaire by Dyne et al. (2003). The content and face validity of the instruments were confirmed by experts, and their reliability was assessed using Cronbach’s alpha. The results showed that organizational cynicism has a direct effect on organizational silence. Additionally, job plateauing significantly affects both organizational silence and organizational cynicism. Moreover, organizational cynicism indirectly influences organizational silence through job plateauing. These findings suggest that teachers' organizational cynicism not only directly contributes to organizational silence but also intensifies it through the experience of job plateauing. In light of these results, it is recommended that educational administrators work to mitigate factors contributing to organizational cynicism and job plateauing in order to reduce organizational silence among teachers.

Abstract Entrepreneurship is a strategic lever for economic development, and nurturing entrepreneurs is a prerequisite for the economic advancement of societies. In recent years, hybrid entrepreneurs have drawn increasing attention from researchers due to their higher likelihood of success and the greater survival rates of their ventures. The present study aimed to examine the necessity of nurturing hybrid entrepreneurs among faculty members as educational leaders within the higher education system. This research adopted a qualitative approach based on Grounded Theory using Glaser’s emergent methodology. Semi-structured interviews were employed as the data collection tool. Through purposive sampling, interviews were conducted with 16 entrepreneurial faculty members. To ensure the rigor of the study, the four criteria of credibility, transferability, dependability, and confirmability were applied. Data analysis was carried out in two stages: substantive coding and theoretical coding. The findings revealed 22 codes organized into 9 concepts—economic motivations, psychological needs, global changes, shifts in upstream policymaking, the high failure rate of full-time entrepreneurs, successful hybrid entrepreneur models, financial access, communication and social networks, and supportive positioning—and 4 subcategories (individual factors, socio-cultural factors, economic factors, and job-related conditions) across micro, meso, and macro levels as causal conditions underlying the necessity of cultivating hybrid entrepreneurs among faculty members. To fully leverage the capacities and talents of faculty members as an educated and influential group within higher education, it is essential for the system to provide more opportunities and adopt supportive and operational policies that facilitate the development of hybrid entrepreneurship among faculty members who are inclined toward entrepreneurial activities.

Abstract The main goal of the current research was to construct and validate the organizational bullying questionnaire in medical-educational centers. The current research was a correlational survey in terms of its practical purpose and methodology. The statistical population included all doctors, nurses and employees working in educational and medical centers of Tabriz in 2022. A statistical sample of 250 people was selected using available sampling method. The data collection tool was a researcher-made questionnaire, the face validity of which was confirmed by 4 experts in the field of evaluation and measurement, and the reliability of the tool was estimated through Cronbach's alpha coefficient as 95. Exploratory and confirmatory factor analysis and SPSS and AMOS software were used to analyze the data. The results showed that the organizational bullying questionnaire included 6 components of unilateral exercise of power, discrimination, unrelated human resource management, abuse of job position and weak implementation of the law, management based on fear and imposing additional burden and .72 the variable explains organizational bullying. The results of this research can be used in formulating regulations to prevent bullying in educational and therapeutic organizations.

Abstract The purpose of this study was to investigate the impact of the digital economy in higher education on entrepreneurial intention, based on the Theory of Planned Behavior. In terms of purpose, this research is applied, and in terms of data collection, it is descriptive and causal. The statistical population consisted of 500 students at the University of Tehran, from whom 209 were selected as the sample using Cochran’s formula and random sampling. Data were collected using the standard Entrepreneurial Intention Questionnaire developed by Liñán and Chen (2009) to measure entrepreneurial intention; the questionnaire developed by Ozaralli and Ruanberg (2016) to assess personal attitude and perceived behavioral control; and the scales designed by Ben Youssef et al. (2020) to measure digital economy support. The reliability of the instruments was confirmed through Cronbach’s alpha and composite reliability, while validity was established through face and content validity as well as construct validity. The findings revealed that personal attitude and perceived behavioral control are the main determinants of entrepreneurial intention, with perceived behavioral control exerting a stronger influence than personal attitude. The structural model further indicated that these two factors explain approximately 88% of the total variance. Based on these results, it is recommended that universities place greater emphasis on training and strengthening students’ academic and practical skills.

Abstract The aim of the research is to design a hybrid educational leadership model based on the five pillars of the organization. This research is fundamental (results), exploratory (purpose), and mixed-methods (research methodology) First, based on the research literature on virtual, Telecommuting, and hybrid education, the factors affecting hybrid educational leadership were identified, then they were categorized based on Mintzberg's five organizational pillars; namely, the organizational environment, structure, technology, goals, and people of the organization (human resources), and a Delphi questionnaire was designed and used as the basis for data collection. Twenty school principals and experts in Darab (Iran) were selected using the snowball method, and the Delphi questionnaire was provided to them in three stages. Finally, a consensus was reached among the Delphi panel members and a hybrid educational leadership model was designed. Based on the Kendall test, technology factors had the highest consensus with a coefficient of 0.786. After that, the individual factor of employees (0.740), environment (0.695), individual of managers (0.686), structural (0.649) and finally goals (0.594) were ranked respectively. Finally; the model was implemented using Smart-PLS software among principals and deputy principals of schools in Darab city to be validated. The overall model was confirmed in terms of validity, reliability and quality of the measurement model.

Abstract The present study aimed to analyze the ethical foundations of monitoring students' virtual activities. This research is developmental-applied in nature and was conducted using a sequential exploratory mixed-methods approach. In the qualitative phase, 22 school principals and university faculty members with expertise in virtual education monitoring were selected through snowball sampling until theoretical saturation was reached. In the quantitative phase, the statistical population included elementary and secondary school principals in Bukan, from which 120 participants were selected using Morgan’s sampling table and random sampling. Data from the qualitative phase were collected through semi-structured interviews and analyzed using thematic analysis (theme, category, and concept coding). The credibility of the qualitative findings was assessed based on Guba and Lincoln’s (2000) criteria: credibility, transferability, dependability, and confirmability. Inter-coder agreement was also used to evaluate the reliability of the interview protocol. In the quantitative phase, structural equation modeling was employed. All reliability coefficients exceeded 0.70 based on Cronbach’s alpha, and both convergent and divergent validities were confirmed. The findings revealed that principals’ monitoring of students’ virtual activities is grounded in three main ethical dimensions: individual ethics of students, social ethics, and spiritual-Islamic ethical identifiers. These were further organized into nine key categories and forty components. Based on these findings, a conceptual framework was developed encompassing nine overarching themes: character education, classroom ethical identifiers, individual ethics in cyberspace, students’ educational content, teacher-student relationships, family monitoring, educational evaluation, Islamic ethics, and spiritual ethics. According to expert review, the proposed framework demonstrates strong validity and a satisfactory model fit.

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 Comparative education, as a significant branch within the field of educational sciences, examines and compares different educational systems in diverse societies. The aim of the present study is a comparative study of formal education in Iran and Iraq. The research method is qualitative comparative, and the strategy for selecting countries was "difference in social systems and similarity in educational system output." In this research, library research (documentary), domestic and international databases, and articles related to the research topic were used for data collection, and data analysis was performed based on Bereday's model. The research population includes the formal education systems of Iran and Iraq. The findings show that formal education in Iran and Iraq has differences and similarities in terms of educational system structure, curriculum content, the role of government, attention to culture and values, curriculum planning methods, and educational goals. These differences mainly stem from the political structure, cultural context, and macro-level approaches of each country in educational policymaking. Consequently, based on the research findings, considering the cultural, linguistic, and regional commonalities between the two countries, and at the same time, structural differences in the educational system, it is suggested that joint educational working groups be formed between Iran and Iraq with the aim of exchanging successful experiences, particularly in the field of educational systems. This collaboration can lead to improving the quality of education, strengthening a shared cultural identity, and also utilizing innovative curriculum planning strategies that have been effective in each country.

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.

Abstract The aim of the present study is to identify and prioritize the factors affecting the quality of in-service teacher training courses from the perspective of educational experts. This research is exploratory-descriptive (purpose), academic-oriented (audience), cross-sectional in terms of time, and based on a mixed-methods approach. A semi-structured interview with experts was used in the qualitative phase, and a researcher-made questionnaire was used in the quantitative phase. Fuzzy Delphi method was used for screening variables, and ANP network analysis method was used to identify component relationships and determine strategic components. The study population was selected through purposive and snowball sampling methods. The sample size included 15 experts. The research findings revealed that, according to the experts' viewpoint, teachers' professional development with a weight of 0.168 is of higher importance compared to other factors. Among the components of professional development, continuous monitoring and support of teachers with a relative weight of 0.274 and a final weight of 0.046 has the highest importance. The results of the research indicate that in order to improve the quality of education, there is a need for continuous monitoring and support of teachers.