Research Paper
adel zahedbabalan; Roza Hosseinzadeh; Sanaz Hanifi Kalshani
Abstract
The purpose of this research was to study the role of teachers' attitudes and school culture in predicting the self-efficacy of primary school teachers.This research was quantitative in terms of its practical purpose and nature, and in terms of its execution method, it was a correlational descriptive ...
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The purpose of this research was to study the role of teachers' attitudes and school culture in predicting the self-efficacy of primary school teachers.This research was quantitative in terms of its practical purpose and nature, and in terms of its execution method, it was a correlational descriptive research.The statistical population of the research was all primary school teachers in Ardabil city in the academic year 1402-1403, and their number was 2600. Based on Cochran's formula, the sample size of 335 people (male and female) with an average age of 40 years and mostly bachelor's and master's degrees and doctoral degrees was determined, and these subjects were selected based on stratified random sampling. The data collection tools were the teacher self-efficacy questionnaire of Tschannen, Moran and Woolfolk (2001), the standard questionnaire of Grunert school culture (2005) and the standard questionnaire of the professional attitude of Iqbal teachers (2013), which were used virtually and online for two months in the Shad Face program. has taken And it was analyzed by regression method and using spss25 software.The results indicated that the general regression model was confirmed and teachers' attitude and school culture could simultaneously predict teachers' self-efficacy (p<0.05). Finally, considering the importance of teachers' professional attitude and school culture in line with teachers' self-efficacy, holding continuous and professional trainings, creating a common space for sharing experiences, giving teachers the opportunity to participate in school decisions, encouraging professional growth, promoting human relations skills and promoting A culture of transformation and innovation is suggested.
Research Paper
zahed faraji; S. Mahdi Hosseini; naser shirbagi
Abstract
The COVID-19 pandemic and the widespread adoption of online education have highlighted the importance of educational supervision. During this time, educational supervisors have played a crucial role in enhancing the quality of education and promoting professional development for teachers. Recognizing ...
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The COVID-19 pandemic and the widespread adoption of online education have highlighted the importance of educational supervision. During this time, educational supervisors have played a crucial role in enhancing the quality of education and promoting professional development for teachers. Recognizing the significance of supervision in online education, this qualitative study, employing a phenomenological approach, explores the experiences of educational supervision during the era of online education. The participants of this study were educational supervisors, instructional leaders, school principals, and assistant principals in the Kurdistan province of Iran who were involved in online educational supervision during the 2020-2021 academic year. Data were collected through semi-structured interviews using a purposive sampling method until theoretical saturation was reached. Data analysis and theme extraction were conducted using the Attride-Sterling (2001) method and MAXQDA software version 2020. The three overarching themes of the research were: 1) the enhancement of educational supervision, 2) the modernization of educational supervision, and 3) the professional development of educational supervisors. The findings of the study demonstrate that at the outset of online education, supervisors faced confusion and challenges in supervising virtual classes. They applied the supervisory structures of face-to-face classes to monitor online instruction and sometimes neglected the supervision process. Over time, supervisors gradually adapted to this new form of supervision and adopted new strategies for it. Supervisors recognized their new role in the supervision and education process during this time. Additionally, virtual supervision can contribute to the professional development of teachers and supervisors in the post-COVID-19 era.
Research Paper
Gholam Hasan Panahi; Aghdas Taghi Shahbazi; sajad kazemi
Abstract
The purpose of this research was to determine the effect of organizational support on professional ethics with the mediating role of organizational justice in teachers. The research method was descriptive correlation of path analysis type. The statistical population of this research included 844 secondary ...
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The purpose of this research was to determine the effect of organizational support on professional ethics with the mediating role of organizational justice in teachers. The research method was descriptive correlation of path analysis type. The statistical population of this research included 844 secondary school teachers in Zahedan city in the academic year of 2022-2023, of which 264 (172 female teachers and 92 male teachers) were selected as the sample size through stratified random sampling. became The research tools were organizational support questionnaire (Eisenberger et al., 1986), professional ethics questionnaire (Armito et al., 2011) and organizational justice questionnaire (Calcit, 2001). Path analysis test and progressive correlation coefficient were used to analyze the data. The research results showed that perceived organizational support has a direct and significant effect on teachers' professional ethics. Organizational support had a direct and significant effect on teachers' organizational justice. Also, professional ethics has a direct and significant effect on teachers' perceived organizational justice. Organizational justice had an effect of 0.16 on teachers' professional ethics due to organizational support.
Research Paper
Farugh Ahmadi; Hossein Abdollahi; Ali Khorsandi Taskoh; morteza taheri
Abstract
In the past few decades, educational leadership and attention to the quality of school principals' performance have been at the top of educational policies in developed countries. The purpose of this research is to analyze the necessary platforms for the transition from educational management to educational ...
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In the past few decades, educational leadership and attention to the quality of school principals' performance have been at the top of educational policies in developed countries. The purpose of this research is to analyze the necessary platforms for the transition from educational management to educational leadership in the educational system of Iran. current research method is of a qualitative type, which was carried out by the method of the theory (systematic grounded theory). Research participants, academic faculty members of universities affiliated to the Ministry of Science, people with opinions related to educational leadership who have records such as the Minister of Education, Deputy Minister and Secretary General of the Supreme Council of Education and leading directors of various schools who in the academic year 1403- 1402 were engaged in educational and research activities. In an overview, based on the obtained results and the dimensions of the foundation's data model, 12 main categories, 55 subcategories and 203 concepts were extracted from the interviews. The findings of the research showed that important conditions such as decentralization in the structure of the education system, progressiveness and dynamism in the role of school administrators are necessary for this transition. Achieving educational leadership requires different strategies. In addition to changing the political view towards the function of education and, consequently, the managers in this institution, it is necessary to turn to the scientific education and training of managers and select and appoint these people with a more specialized view for the management of schools.
Research Paper
Faranak Tavakolifar; Ali Khorsandi Taskoh; Hamid Rahimian; Mohammad Taghi Taghavi Fard; Enayatollah Zamanpour
Abstract
Evaluating the performance of school principals is a crucial factor in the process of educational development and reform. The performance of school management is heavily influenced by intelligent tools. The main purpose of this study is to conceptualize and identify the components of intelligent performance ...
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Evaluating the performance of school principals is a crucial factor in the process of educational development and reform. The performance of school management is heavily influenced by intelligent tools. The main purpose of this study is to conceptualize and identify the components of intelligent performance evaluation of school principals. The research method is qualitative in terms of data collection and applied in terms of results. For data collection and information gathering in the qualitative section, the meta-synthesis method and the seven-stage model of Sandelowski and Barroso (2006) were used. To identify and collect credible scientific sources, domestic and international scientific databases were used. The publication period of scientific sources is from 2013 to 2024. Among the sources, 44 articles related to the research topic were reviewed using a targeted search strategy, and 19 articles were selected and analyzed. By combining the content and literature, 105 codes, 45 concepts, and 13 key categories were extracted, analyzed, and validated through calculating Cohen's kappa coefficient. The results showed that the most important factors recognized in intelligent performance evaluation of school principals include: tools and methods, limitations and requirements, components evaluable by intelligent tools, factors affecting the results of intelligent evaluation, stages of implementing intelligent performance evaluation, benefits of intelligent performance evaluation, and differences between intelligent and traditional evaluation. Identifying the dimensions and components of intelligent performance evaluation of school principals can be used as a valuable resource in formulating, developing, and implementing evaluation and management policies in Iranian schools by education policymakers
Research Paper
Majid Ansarifar; Abbas Abbaspour; Hamid Rahimian; Farnoosh Alami
Abstract
The purpose of this research was to design a conceptual model of mindfulness for educational principals of schools. This qualitative study utilized the grounded theory method. The participants consisted of 18 experienced, expert and knowledgeable educational principals who were selected using the theoretical ...
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The purpose of this research was to design a conceptual model of mindfulness for educational principals of schools. This qualitative study utilized the grounded theory method. The participants consisted of 18 experienced, expert and knowledgeable educational principals who were selected using the theoretical purposeful sampling method. The data were collected through semi-structured interviews and analyzed based on the systematic approach of Strauss and Corbin (open, axial, and selective coding). Accreditation of the study was ensured through triangulation strategies in data sources and researchers, re-examination of the analyses by some participants, and review of the results by peers. The dimensions of the paradigmatic model included: causal conditions (pain and suffering, demands, study, meditation, interaction); core phenomenon (developing mindful educational principals); contextual conditions (educational system, family institution, attendance at spiritual gatherings, attendance in nature); intervening conditions (educational and training system, welfare and economic status, social and cultural status); actions/interactions (metacognitive awareness, metacognitive skills); and consequences (spiritual growth and personal transformation, improving the quality of personal and professional life). Based on these dimensions, a mindfulness model was designed for educational principals in schools. The results of this research can assist researchers and practitioners in understanding the dimensions and various aspects of mindfulness, especially for educational principals of schools, and provide a condition for their cultivation, improvement, and equipping with new competencies.
Research Paper
Sirous Moradkhah; parastoo hidari
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 ...
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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.
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