Educational Leadership Research Journal is a peer-reviewed, double-blind, open-access academic journal published by Allameh Tabataba’i University (ATU), Iran’s leading institution in humanities and social sciences. The journal holds publication license No. 35926/92 (issued on 20/03/2013) from the Ministry of Culture and Islamic Guidance and was granted the Scientific Grade B in the 2022 evaluation by the Commission for Scientific Journals of Iran.
Established to foster an intellectual platform for national and international researchers, the journal focuses on the theoretical foundations of administrative thought, organizational theory, and educational performance in public and educational institutions within the domains of management, educational management, and educational leadership. It responds to the latest research advancements in educational leadership and management, aiming to publish high-quality articles that report significant findings in these fields.
The journal publishes research articles (both conceptual and applied) in Persian with English abstracts, available in print and electronic formats. Like other ATU publications, each article is assigned a unique Digital Object Identifier (DOI) to facilitate identification and retrieval. Previously titled Educational Leadership and Management Research until Issue 25, the journal temporarily suspended publication from 23/08/2019 to 19/03/2022 to comply with updated regulations from the Ministry of Science, Research, and Technology and to revise its operational framework.
All submissions undergo plagiarism screening via similarity detection software, with a maximum acceptable similarity index of 15%. The journal charges authors or affiliated institutions a fee of 5 million IRR (Iranian Rials) for initial review and processing, followed by an additional 10 million IRR upon acceptance to cover partial publication costs. The remaining expenses are subsidized by Allameh Tabataba’i University.
Mahdi Jabbari Balkanloo, Abolfazl Ghasemzadeh, Mohammad Hassani
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 realization of fourth-generation universities in Iran has evolved beyond a merely formal aspiration into an unavoidable governance necessity, emphasizing a commitment to social responsibility in addressing societal problems and generating public good. This paradigmatic shift, through a critical reassessment of traditional academic performance and institutional passivity toward the protection of public rights, necessitates a reconsideration of existing practices to restore the university’s societal authority and prevent the erosion of its intrinsic identity. Adopting a qualitative approach, the present study seeks to examine and explain the barriers facing the establishment of fourth-generation university models within Iran’s higher education ecosystem. Data were collected through semi-structured interviews with 24 higher education experts, selected via purposive sampling until theoretical saturation was reached, and were analyzed using thematic analysis. The trustworthiness of the findings has been ensured through rigorous adherence to Lincoln and Guba’s (1985) four evaluative criteria in the qualitative analysis of expert perspectives. The data analysis led to the identification of 164 codes, 25 sub-themes, and 8 main themes, reflecting a wide spectrum of barriers hindering the realization of fourth-generation universities in Iran. The main themes identified include: centralized governance and limited institutional autonomy; inefficiencies in mission orientation and accountability; the dominance of quantitative and publication-driven performance evaluation systems; institutional inertia and weak capacity for transformation; the weakening of professional ethics and social responsibility; ecosystem isolation and weak linkages between universities, industry, and society; limited capacity for value creation and knowledge commercialization; and weak networking and scientific diplomacy.
Mostafa Rezaei, Aleme Keikha, Hossein Fakouri Hajiyar, Ahmad Akbari
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.
Mahdi Delara, abbas abbaspour, samad Borzooian, morteza taheri, hossein abdollahi
Abstract This research was conducted with the aim of designing and validating a professional development model for the educational staff of Allameh Tabatabai University. Professional development of staff plays a crucial role in improving organizational performance and achieving strategic goals. The present study was carried out using a sequential exploratory mixed-methods approach (qualitative-quantitative) in two phases. In the qualitative phase, the statistical population consisted of 38 educational managers from the university and its faculties, of whom 14 were purposefully selected. Data were collected through semi-structured interviews and analyzed using thematic analysis along with MAXQDA and NVivo software. This phase resulted in the extraction of an initial theoretical framework, which was refined based on expert opinions. In the quantitative phase, the statistical population consisted of 184 educational staff members, from which 118 were selected as a sample using the Krejcie-Morgan table, and ultimately 92 questionnaires were completed. The sampling method was simple random sampling, and the data collection tool was a researcher-developed questionnaire based on the qualitative findings. The results showed that causal factors include financial support, regular programs, networking, and continuous evaluation. Conditions include professional ethics, planning and effectiveness, while intervening factors include technology, infrastructure, and managerial support. Professional development strategies include learning opportunities, alignment with technology, and staff participation.The outcomes of implementing the model include improved organizational performance, increased motivation, and skill enhancement. This study provides a practical framework for the professional development of academic staff and emphasizes the impact of structural, cultural, and managerial factors on improving organizational performance.
hadi dehghani, zahra Marashi, Mohammad Reza Pashaei
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 This study aimed to identify the effective managerial factors influencing the synergy of challenging elementary school teachers in Khuzestan province, Iran, using a Total Quality Management (TQM) approach. The research employed a mixed-methods (qualitative-quantitative) sequential exploratory design with a classification model. In the qualitative phase, the target population consisted of experts and specialists with at least 15 years of professional experience, from which 12 participants were selected via purposive sampling (theoretical saturation). Qualitative data were analyzed using thematic analysis and three-level coding (basic, organizing, and core themes), culminating in the development of a thematic network. In the quantitative phase, the statistical population included 300 experienced elementary school teachers and principals from cities across Khuzestan province. Using Cochran’s formula, 169 participants were systematically selected as the sample and completed a researcher-developed questionnaire based on qualitative findings. Quantitative data analysis utilized descriptive statistics (mean, standard deviation, etc.) and inferential statistics.The findings revealed that effective managerial factors influencing teacher synergy fall into six categories: individual factors (6 components), group factors (3 components), environmental factors (3 components), contextual and conceptual factors (6 components), managerial factors (5 components), and structural and functional factors (3 components). Quantitative ranking indicated that the structural and functional dimension held the highest importance, though all dimensions were closely interrelated and mutually reinforcing. These results can contribute to improving educational and managerial policies in schools.
Abstract One of the most important measures of human resource management in order to apply and not be deprived of the competitive advantage that is created by efficient human forces is the effective establishment of the spirituality model in the workplace Educational Organizations, and the purpose of this research is to identify the main and subcategories and key indicators. The effective implementation of the model of spirituality in the workplace Educational Organizations is through a hybrid approach. The statistical population of this research is the studies conducted in the period from 2015 to 2023, in this regard, many studies in the field of the subject were evaluated and finally 66 articles were selected purposefully and with qualitative content analysis and inductive approach, a total of 109 codes, 11 subcategories and 3 The key category was selected and analyzed during the systematic search and combination process, and its validity was confirmed through Kaufman's kappa test, which was equal to 0.813. Based on the combination of spirituality patterns in the workplace, the research findings proposed a comprehensive model for the effective establishment of spirituality in the workplace, which can be the basis of how to effectively establish it. The most important key categories identified in this model include spiritual prerequisites, spiritual processes and spiritual results.
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 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.
Mehdi Abdolahzadeh, Adel Zahed Babelan, Mahdi Moeinikia, Ali khaleghkhah
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 This study aimed to investigate the effect of resilience on the professional flourishing of school principals in Khorramabad County, and the mediating role of trust, amidst the increasing challenges within the educational system. Drawing upon psychological capital theory and employing a descriptive-correlational approach using structural equation modeling (SEM), data were collected from a statistical population of 1,252 school principals in Khorramabad. A sample of 297 individuals was estimated using the Krejcie and Morgan table and selected via stratified random sampling. Standardized questionnaires were used for data collection. The results indicated that resilience (including its psychological, social, and spiritual dimensions) has a positive and significant effect on principals' flourishing ($\beta = 0.318, p < 0.001$). Furthermore, resilience significantly influences principals' trust in their colleagues ($\beta = 0.491, p < 0.001$), and this trust, in turn, positively and significantly affects principals' flourishing ($\beta = 0.305, p < 0.001$). More importantly, the mediating role of trust in the relationship between resilience and principals' flourishing was confirmed ($\beta = 0.150, p < 0.001$). These findings highlight the importance of multi-dimensional resilience in principals and the necessity of strengthening organizational trust as a prerequisite for achieving prosperous and resilient schools, especially within the framework of Iran's Fundamental Transformation Document of Education. This underscores the need for designing integrated empowerment programs.
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 Rapid and complex developments in the field of educational management have revealed the limitations of centralized structures and highlighted the necessity of transitioning toward more flexible models of school governance. Within this framework, strategic decentralization has been proposed as a structural approach to enhancing educational quality and strengthening teachers’ professional creativity. The present study was conducted to examine the effect of strategic decentralization on educational quality, with teachers’ professional creativity serving as a mediating variable. This research was correlational in nature and employed structural equation modeling. The statistical population consisted of 225 secondary school teachers from District 4 of Karaj, who were selected through stratified random sampling. Data were collected using questionnaires on decentralization, teachers’ professional creativity, and educational quality, and were analyzed using SPSS and LISREL software. The results indicated that strategic decentralization had a significant direct effect on teachers’ professional creativity (β = 0.75), and professional creativity also had a significant positive direct effect on educational quality (β = 0.54). Furthermore, the indirect effect of decentralization on educational quality through professional creativity was significant (β = 0.40). Model fit indices confirmed an acceptable fit between the proposed model and the empirical data. The findings suggest that strategic decentralization can play a decisive role in improving educational quality by fostering teachers’ professional creativity. Therefore, the purposeful development of decentralization policies, accompanied by structural support for teachers’ professional innovation, is recommended.
Abstract The aim of this research was to present an emerging educational management model in the age of artificial intelligence with the approach of developing the generation of metaverse schools. The research method was a synthesis study in terms of applied purpose, qualitative method, and theoretical data collection. The research environment included all domestic (1405-1395) and foreign (2015-2026) published articles, and the sampling method was carried out in a purposive manner until data saturation based on input criteria. The 7-step method of Sandelowski and Barso (2007) was used for data analysis. Reliable domestic and foreign sites were used to collect information. Data extraction was carried out by reading the text of the articles. The validity and reliability of the extracted concepts were validated with the help of participants. Data analysis was carried out based on the open concept, central category, and core category classification systems. In general, the results showed that the emerging educational management model in the era of artificial intelligence with the approach of expanding the generation of metaverse schools consisted of ten dimensions (accessibility of learning opportunities, changing the role of educational leadership, improving educational decision-making, transforming the learning environment, optimizing educational management, technological governance, learning simulation, personalizing learning, developing new educational skills, and future studies of education).
Abstract This study aimed to examine the role of organizational virtuousness and knowledge-oriented leadership in predicting the innovative behavior of elementary school teachers in Kurdistan Province, Iran. The research was applied in purpose and employed a descriptive-correlational design. The statistical population comprised all elementary school teachers across the sixteen educational districts of Kurdistan Province during the 2024–2025 academic year (N = 10,469). A sample of 363 teachers was selected through stratified random sampling. Data were collected using the Knowledge Leadership Questionnaire developed by Viitala (2004), the Organizational Virtuousness Scale developed by Cameron et al. (2004), and the Innovative Work Behavior Scale developed by Janssen (2000). Data analysis was conducted using SPSS version 26, applying Pearson’s correlation coefficient and multiple regression analysis. The findings indicated that knowledge-oriented leadership (β = .422) and organizational virtuousness (β = .380) had significant positive effects on teachers’ innovative behavior (p < .05). The regression model explained 19.7% of the variance in innovative behavior. Furthermore, knowledge-oriented leadership (β = .303) demonstrated greater predictive power than organizational virtuousness (β = .183). Both variables remained significant predictors in the regression model, confirming their substantial contributions to fostering innovative behavior among teachers. Overall, the findings suggest that strengthening organizational virtuousness and promoting knowledge-oriented leadership can effectively enhance innovative behavior among elementary school teachers. Accordingly, educational policymakers and school administrators should cultivate organizational environments that encourage ethical values, knowledge sharing, and leadership practices to improve teacher innovation and educational quality.
Abstract The inefficacy of traditional and hierarchical models in educational organizations, rooted in the inherent phenomenon of antisymmetry, necessitates a fundamental reconceptualization. These vertical structures lose their utility when confronting wicked problems in education. This study aimed to design an Equivalence Decision-Making Model based on mathematical concepts to overcome this structural imbalance, employing an exploratory sequential mixed-methods approach (QUAL → QUAN). In the qualitative phase, through thematic analysis of 18 semi-structured interviews with experts, the core components of equivalence were extracted. In the quantitative phase, the designed model was validated via the Delphi technique with 24 specialists (Kendall's coefficient of concordance > 0.8). Findings revealed that the strategic equivalence model rests on three logical conditions of an equivalence relation: Reflexivity (ensuring self-consistency and internal stability of the administration, school, and home), 2 Symmetry (establishing complete balance in bilateral influence as the counter-logic to antisymmetry) , and 3 Transitivity (achieving strategic continuity and systematic diffusion of decisions across the headquarters, line, and family chain). The highest frequency (34.3%) was attributed to the components of the Symmetry condition, evidencing the core structural void in traditional power relations. By replacing vertical thinking with functional equivalence, this model provides a framework for assessing decision sustainability and bridges the theory-practice gap. As a practical implication, educational managers should replace unilateral mandate systems with a Triangular Equivalence Structure (balanced interaction of administration, school, and home).
Abstract Given the pivotal role of leadership in improving educational quality and the importance of cultural and organizational contexts in developing authentic leaders, this study aimed to identify the contexts, competencies, processes, and outcomes of authentic leadership development in Iran’s educational system. Employing a qualitative approach, the study used deductive thematic analysis based on data collected through semi-structured interviews with 20 educational experts, including university faculty members, senior educational administrators, and school principals. Participants were selected through purposive, criterion-based sampling. To ensure trustworthiness, strategies such as member checking, expert review, data triangulation, and intercoder agreement were applied. The analysis revealed four overarching themes: (1) contexts and prerequisites for authentic leadership development, (2) competencies and internal dimensions of authentic leadership, (3) developmental actions and processes, and (4) functions and outcomes of authentic leadership. Findings highlighted the significance of cultural and organizational conditions, self-awareness, ethical orientation, self-regulation, effective interpersonal interactions, practical training, continuous learning, participatory decision-making, organizational support, and educational technologies in fostering authentic leadership. The results further indicated that authentic leadership contributes to strengthening organizational culture, enhancing trust, improving professional interactions and collective performance, fostering motivation and continuous growth, and increasing stakeholder satisfaction. Overall, authentic leadership development in Iran’s educational system emerged as a contextual, interactive, and multidimensional process shaped by the interplay of individual, cultural, ethical, educational, and organizational factors. The findings provide insights for policymakers and educational leaders seeking to promote sustainable leadership development and organizational effectiveness within educational settings.
Abstract Mentoring, as an effective strategy for professional development, establishes a supportive relationship between a mentor and a mentee, providing a foundation for the transfer of knowledge, skills, and professional values. However, studies indicate that However, mentoring remains underutilized in Farhangian University's educational programs. Concurrently, digital transformations are significantly impacting this process. Therefore, the present qualitative study was conducted with the aim of redefining mentoring at Farhangian University in light of digital transformation. Data were collected through semi-structured interviews with 14 faculty members and student teachers who had mentoring experience and were analyzed using thematic analysis. The research findings led to the identification of six overarching themes: transformation in the role and identity of the mentor, changes in the mentor–mentee communication and interaction process, the impact of technology on the quality and effectiveness of mentoring, adapting mentoring to the digital generation, structural and cultural challenges of mentoring in the digital era, and redefining the concept of mentoring in the digital age. The results indicated that digital transformation has transitioned mentoring from an individual and hierarchical relationship into a networked, multi-level, and technology-mediated process. In this context, the mentor is no longer the sole source of knowledge transfer, but rather a pivotal node connecting the mentee to broader resources. Furthermore, emerging technologies, particularly artificial intelligence, while enhancing the personalization and efficiency of mentoring, also introduce challenges such as reduced human interaction, ethical concerns, and privacy issues, thereby highlighting the necessity of preserving the human role in the decision-making process.
Abstract This study aimed to explain the process of the formation of research identity and organizational learning in successful and model schools. Given the experiential nature of these concepts, a qualitative approach was adopted, employing grounded theory based on the framework of Strauss and Corbin (1990). Participants included principals, vice-principals, and teachers from schools aligned with the Fundamental Reform Document of Education, selected on the basis of evidence of educational performance and indicators of organizational learning. Data were collected through semi-structured interviews. Sampling began purposively and continued theoretically until theoretical saturation was achieved. Data analysis was conducted concurrently with data collection through open, axial, and selective coding. The conceptual organization of findings was guided by the paradigmatic model, including causal conditions, contextual conditions, intervening factors, strategies, and consequences. The findings indicate that a school’s research identity emerges through a gradual causal–contextual process in which the need for professional reflection and supportive leadership function as initiating drivers within the structural and cultural conditions of the school. Through mechanisms such as professional learning communities, problem-based action research, and evidence-informed decision-making, this process leads to the gradual and context-bound development of research identity. This identity, characterized as nonlinear and grounded in professional trust, enhances the quality of teaching and learning, strengthens teachers’ professional motivation, and institutionalizes a problem-oriented mindset within the school. Accordingly, sustainable organizational learning is realized when research identity extends beyond individual attitudes and becomes embedded in leadership practices, structural arrangements, and professional interactions within the school.
Abstract This qualitative phenomenological study aimed to explore the lived experiences of primary school principals, vice-principals, and teachers regarding technology management and mental health preservation during the "Ramadan War." Sixteen participants from Ilam Province, Iran, were selected through purposive snowball sampling. Data were collected using semi-structured interviews (both in-person and virtual) and analyzed using Colaizzi's seven-step phenomenological method. The findings revealed four main themes: (1) the technology ecosystem in crisis-stricken schools, (2) infrastructural and human-centered technology challenges, (3) psychological resilience and support programs, and (4) adaptive leadership in crisis. Key challenges included persistent internet instability, an intergenerational digital divide among teachers, security vulnerabilities and privacy breaches, and the financial burden of technology on low-income families. Despite these obstacles, teachers emerged as "vigilant eyes," playing a critical role in early detection of students' anxiety, stress, and withdrawal symptoms. School-level resilience strategies included creating safe emotional spaces, reducing academic workload, holding supportive dialogue sessions, and fostering networked collaboration with families, local mosques, village councils, and charitable organizations.The most important lessons learned for educational leadership in crisis were: prioritizing simplicity and offline functionality, pre-crisis capacity building for teachers in both digital skills and mental health first aid, developing school-family-community networks, and transitioning toward a blended, smart school model. The study concludes that effective leadership in wartime requires moving beyond administrative management toward adaptive, resilient, and network-oriented approaches.
Abstract This study aimed to design an optimal model for the governance of science and technology within the higher education system. Adopting a qualitative approach, this research utilized Grounded Theory. The participants included 14 experts in higher education management and policymakers from the Ministry of Science, Research and Technology, selected through purposive sampling as key informants. Data were collected via semi-structured interviews. To ensure validity and reliability, participant member checking and re-coding by experts were employed. Data analysis involved open, axial, and selective coding, resulting in the identification of 167 open codes and 25 categories.
The findings indicate that the optimal model for science and technology governance in higher education can be explained through six key dimensions:
Causal Conditions: Including governance and policymaking, university autonomy, scientific diplomacy and global networking, and institutional restructuring and agility. Core Conditions: Comprising optimal and integrated governance of science and technology, mission-oriented and strategic problem-solving, knowledge co-creation and ecosystem interactions, and data-driven governance and technological transformation. Contextual Conditions: Focusing on empowering intellectual capital, scientific meritocracy, a learning and innovation-oriented culture, financial sustainability, and governance stability.
Intervening Conditions: Addressing domains such as university autonomy, structure and management, societal interactions, human resources, finance, digital transformation, international relations, and socio-cultural aspects. Strategies: Focusing on institutional integration and alignment, multi-level governance coordination, academic decentralization, and smart regulation for emerging technologies.
Consequences: Including increased efficiency and productivity of the higher education system, sustainable growth, and national competitiveness.
Finally, the paradigmatic model of the research was presented.
Abstract Educational groups, as one of the key mechanisms for teachers’ professional development, play an effective role in enhancing educational quality and improving teaching–learning processes. The present study aimed to analyze the effectiveness of educational groups in the Education Organization of Semnan Province, identify the challenges and barriers affecting their performance, and propose strategies for improving the effectiveness of these groups. This study was conducted using a mixed-methods approach with a sequential explanatory design. In the quantitative phase, the statistical population consisted of all primary and secondary school teachers in the Education Organization of Semnan Province, from whom 195 teachers were selected through cluster sampling. Data were collected using a researcher-developed questionnaire based on the Oliva and Pawlas (2004) model and were analyzed using descriptive and inferential statistical methods. In the qualitative phase, the statistical population included educational group leaders, school administrators, educational experts, and teachers associated with educational groups, from whom 15 participants were selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The quantitative findings indicated that the effectiveness of educational groups was below the expected criterion level, and the professional leadership and evaluative roles demonstrated weaker performance compared with other dimensions. The qualitative findings identified two overarching themes as the main challenges affecting the effectiveness of educational groups: “the gap between educational policymaking and the actual needs of the educational field” and “the reduced effectiveness of professional interactions within the structure of educational groups.”
Abstract Faculty members’ decisions to leave universities in less-developed regions have become a major challenge for Iran’s higher education system, resulting in reduced academic capacity, declining quality, and widening regional inequalities. This study aims to explain the process through which faculty members formed their decisions to leave these universities. A qualitative design based on constructivist grounded theory was adopted. The participants included sixteen faculty members who had experienced leaving universities in less-developed regions. They were selected through purposive and theoretical sampling until theoretical saturation was achieved. Data were collected through semi-structured interviews and analyzed using open, axial, and selective coding. The findings showed that leaving decisions did not result from a single factor but emerged through the gradual interaction of economic, professional, organizational, family, and regional conditions, culminating in the development of the perceived comprehensive career–life deadlock, which constituted the core category of the study. Before leaving the university, participants pursued various strategies, including enduring existing conditions, attempting to improve their situation, seeking transfer, accepting temporary assignments, or requesting a leave of absence. They decided to leave the university only after these strategies had proved unsuccessful. The resulting theoretical model explained leaving as a gradual, context-dependent, and multi-stage process and provided a conceptual framework for understanding this phenomenon. The findings further indicated that faculty retention required integrated policies addressing economic, professional, organizational, family, and regional dimensions simultaneously. Therefore, reducing regional inequalities and strengthening the professional, research, and welfare capacities of universities in less-developed regions were identified as essential policy priorities.
Abstract The purpose of this study was to analyze the problems of the thesis implementation process and dissertations of the students of the Faculty of Psychology and Educational Sciences of Tehran University and to provide some solutions to the existing problems. The present study was conducted in the framework of qualitative approach with phenomenological method. The research field was the University of Tehran and the participants were 8 postgraduate students and postgraduate students of the Faculty of Psychology and Educational Sciences of the University of Tehran. Data were collected using in-depth semi-structured interviews. Data were analyzed using the George method in five steps. Research findings showed that graduate students' perceptions of students' problems in the process of their thesis and dissertation were divided into 7 general themes including student problems or individual factors (9 themes), professors' problems (10 themes), macro community problems (8 themes), Includes bureaucratic problems (8 sub-themes), problem selection (2 sub-themes), material problems (3 sub-themes) and implementation problems (2 sub-themes).
Abbas Ghaedamini Harouni, Reza Ebrahimzadeh Dastjerdi, homera aebdi, Mehrdad Sadeghi de cheshmeh
Abstract The purpose of this study was to investigate the effect of quantum leadership on changes in quality through perceived communication quality and changeability. The present research was applied in terms of purpose and in terms of collecting descriptive information of correlation type. The statistical population of this study was all of the staff employed in the Islamic Azad University of Sefahan in Sefahan to be 1,000. Using the Cochran sampling formula, 287 individuals were selected through simple random sampling method. The research tool was Shleton Quantum Leadership Standards Questionnaire (2003) and questionnaire. The standard of commitment to change was Fedour et al. (2009) and perceived standard communication questionnaire of change proposed by Miller and Mang (1985) and the Readiness Change Standard questionnaire provided by Holt et al. (2007). On the other hand, Cronbach's alpha method was used to quantify the quantum leadership questionnaire (93/0) and The Change Commitment Questionnaire (0.81) and Perceived Communication from Change (0.85) and Readiness for Change (0.92) questionnaire were estimated. Data analysis was carried out at the inferential level including structural equation modeling. The results of the research showed that quantum leadership through its readiness for change has a positive and significant impact on the commitment to change, which has a coefficient of 0.39, but does not have a significant effect through the quality of the relationship on commitment to change. Also, the direct impact on the commitment to change is also Not meaningful.
Reza Ebrahimzadeh Dastjerdi, Abbas Ghaedamini Harouni, Ali Reza Ebrahimpour
Abstract The purpose of this study was to investigate the impact of organizational cynicism on deviant behaviors in the workplace through organizational silence and destructive leadership. The purpose of this study was applied and descriptive correlational in terms of data collection. The statistical population of this study consisted of 1000 employees of Islamic Azad University, Isfahan, Iran. The sample consisted of 287 individuals selected through Cochran sampling formula by proportional stratified sampling method. (And standard deviant behaviors questionnaire at workplace (Bennett & Robinson (2000)) and the Vakula & Brados Organizational Silence Questionnaire (2005) and Golparvar's malicious leadership standard questionnaire (2014). Experts, a formality based on the views of a number of statistical population and constructs were evaluated by factor analysis method and after validity of the necessary terms were confirmed. On the other hand, the reliability of the questionnaires with Cronbach's alpha method were (0.88), (0.85), (0.89), respectively were estimated. Data were analyzed at the inferential level including structural equation modeling. The results showed that organizational cynicism has a positive and significant effect on deviant behaviors in the workplace through organizational silence, which has a coefficient of 0.55, and through destructive leadership, it has a positive and significant effect on deviant behaviors in the workplace. It is 0.44 and also organizational cynicism has a positive and significant effect on deviant behaviors in the workplace which has a coefficient of 0.88.
Abbas Abbaspour, Mohammad Mojtabazadeh, Hasan Maleki, Magsood Farasatkhah
Abstract In this paper, using the approach of emic or orientation from the inside, have paid to analyze the understanding of scientific community actors from accreditation model of system higher education of country. research based on grounded theory, constitute the methodology of this study. according to the method, we have always sought to take on meaning, vision and mental mechanisms of higher education actors. the data of this study were obtained from four sources, which include, interviews, observations, notes and documents. to do so, first open coding, then, are we axial and selective action. having analyzed the data obtained in the first phase coding, in 2027 the concept was achieved. second stage of open data coding, In format of 1262 concept and 156 major categories were classified. in axial coding stage, 25 core categories were determined. in selective coding stage, again 25 core category to a higher level of abstraction we have upgrade and classified in terms of characteristics of conditions, interactive / process and outcome. in the end, category of quality discourse, fear and hope, as the most original and the most ultimate core category Select and according to its features were developed. then, related made other categories in the form of a paradigm model with the this category.
Abstract The aim of this study was to determine the effect of Islamic leadership on deviant behaviors in the workplace through Islamic work ethic and social capital (case study of Islamic Azad University, Isfahan Branch (Khorasgan)). The present study was applied in terms of purpose and in terms of how to collect descriptive information of the correlation type. The statistical population of the present study consisted of all employees working in Islamic Azad University, Isfahan Branch, 1000, and 287 people were selected through Cochran's sampling formula as a sample. Ugansula (2011), Bennett and Robinson (2000) Standard Deviation Behavior Questionnaire and Nahapitogoshal Social Capital Questionnaire, (1998), and Ali's (1988) standard work-ethics standard questionnaire validated questionnaires based on content validity., Formal and structural were examined and after the necessary narrative terms, the validity of the questionnaires was estimated and analyzed by Cronbach's alpha method of 0.93, 0.91, 0.91 and 0.92, respectively. Data analysis at the inferential level consisted of structural equation modeling. The results showed that Islamic leadership has a negative and significant effect on deviant behaviors in the workplace through Islamic work ethic, which has a coefficient of -0.78, and through social capital has a negative and significant effect on deviant behaviors in the workplace. The coefficient of this effect is -0.67 and also the direct effect of Islamic leadership on deviant behaviors in the work environment is significantly negative. The coefficient of this effect is -0.77.
Abstract Senior leadership has been identified as a critical factor in fostering Enterprise Resource Planning systems success. Although, previous studies have investigated the impact of transformational leadership on Enterprise Resource Planning from various angles, however, the role of transformational leadership on Enterprise Resource Planning systems success at the University has not been studied. The purpose of this study was determine the role of transformational leadership on Enterprise Resource Planning systems success at the University. The research model was tested through a survey in Allameh Tabataba'i University, University of Economic Sciences, and Ministry of Science, Research and Technology. Correlation analysis of multivariate data was done on the completed questionnaires by 200 employees. The results of the Structural Equation Modeling showed that Transformational leadership is positively related with Enterprise Resource Planning systems success. Organizational culture mediates the relationship between transformational leadership and Enterprise Resource Planning systems success. However, transformational leadership is not positively related with ERP explicit knowledge sharing. Also, the results showed that organizational culture and ERP explicit knowledge sharing is positively related with enterprise resource planning systems success and ERP explicit knowledge sharing mediates the relationship between transformational leadership and enterprise resource planning systems success. The research findings can provide guidelines for the top executives to facilitate appropriate organizational culture, so as to foster ERP knowledge sharing and achieve business benefits with the assimilation of ERP systems.
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.
Hassan Nodehi, Ali Rashidi, Ali Khalili, Shahram Mehravar Giglou
Abstract This study is aimed at investigating the relationship between locus of control and self-control and organizational commitment of the staff serving with Education Department of Sabzevar. To this end, a group of 70 staff members were selected as the sample from among the 120 personnel by means of the simple random sampling method and involved in the study. The research data were gathered by means of Rotter’s Locus of Control Scale with a reliability coefficient of 0.83, Newstorm and Davis Self-control Questionnaire with a reliability coefficient of 0.65, and Allen and Meyer Organizational Commitment Scale with a reliability coefficient of 0.79. The collected data were analyzed with SPSS 18 application and Pearson correlation test, multivariate analysis (MANOVA) and some other supplementary tests. Results suggest that there is a positive relation between locus of control, self-control and organizational commitment. Furthermore, locus of control and self-control are independently related to organizational commitment.
