Educational Leadership Research

Abstract One of the major challenges facing the administrative and governance systems of the country is the shortage of managers who align their thinking and actions with the principles of the Islamic State discourse. This article addresses the question of which educational mechanisms can be employed to train managerial cadres at the level required by the Islamic State. To this end, the research utilized a qualitative content analysis method, drawing upon the lived experiences of the authors in designing educational programs. Data for the content analysis were collected through focus group discussions involving managers responsible for formulating regulations for the recruitment and training of executives in government organizations. The analysis revealed that training mechanisms for managerial preparation can be conceptualized in three dimensions: preparation, development and empowerment, and experience documentation. Furthermore, the findings indicated that the implementation of these mechanisms necessitates the identification of key elements such as target audiences, the competencies required for high-level managers, content structure and framework, program facilitators, and standards for program delivery.

Abstract This study aims to analyze teachers' perceptions of the effectiveness of elementary school principals. Using an interpretive approach, the research seeks to capture the meaning of teachers' perceptions regarding the key dimensions of an effective principal and to portray participants' understanding and evaluation. This qualitative study was conducted using the descriptive phenomenological method. Data were collected through semi-structured in-depth interviews. A total of 22 interviews were conducted with teachers, selected through purposive sampling with attention to participant diversity, until data saturation was achieved. Qualitative data analysis, based on Giorgi et al.'s (2017) five-step method, led to the identification and classification of eight main themes and forty-four sub-themes. The eight primary dimensions of effectiveness identified are: “personal-individual, communicative-social, psychological, leadership-methodological, spiritual-ethical, strategic, revolutionary-Islamic, and technical-professional”. Among these, the communicative-social dimension was most frequently emphasized by participants, while the technical-professional dimension was the least cited. The originality of this study lies in its emphasis on the critical role of human relationships in educational environments. By adopting effective selection and appointment processes and implementing impactful empowerment strategies, the transition from static management to dynamic and efficient leadership in elementary schools can be realized.

Abstract In the era of the gig economy, digital platform businesses—such as ride-hailing services, on-demand service providers, and delivery platforms—are rapidly expanding. However, integrating traditional human resource management (HRM) practices into these businesses remains complex and challenging. This study explores the dual aspects of training gig workers, focusing on both opportunities and challenges. Adopting a qualitative multi-case study approach, this applied research examines five platform-based businesses: Ponisha, Hami Works, Snapp, Tapsi, and Carlancer. A total of 18 participants were selected using purposive sampling and the snowball technique. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings identified 118 concepts categorized into 12 sub-themes and four main themes: (1) training based on competency development and (2) training based on cost-benefit logic—both classified under training opportunities; (3) investment limitations in training from an individual perspective and (4) challenges faced by platforms in training—both categorized as training constraints. Addressing these training limitations can enhance the effectiveness of gig worker training programs, ultimately maximizing their benefits and positive outcomes.

Abstract Individuals' perceptions of their fundamental characteristics and abilities influence how they interpret and respond to different situations, potentially moderating emotions and their adverse consequences, including job burnout. This study aimed to examine the moderating role of mindset in the relationship between negative emotions and the components of job burnout. This research employed a correlational design. The statistical population comprised employees working in information technology (IT) companies in Tehran, from which 160 participants were selected using a convenience sampling method. The participants completed the Job Burnout Questionnaire (Maslach & Jackson, 1981), the Positive and Negative Affect Scale (PANAS) (Watson et al., 1988), and the Mindset Questionnaire (Dweck, 2006). Data were analyzed using descriptive and inferential statistical methods. The findings revealed a significant positive correlation between negative emotions and job burnout components (P < 0.05). In other words, an increase in negative emotions was associated with higher levels of job burnout among employees. Additionally, the moderating role of mindset in this relationship was confirmed. Specifically, the association between negative emotions and job burnout was stronger among employees with a fixed mindset compared to those with a growth mindset. Overall, the results suggest that negative emotions contribute to job burnout, while a growth mindset can mitigate this effect by moderating negative emotions, ultimately reducing job burnout among employees.

Abstract The present study aimed to explore the motivations and barriers faced by women in their pursuit of school management positions. This research employed a qualitative approach using the classic grounded theory strategy. The study population consisted of female teachers applying for managerial positions who had participated in the selection and appointment process for school principals in Kurdistan Province. Through purposive sampling and based on the principle of theoretical saturation, 18 participants were selected. Data were collected via semi-structured interviews and analyzed using open coding and categorization. The credibility of the research was ensured by adhering to the four criteria of credibility, dependability, confirmability, and transferability. Findings revealed 200 open codes and 12 subcategories, which were grouped under two main categories: motivations and challenges. The motivations included innovation and constructive transformation, personal growth and development, female leadership and empowerment, effective communication and collaboration, student development, and organizational justice and equality. The challenges encompassed negative societal perceptions of female leadership, lack of legal frameworks supporting women's managerial roles, role overload, perceived lack of resilience among women in managerial positions, gender-based discrimination in managerial appointments, and insufficient support from higher organizational authorities.

Abstract This study aimed to examine the internal factors influencing the improvement of university accountability in response to labor market needs. The study employed a descriptive-survey research method and was applied in nature. The statistical population consisted of 750 faculty members from the University of Tabriz, from which a sample of 255 was selected using the Cochran formula through proportional stratified random sampling. The data collection instrument was a researcher-developed questionnaire designed based on a literature review. The validity of the questionnaire was confirmed through face validity (FV), content validity ratio (CVR), and content validity index (CVI). The reliability of the questionnaire, measured using Cronbach’s alpha, was 0.86. Data were analyzed using bootstrap analysis, Friedman test, independent samples t-test, one-way ANOVA, and Tukey’s test via SPSS and PLS software. The results indicated that accountable planning, accountable curriculum, accountable training, accountable research, and accountable monitoring and evaluation all contribute to enhancing university accountability. Among these factors, accountable research ranked highest, while accountable monitoring and evaluation ranked lowest. No significant differences were found in faculty members' perspectives based on gender or age, except for the accountable planning variable in relation to age. This study identified five key internal factors and 20 sub-factors influencing the enhancement of university accountability in addressing labor market needs.

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 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 This study aimed to design and validate an empowerment program for elementary school teachers in integrated-inclusive education. A sequential exploratory mixed-method approach was employed. In the qualitative phase, document analysis and qualitative content analysis with a deductive approach using a conceptual matrix were conducted. Based on a review of the theoretical foundations and prior research on teacher empowerment programs in integrated-inclusive education, an initial matrix was developed. Then, semi-structured interviews with 25 experts in integrated-inclusive education and 33 relevant documents, selected through purposive sampling, were analyzed using deductive content analysis. After integrating the extracted codes from interviews and documents, an optimal teacher empowerment model was formulated, identifying key components such as objectives, educational content, teaching methods, and assessment strategies. In the quantitative phase, Fuzzy Delphi analysis was employed to assess the construct validity of the model using the average variance extracted (AVE), while Cronbach’s alpha was used to evaluate the reliability of the model’s latent variables. The results showed that AVE values exceeding 0.5 confirmed the model’s adequacy, and Cronbach’s alpha coefficients above 0.7 indicated an acceptable level of reliability. Therefore, the proposed model can be effectively utilized in teacher empowerment programs for elementary school teachers in integrated-inclusive education, significantly contributing to the enhancement of program quality.

Abstract The present study aims to examine and analyze the concept and dimensions of the multi-purpose university as an emerging approach in higher education. This research is categorized as developmental in terms of its purpose and adopts a qualitative approach using thematic analysis for data collection. The study population consisted of faculty members and experts in higher education, educational management, psychology, and social sciences in Tehran in 2024. Using a purposive sampling method, 20 participants were selected. Data were collected through semi-structured interviews and analyzed using a three-stage coding process in MAXQDA software. The findings identified 478 basic themes, 52 organizing themes, and 9 overarching themes during the open coding phase. The extracted model comprises the following dimensions: multidimensional education, applied and innovative research, entrepreneurial development and industry collaboration, responsiveness to societal needs and environmental concerns, technology and digital transformation, internationalization and cultural diversity, Islamicization and ethical training, effective management and governance, and interdisciplinary skill development. Integrating these dimensions can transform universities from solely educational institutions into multi-purpose entities with significant societal and global impact. Higher education policymakers and administrators can leverage this approach to enhance universities' responsiveness to evolving societal demands and strengthen their role in advancing sustainable development.