Educational Leadership Research

Abstract The main objective of this study is to identify and analyze the dominant narratives surrounding schools by re-examining the existing body of research literature. To this end, a document-based research approach, specifically a narrative review, was employed. A total of 178 studies were purposefully selected, identified, and refined, and their contents were analyzed using thematic analysis. In this article, the research identity of schools is revisited across nine dimensions: political-ideological, communicative, cooperative and exchange-based, economic-occupational, mental-physical health, organizational-managerial, scientific-educational, physical-architectural, and historical. Drawing upon Sander’s (1989) multidimensional educational management model, these narratives were systematically classified and interpreted. The findings indicate that schools in Iran, as complex and multifaceted institutions, are not merely spaces for education and learning. Rather, they represent arenas where social, cultural, political, and economic forces intersect. This study underscores the need for a comprehensive and multidimensional approach to school management—an approach that fully addresses the various facets of school identity and is grounded in diversity, creativity, and critical thinking. Ultimately, the paper recommends strategies such as fostering interdisciplinary approaches, strengthening critical research, and emphasizing cultural and social diversity as essential to enhancing the quality and depth of the research identity of schools in Iran.

Abstract Contemporary organizations increasingly face the widespread issue of workplace loneliness, which undermines individual performance and personal satisfaction. New teachers, in particular, are vulnerable to emotional deprivation, a lack of constructive relationships, psychological burnout, depression, and anxiety within school environments. Given that organizational loneliness remains a relatively new and underexplored concept in Iran-especially in the context of education-this study aims to identify, examine, and analyze the lived experiences of novice elementary school teachers with respect to organizational loneliness. The research specifically focuses on contributing factors, consequences, and individual and collective coping strategies. Adopting a qualitative phenomenological approach, the study involved 12 new teachers in Ilam, selected through purposive sampling. Data were gathered through in-depth semi-structured interviews, continuing until theoretical saturation was achieved. The data were analyzed using descriptive statistics for demographic profiling and thematic analysis via MAXQDA20 software. To ensure validity, member checking was employed, and inter-coder agreement was used to verify coding reliability. The findings categorized the contributing factors into four dimensions: individual, socio-cultural, psychological, and occupational-encompassing 36 subthemes. The consequences of organizational loneliness were similarly grouped into four domains: personal, interpersonal, psychological, and professional, comprising 37 subthemes. In terms of solutions, 24 individual strategies (including communicative and professional aspects) and 21 collective strategies (psychological, group-based, occupational, and interpersonal) were identified. The study concludes that organizational loneliness has significant negative implications for both individuals and institutions. As loneliness continues to rise globally, recognizing its causes and consequences within organizational settings is of critical importance. Understanding novice teachers' experiences in this regard can provide educational administrators with valuable insights to foster greater job satisfaction, organizational commitment, creative engagement, social interaction, teamwork, and a stronger sense of belonging among teachers-particularly by addressing the critical role of organizational support.
The findings revealed four categories of factors contributing to organizational loneliness: individual, socio-cultural, psychological, and occupational, encompassing 36 concepts. Additionally, 37 consequences were identified, including personal, communicative, psychological, and job-related effects. The study also proposed 24 individual and 21 group strategies for addressing loneliness. The results indicate that organizational loneliness has detrimental effects on both individuals and organizations, highlighting the importance of understanding its causes and consequences. Investigating this issue can help improve new teachers' attitudes, job attachment, social interactions, teamwork, and overall job satisfaction, particularly by addressing the lack of organizational support that contributes to their feelings of loneliness.

Abstract Over the past few decades, educational leadership and the emphasis on the quality of school principals’ performance have been central to the educational policies of developed countries. The present study aims to explore the necessary platforms for the transition from educational management to educational leadership within Iran’s school system. This qualitative research was conducted using the systematic grounded theory approach. The participants included university faculty members affiliated with the Ministry of Science, experts in educational leadership-such as former Ministers of Education, Deputy Ministers, and the Secretary General of the Supreme Council of Education-as well as distinguished school principals who were actively engaged in educational and research activities during the 2023–2024 academic year. Based on the data analysis and the grounded theory framework, 12 core categories, 55 subcategories, and 203 concepts were extracted from the interviews. The findings revealed that key conditions such as decentralization within the educational system and a progressive and dynamic role for school principals are essential for this transition. Achieving educational leadership requires various strategies. In addition to a shift in political perspectives regarding the role of education and the function of school leaders, there must be a focus on the academic preparation and scientific training of principals. A more specialized and scholarly approach should guide the selection and appointment of school leaders. Accordingly, the study recommends that educational planners in Iran prioritize the standardization of educational leadership and promote decentralization by granting greater autonomy to schools and regional offices.

Abstract The present study investigates the impact of transformational leadership on innovative work behavior, considering the mediating roles of person–organization fit and knowledge-sharing behavior in Iran's health higher education system. This research is applied in nature and employs a descriptive-survey method with a focus on correlational analysis. The statistical population includes 204 employees of Payambar-e Azam Hospital in Gonbad-e Kavus, from which a sample of 136 participants was selected through simple random sampling. To assess the reliability of the questionnaire, factor loadings, Cronbach’s alpha, extracted variance, and composite reliability were utilized. Convergent and discriminant validity were used to ensure the questionnaire’s validity. Data were analyzed at the descriptive level using SPSS 22, and at the inferential level using structural equation modeling (SEM) via Smart-PLS 3 software. The findings revealed that out of six proposed hypotheses, five were supported with a significance level greater than 1.96, while one hypothesis was not confirmed due to a significance level below 1.96. Based on the results, there is a positive and significant relationship between transformational leadership and both person-organization fit and knowledge-sharing behavior. However, no significant relationship was found between transformational leadership and innovative work behavior.
Keywords: Transformational

Abstract With the rapid advancement of artificial intelligence (AI), educational leadership in schools is increasingly oriented toward the use of intelligent data and analytics. This study aimed to explore the role of AI in educational leadership through a qualitative meta-synthesis approach. The research corpus consisted of over 400 scholarly articles, from which 44 relevant documents were selected for analysis. Using a coding method, 172 open codes were initially extracted, which were then categorized into 16 axial codes and finally grouped into 3 selective codes that represent the main roles of AI in educational leadership. The findings revealed that AI contributes to educational leadership in three major areas: Personalized student learning experiences, such as exploratory learning environments, individualized student counseling, intelligent learning systems, AI-driven platforms for self-directed learning, and customized instructional content. Administrative tasks, including student record management, automated scheduling and lesson planning, decision-making support in educational settings, student performance prediction, and AI-assisted admission and enrollment processes. Teachers’ daily responsibilities, such as delivering adaptive teaching strategies, smart instruction, monitoring learning processes, automated grading of assignments and exams, digital assistance tools, and real-time feedback provision. Ultimately, AI empowers educational leaders to improve teaching quality, enhance instructional effectiveness, streamline teachers’ routine activities, and optimize school administrative operations.

Abstract The global educational ecosystem is shaped by successive generations of learners, educators, and administrators-each with their own unique needs and preferences. For educational systems to adapt effectively and intelligently to ongoing changes, it is essential to understand the preferences and approaches of school leaders across generational lines. This study explores the behavior of school principals based on their generational diversity, using a qualitative narrative research method and thematic analysis. Twelve principals from Generations X and Y were purposefully selected from the provinces of Alborz and Tehran. The findings are categorized into eight major dimensions of management: systems thinking, decision-making, system development and enhancement, conflict management, crisis management, capital management, managerial priorities, and preferred leadership styles. Results show the greatest generational overlap in knowledge management within the dimension of system development. Conversely, no shared perspectives or approaches were observed between generations regarding their managerial priorities and preferred styles. Overall, the most significant commonalities were found in strategic thinking, crisis management, and the management of both spiritual and material resources.

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

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

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

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