Educational Leadership Research

Abstract This study aimed to examine the impact of organizational support on professional ethics with the mediating role of organizational justice among teachers. The research method was descriptive-correlational with path analysis. The study population included 844 secondary school teachers in Zahedan during the 2022-2023 academic year. A sample of 264 teachers (172 female and 92 male) was selected using stratified random sampling. The research instruments included the Organizational Support Questionnaire (Eisenberger et al., 1986), the Professional Ethics Questionnaire (Armito et al., 2011), and the Organizational Justice Questionnaire (Calcit, 2001). Data were analyzed using path analysis and the Pearson correlation coefficient. The results revealed that perceived organizational support had a direct and significant effect on teachers' professional ethics. Organizational support also had a direct and significant impact on teachers' perceived organizational justice. Moreover, professional ethics was found to have a direct and significant effect on organizational justice. Organizational justice mediated the relationship between organizational support and teachers' professional ethics, accounting for 16% of the effect.

Abstract The purpose of this research was to design a conceptual model of mindfulness for educational principals of schools. This qualitative study utilized the grounded theory method. The participants consisted of 18 experienced, expert and knowledgeable educational principals who were selected using the theoretical purposeful sampling method. The data were collected through semi-structured interviews and analyzed based on the systematic approach of Strauss and Corbin (open, axial, and selective coding). Accreditation of the study was ensured through triangulation strategies in data sources and researchers, re-examination of the analyses by some participants, and review of the results by peers. The dimensions of the paradigmatic model included: causal conditions (pain and suffering, demands, study, meditation, interaction); core phenomenon (developing mindful educational principals); contextual conditions (educational system, family institution, attendance at spiritual gatherings, attendance in nature); intervening conditions (educational and training system, welfare and economic status, social and cultural status); actions/interactions (metacognitive awareness, metacognitive skills); and consequences (spiritual growth and personal transformation, improving the quality of personal and professional life). Based on these dimensions, a mindfulness model was designed for educational principals in schools. The results of this research can assist researchers and practitioners in understanding the dimensions and various aspects of mindfulness, especially for educational principals of schools, and provide a condition for their cultivation, improvement, and equipping with new competencies.

Abstract This applied study aimed to examine the impact of emotional intelligence and transactional leadership on organizational performance, with the mediating role of job rotation, in the Education Organization of Tehran. The research method was descriptive correlational. The statistical population consisted of 1,500 employees of the Education Organization of Tehran, from which a sample of 306 participants was selected using simple random sampling based on Cochran's formula. Data were collected using standardized questionnaires on emotional intelligence, leadership style, organizational performance, and job rotation. The validity of the instruments was confirmed through content and construct validity, and reliability was established using Cronbach’s alpha. Data analysis was conducted using Structural Equation Modeling (SEM) with SPSS and PLS software. The results indicated that emotional intelligence significantly affects job rotation and organizational performance. Similarly, transactional leadership significantly influences both job rotation and organizational performance. Furthermore, job rotation was found to have a significant effect on organizational performance. Additionally, job rotation mediated the relationships between emotional intelligence and organizational performance, as well as between transactional leadership and organizational performance. Implementing policies that promote job rotation among employees, especially by leaders with high emotional intelligence and transactional leadership skills, is crucial for enhancing organizational performance and employee capabilities.

Abstract School principals play a critical role in the educational process, and their lived experiences can offer valuable insights. The present study aimed to develop a phenomenological understanding of elementary school principals’ lived experiences and perceptions regarding personal development plans. This qualitative research was conducted using a phenomenological approach, and data were collected through in-depth, semi-structured interviews. Thirteen primary school principals were purposively selected based on specific inclusion criteria, and interviews continued until data saturation was achieved. The data were analyzed using Van Manen’s (1990) six-stage reflective analysis model. Four overarching themes were identified from 14 initial sub-themes: (1) the preparation-oriented perspective of personal development plans, (2) the practical perspective, (3) the outcome-based perspective, and (4) other viewpoints on personal development plans. This study contributes a deep, phenomenological insight into how elementary school principals experience and interpret personal development planning, which can inform and enhance managerial and educational practices. The identification of coherent and impactful perspectives on personal development can facilitate the effective implementation of leadership development programs in schools.

Abstract The purpose of this study was to identify the structural model of factors influencing job burnout among elementary school teachers in the cities of Tehran province. This applied research employed a descriptive correlational design using structural equation modeling. The study population consisted of elementary school teachers in Tehran province, from whom 1,147 participants were selected through multi-stage cluster random sampling. Data were collected using a researcher-developed questionnaire assessing factors affecting job burnout. The questionnaire’s content validity was confirmed by experts, and its reliability was supported by a Cronbach’s alpha coefficient of 0.763. Data analysis was performed using Pearson’s correlation coefficient and structural equation modeling. The findings indicated a significant negative relationship at the 0.01 level between organizational factors, job-related factors, and individual factors with dimensions of job burnout. Furthermore, structural equation modeling demonstrated that job-related factors effectively mediate the relationship between organizational factors and job burnout, as well as between individual factors and job burnout.

Abstract Given the unique nature of management studies and the significant increase in doctoral admissions in this field, the quality of teaching and learning processes in these programs has been severely impacted, posing challenges to achieving the primary objectives of doctoral education. Although various factors contribute to this inefficiency, one key reason is undoubtedly the lack of an appropriate behavioral framework to achieve learning objectives. This article assumes the necessity of engaging with the current state of doctoral education and explores the potential for implementing behavioral interventions, or "nudges," as a cost-effective and quick-return tool for enhancing learning processes in the stages of interviews, training, research, and dissertation defense. Data collected through semi-structured interviews with 15 graduates and current doctoral candidates in management were analyzed using thematic analysis, with coding performed using MAXQDA software. The findings indicate that nudges can significantly improve learning outcomes at the doctoral level. Based on theoretical studies and field research, 281 foundational themes were extracted, which were organized into 19 structured themes and 7 overarching themes, validated by experts to ensure alignment with practical applications of nudges in behavioral interventions. Proposed nudges include preemptive nudges, clarifying nudges, informative nudges, directional nudges, commitment-inducing nudges, awareness-raising (warning) nudges, feedback-oriented nudges, capacity-building nudges, identity-forming nudges, satisfaction-enhancing nudges, motivational nudges, future-oriented nudges, opportunity-creating nudges, digital nudges, courage-inducing nudges, risk-managing nudges, reverse-thinking nudges, evaluative nudges, and expectation-modifying nudges. These are suggested as effective tools for facilitating learning processes in management doctoral programs.
Data collected through semi-structured interviews with 15 graduates and current doctoral candidates in management were analyzed using thematic analysis, with coding performed using MAXQDA software. The findings indicate that nudges can significantly improve learning outcomes at the doctoral level. Based on theoretical studies and field research, 281 foundational themes were extracted, which were organized into 19 structured themes and 7 overarching themes, validated by experts to ensure alignment with practical applications of nudges in behavioral interventions.
Proposed nudges include preemptive nudges, clarifying nudges, informative nudges, directional nudges, commitment-inducing nudges, awareness-raising (warning) nudges, feedback-oriented nudges, capacity-building nudges, identity-forming nudges, satisfaction-enhancing nudges, motivational nudges, future-oriented nudges, opportunity-creating nudges, digital nudges, courage-inducing nudges, risk-managing nudges, reverse-thinking nudges, evaluative nudges, and expectation-modifying nudges. These are suggested as effective tools for facilitating learning processes in management doctoral programs.

Abstract Although serving as a university faculty member is a demanding and challenging profession, many teachers with doctoral degrees are eager to pursue this career. The purpose of this study was to explore the motivations of PhD-holding teachers for seeking faculty positions at Farhangian University. This qualitative research employed the Classic Grounded Theory approach. The participants were PhD-holding teachers who had applied through the special recruitment call for faculty positions at Farhangian University. Using theoretical sampling and considering the principle of theoretical saturation, a sample of 10 participants was selected. Data were collected through semi-structured interviews. The interviews were analyzed and the paradigm model was developed through open coding, memo writing, selective coding, and theoretical coding. MAXQDA 20 software was used to facilitate coding and to construct the paradigm model. The validity of the study was ensured based on Maxwell’s validation criteria. The findings revealed 50 open codes, 14 concepts, and 6 categories. The core category identified was the exclusionary climate of schools and educational departments, which emerged as the primary reason for PhD-holding teachers’ tendency to join the university faculty. This category encompassed three dimensions: exclusionary classroom climate in schools, exclusionary communication climate, and exclusionary administrative climate. Other identified categories included the enhancement of social status, the pursuit of financial and material opportunities, the advancement of scientific growth, the development of autonomy and independence, and the experience of dynamism and effectiveness. Finally, these findings are discussed in relation to prevailing theories of motivation.

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

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

Abstract The management style of kindergartens and preschools refers to the set of procedures, strategies, and methods that managers employ to carry out their tasks and manage available resources. Such management styles can directly influence the quality of education, the learning environment, and the overall performance of these institutions. The purpose of this study was to identify the management styles of kindergarten and preschool centers in Tehran. The study population consisted of managers of kindergartens and preschools in Tehran who provide care and education for children aged 3 to 6 under the supervision of the Ministry of Education. This research adopted a qualitative phenomenological approach based on Colaizzi’s method. To ensure validity, content validity and expert judgment were applied, and for reliability, the views of 12 kindergarten and preschool managers were used until theoretical saturation was reached. Data were collected through interviews and analyzed using thematic analysis. The findings revealed four main management styles in Tehran’s kindergarten and preschool centers: participatory management, supportive management, transformational management, and authoritarian management. These results may provide valuable insights for managers of early childhood education centers in Iran, helping them to improve both their management practices and the overall performance of their institutions.