Educational Leadership Research

Abstract The concept of thriving, as an emerging topic in behavioral studies, has attracted considerable scholarly attention. One of the key factors contributing to organizational success is the thriving of individuals. Given the importance of this issue, this research seeks to understand the dynamic of thriving within the country’s academic institutions. This study adopts an interpretive philosophy, an inductive research approach, and a Grounded Theory strategy, with semi-structured interviews used for data collection. Accordingly, theoretical sampling was conducted among the research population, consisting of thriving professors at a major public university, and 22 interviews were carried out. The findings indicate that the dominant pattern of thriving in academic institutions manifests as the display of knowledge rather than genuine knowledge. This paradoxical pattern is influenced by factors such as the distortion of the scientific honors system, scientific habituation, resistance to criticism, and a lack of transformational and change-oriented mindset. In addition, non-democratic leadership styles and administrative, performance-based evaluations of scientific activities serve as the prevailing strategies within these institutions. The broader context of academic centers is further shaped by underlying conditions such as bureaucratic administrative culture, rent-seeking interactions and communication, weaknesses in knowledge management and information systems, and an overall inability to address problems effectively. Consequently, the prevailing atmosphere in academic institutions has led to outcomes such as organizational hypocrisy among academic staff, opportunistic behaviors disguised as scientific contribution, and a state of scientific apathy and stagnation.

Abstract The COVID-19 pandemic and the widespread shift to online instruction brought increased attention to the importance of educational supervision. During this period, educational supervisors played a key role in improving instructional quality and supporting the professional development of teachers. Given the importance of supervision in virtual education, this qualitative study—conducted using a phenomenological approach—examines the experiences of educational supervision during the era of online learning. The participants included educational supervisors, instructional leaders, school principals, and assistant principals in the Kurdistan province of Iran who were engaged in virtual educational supervision during the 2020–2021 academic year. Data were collected through semi-structured interviews based on purposive and theoretical sampling until theoretical saturation was achieved. Data analysis and theme extraction were conducted using the Attride–Stirling (2001) framework and MAXQDA 2020 software. Three overarching themes emerged: advancement of educational supervision, modernization of supervision practices, and professional development of educational supervisors. The findings indicate that at the onset of online education, supervisors experienced confusion and encountered challenges in monitoring virtual classrooms. They initially relied on supervisory models designed for face-to-face teaching and, at times, approached the supervision process with a degree of leniency. Over time, however, supervisors gradually adapted to the new conditions and adopted updated strategies for virtual supervision. They also became increasingly aware of their evolving role within the supervision and instructional process. Furthermore, virtual supervision holds potential for enhancing the professional skills and knowledge of both teachers and supervisors in the post-pandemic era.

Abstract The education system is one of the key organizations that significantly influences society. Ensuring satisfaction and vitality among its employees is therefore of great importance. Accordingly, the present study aimed to develop a structural model of toxic leadership and organizational pessimism in relation to organizational vitality among administrative staff of the education departments in East Azerbaijan Province, with organizational hypocrisy serving as the mediating variable. The research employed a correlational design and structural equation modeling. A total of 370 administrative employees were selected through proportional stratified random sampling. Data were collected using four standardized questionnaires measuring toxic leadership, organizational vitality, organizational pessimism, and organizational hypocrisy. Content validity was confirmed through expert review, and reliability coefficients calculated using Cronbach’s alpha were 0.83, 0.87, 0.84, and 0.89 for the respective questionnaires. Data analysis was conducted using confirmatory factor analysis, structural equation modeling, and path analysis. The findings revealed a negative and significant relationship between toxic leadership, organizational pessimism, and organizational hypocrisy with organizational vitality. Overall, the results suggest that, in addition to personality, individual, and psychological factors, various organizational and managerial factors also contribute to reduced levels of employee vitality and well-being. Preventing the emergence of such detrimental factors within organizations is therefore essential.

Abstract The present study aims to examine the relationship between transformational leadership and organizational entrepreneurship, emphasizing the mediating role of organizational learning and innovation culture in the Education Department of Bahnamir. This study is applied in purpose and correlational in method, conducted using a cross-sectional design. The statistical population consisted of 290 employees of the Bahnamir Education Department, from whom 169 individuals were selected through simple random sampling. Data were collected using a questionnaire organized into three main sections: a cover letter, demographic information, and items related to the study variables. The collected data were analyzed using SPSS and Smart PLS software. The findings indicated that transformational leadership (+0.27), organizational learning (+0.36), and innovation culture (+0.22) have significant and positive effects on organizational entrepreneurship. Moreover, transformational leadership was found to strongly influence organizational learning (+0.69) and innovation culture (+0.70). The mediating roles of organizational learning and innovation culture in the relationship between transformational leadership and organizational entrepreneurship were also confirmed. These results highlight the importance of transformational leadership in promoting organizational learning and fostering an innovation-oriented culture, both of which contribute to enhancing organizational entrepreneurship.

Abstract One of the primary goals of the education system and educational leaders is to cultivate responsible and competent citizens. The present study aimed to examine the effectiveness of teaching philosophy for children on the citizenship education of fourth-grade female students in the city of Ashkezar. The research employed a quasi-experimental method with a pre-test–post-test design and a control group. The statistical population included all fourth-grade female students in Ashkezar, from which 30 students were selected through convenience sampling and randomly assigned to experimental (n = 15) and control (n = 15) groups. Data were collected using the citizenship behavior questionnaire developed by Marcusi and Ixin. Philosophy instruction was delivered to the experimental group in twelve 60-minute sessions. The collected data were analyzed using ANCOVA and MANCOVA in SPSS. The results of the covariance analysis indicated that teaching philosophy for children significantly improved the citizenship behavior of fourth-grade female students. Furthermore, the MANCOVA results showed significant differences between the experimental and control groups across all components, with the experimental group demonstrating substantially higher post-test means. Considering the observed differences in citizenship behavior and the importance of fostering such behavior among students, educational leaders are encouraged to place greater emphasis on implementing philosophy-for-children programs.

Abstract The present study aimed to structurally analyze the mediating role of teachers' job rotation in explaining their extra-role behaviors based on their emotionally aware leadership. The research employed a descriptive correlational design with a modeling approach. The statistical population of the study included all first and second grade elementary school teachers in District 2 of Kermanshah, and a random cluster method was used for sampling, and 285 of them were selected. The research data collection tool consisted of three standard questionnaires: based on their emotionally aware leadership (2013), job rotation (2006), and extra-role behaviors (2011). The reliability of the tool was determined using the Cronbach's alpha technique, and the reliability values were reported as 0.78 for based on their emotionally aware leadership, 0.81 for job rotation, and 0.73 for extra-role behaviors, respectively. After collection, the research data were analyzed using LISREL10.30 and SSPS25 statistical tools. The results of data analysis indicated that: The relationship between leadership based on emotional awareness and job rotation and extra-role behaviors is positive and significant. The relationship between job rotation and extra-role behaviors was positive and significant. Also, the mediating role of job rotation in the relationship between leadership based on emotional awareness and extra-role behaviors is positive and significant. It seems that leadership based on emotional awareness and job rotation can be among the factors affecting teachers' extra-role behaviors.

Abstract The present study aimed to examine the relationship between managers’ managerial style and professional ethics and employees’ self-efficacy in the Department of Education in Dezful City. The research employed a descriptive–correlational design. The statistical population consisted of 856 employees of the Department of Education in Dezful, from which a sample of 260 participants was selected through convenience sampling. Three instruments were used in the study: the managerial style questionnaire by Salzmann and Anderkuluk (1982), Cadozier’s (2009) professional ethics assessment, and the self-efficacy scale developed by Riggs and Knight (1994). The validity of the instruments was confirmed by experts, and reliability was assessed using Cronbach’s alpha coefficients, which were 0.79 for managerial style, 0.84 for professional ethics, and 0.88 for self-efficacy. Data were analyzed using descriptive statistics and inferential methods, including Pearson correlation, enter multiple regression, and stepwise regression. The findings indicated a positive and significant relationship between managers’ managerial style and professional ethics and employees’ self-efficacy. Furthermore, the simultaneous regression analysis showed that managerial style and professional ethics together explained 67.5% of the variance in employees’ self-efficacy.

Abstract The present study was conducted to examine the educational priorities of Farhangian University in expanding Michael Connelly’s idea of schools as practical places. The research employed a qualitative approach using inductive content analysis with an emphasis on its thematic nature. Accordingly, 12 faculty members of Farhangian University in the 2023–2024 academic year were studied through focus group interviews, selected via purposive sampling of the desirable type. To ensure data validity, the researcher’s self-review and participant checking were used, and systematic comparison was employed to confirm data reliability. The findings indicated that seven components—educational liveability, curriculum integration, knowledge cultivation, interactionism, practical teacher culture, educational self-exploration, and entrepreneurship—constitute the main codes that, along with 18 axial codes and 97 initial codes, shape the framework of schools with practical functions through university-based training. The results further suggest that Farhangian University should regard schools as a platform for the educational activities of student teachers at an experimental level. In other words, by simulating students’ professional thinking within laboratory school environments, schools can serve as a basis for educational decision-making and as an indicator for evaluating the extent to which the goals of Farhangian University are being achieved.

Abstract Entrepreneurship is a strategic lever for economic development, and nurturing entrepreneurs is a prerequisite for the economic advancement of societies. In recent years, hybrid entrepreneurs have drawn increasing attention from researchers due to their higher likelihood of success and the greater survival rates of their ventures. The present study aimed to examine the necessity of nurturing hybrid entrepreneurs among faculty members as educational leaders within the higher education system. This research adopted a qualitative approach based on Grounded Theory using Glaser’s emergent methodology. Semi-structured interviews were employed as the data collection tool. Through purposive sampling, interviews were conducted with 16 entrepreneurial faculty members. To ensure the rigor of the study, the four criteria of credibility, transferability, dependability, and confirmability were applied. Data analysis was carried out in two stages: substantive coding and theoretical coding. The findings revealed 22 codes organized into 9 concepts—economic motivations, psychological needs, global changes, shifts in upstream policymaking, the high failure rate of full-time entrepreneurs, successful hybrid entrepreneur models, financial access, communication and social networks, and supportive positioning—and 4 subcategories (individual factors, socio-cultural factors, economic factors, and job-related conditions) across micro, meso, and macro levels as causal conditions underlying the necessity of cultivating hybrid entrepreneurs among faculty members. To fully leverage the capacities and talents of faculty members as an educated and influential group within higher education, it is essential for the system to provide more opportunities and adopt supportive and operational policies that facilitate the development of hybrid entrepreneurship among faculty members who are inclined toward entrepreneurial activities.

Abstract Comparative education, as a significant branch within the field of educational sciences, examines and compares different educational systems in diverse societies. The aim of the present study is a comparative study of formal education in Iran and Iraq. The research method is qualitative comparative, and the strategy for selecting countries was "difference in social systems and similarity in educational system output." In this research, library research (documentary), domestic and international databases, and articles related to the research topic were used for data collection, and data analysis was performed based on Bereday's model. The research population includes the formal education systems of Iran and Iraq. The findings show that formal education in Iran and Iraq has differences and similarities in terms of educational system structure, curriculum content, the role of government, attention to culture and values, curriculum planning methods, and educational goals. These differences mainly stem from the political structure, cultural context, and macro-level approaches of each country in educational policymaking. Consequently, based on the research findings, considering the cultural, linguistic, and regional commonalities between the two countries, and at the same time, structural differences in the educational system, it is suggested that joint educational working groups be formed between Iran and Iraq with the aim of exchanging successful experiences, particularly in the field of educational systems. This collaboration can lead to improving the quality of education, strengthening a shared cultural identity, and also utilizing innovative curriculum planning strategies that have been effective in each country.