Educational Leadership Research

Abstract Educational leadership faced new opportunities and challenges due to the advances in the artificial intelligence; so, we still suffer from conceptual ambiguities and lack of literature for the effective use of this technology at a strategic level. The aim of the study was to provide a coherent classification of applications of artificial intelligence in educational leadership. The study was conducted with a systematic review approach and qualitative-inductive analysis. The research data included all studies in the field of artificial intelligence and educational leadership from 2017 to 2025 available through Scopus, ERIC, and IEEE Xplore databases. Using the PRISMA flowchart, we ultimately selected 32 sources for content analysis. After extracting the initial themes, external validation was carried out with the participation of experts. The findings showed that the applications of artificial intelligence in educational leadership can be classified into ten distinct areas: executive effectiveness, personalized learning, improving teaching practices, decision-making and policy-making, student support, organizational leadership and strategic planning, regulatory oversight, community engagement and communication, ethical leadership in artificial intelligence, and diversity, equity, and inclusion. These domains cover different dimensions of educational leadership and highlight the potential of AI technologies to improve organizational performance, data-driven decision-making, and ensure educational equity. The proposed taxonomy provides a practical framework for administrators, policymakers, and technology developers to design AI deployments in the educational system with a coherent, ethical, and contextual perspective. The present study provides a framework for designing professional development programs and future research in intelligent educational leadership.

Abstract The present study aimed to design and validate a value-based, skills-oriented curriculum model for leading the first cycle of secondary education in Iran's educational system using an exploratory-sequential mixed-methods approach (qualitative-quantitative). In the qualitative phase, semi-structured interviews were conducted with 12 curriculum planning and educational management experts (purposeful sampling continued until theoretical saturation). The data were analyzed using thematic analysis in MAXQDA 2020. In the quantitative phase, a 56-item Likert-scale questionnaire was administered to 382 teachers and principals of the first cycle of secondary education in Golestan province (stratified random sampling, Cochran's formula). The model fit was confirmed using Smart PLS, and a strong overall goodness-of-fit index (GOF=0.854) was obtained. The findings revealed that the proposed model achieved a very high consensus across five dimensions: necessity, objectives, content, teaching-learning methods, and assessment. Notably, there was 100% consensus on cultivating problem-solving skills, preparation for real life out of school, increasing motivation, project-based and collaborative learning, technology integration, performance assessment, continuous feedback, flexible content, and full alignment with societal needs. By emphasizing life and soft skills, moral values, practical activities, and talent discovery, this model transforms students into responsible, creative, and self-confident citizens and effectively bridges the gap between traditional education and real life.

Abstract In today's rapidly changing world, organizations need strategies that, in addition to flexibility, strengthen employees' self-leadership capabilities to adapt to changes and new technologies. The aim of the current study is to examine human resource development through self-leadership. The research method is qualitative with a thematic analysis strategy. The statistical sample comprises 14 experts in the field of human resource management from public universities and educational centers in Tehran province with theoretical knowledge of the subject and with executive backgrounds and practical human resource management experience, who were selected using a purposive snowball sampling method. The criterion for ensuring the adequacy of the statistical sample size is theoretical saturation. The data collection tool is a semi-structured interview. The data analysis method is based on thematic analysis through three stages of conceptualization, sub-categorization, and main categorization. Based on the findings, adopting a self-leadership approach with four main themes including personal training and development, career development, development of positive personal behaviors, and organizational development plays a role in human resource development at both individual and organizational levels. To ensure the continuity of the role of employees' self-leadership, a fifth theme titled systemic and organizational support for self-leadership strategies was identified. The findings indicate that a self-leadership approach focusing on individual and organizational development provides an effective roadmap for human resource development in an era of rapid change. However, the continued success of this strategy requires comprehensive support from organizational systems.

Abstract Transgression refers to a nonnormative attitude, behavior, or condition. One type of transgression is sexual harassment in the workplace, which is a form of gender discrimination. Since Iranian research has rarely dealt with the issue of sexual transgression by faculty members, studying the global literature can help raise awareness among university leaders, professors, and students. This article, adopting a "gendered power dynamics" approach, and employing a "thematic synthesis" methodology on 14 primary studies, sought to answer the following questions: What are the characteristics and motivations of faculty members who commit sexual transgressions? What are the characteristics of their victims and the consequences of victimization? In the context of gendered power dynamics, the current research has identified the characteristics and motivations of transgressors, as well as the characteristics of victims and their post-victimization behaviors. Policymakers, legislators, and academic leaders can gain a better and broader understanding of the phenomenon of sexual transgressions by faculty members by using these findings. This will help them identify areas that require immediate action or reform.
In the context of gendered power dynamics, the current research has identified the characteristics and motivations of transgressors, as well as the characteristics of victims and their post-victimization behaviors. Policymakers, legislators, and academic leaders can gain a better and broader understanding of the phenomenon of sexual transgressions by faculty members by using these findings. This will help them identify areas that require immediate action or reform.

Abstract The present study aims to identify and explain the professional strategies of school principals to achieve responsible leadership in the educational context of Iran. This study was conducted using a qualitative approach and a data-based theorizing strategy, based on the constructivist approach of Charms. The research participants included 12 principals who were purposefully selected from public elementary, junior and senior high schools in Kermanshah. Data were collected through semi-structured interviews and analyzed using a three-stage coding method (open, axial, and selective). The research findings showed that principals' professional strategies for responsible leadership can be categorized into four main categories: participatory culture (including holding councils, delegation, teacher participation), good communication based on trust (including active listening, empathy, constructive feedback), resilience to problems (including accepting differences and resisting external interference), and leadership based on moral and professional growth. These strategies emphasize the principal's role as a responsible nurturer, active listener, and participatory leader and can pave the way for rebuilding trust, strengthening educational justice, and improving the human environment of the school.

Abstract This study examines the meta-synthesis of women’s leadership in schools and identifies the challenges and opportunities they face. Given the key role of women in educational systems, it is of great importance to understand the factors affecting their leadership, especially in cultural, social, and organizational contexts. The aim of this study is to analyze and review the results of previous studies on women’s leadership in schools to identify common patterns and trends of challenges and opportunities. Our data comprises all articles published in reputable scientific databases in the field of women’s leadership and education that have been published between 2010 and 2023. The statistical sample was selected from 50 relevant articles using a purposive method. Data collection tools included coding checklists and qualitative data analysis software. The results of this study show that women in leadership positions face significant barriers such as gender inequalities, cultural pressures, and lack of social support, which affect their performance and progress. In addition, opportunities have been identified, such as the potential capabilities of women to create positive changes in educational environments and improve the quality of student learning. Finally, this study, as a scientific resource, can help policymakers and educational practitioners to identify and reduce barriers, provide better opportunities for women to lead in schools, and utilize their capabilities more effectively.

Abstract The evaluation of school principals’ performance plays a crucial role in improving educational quality and supporting effective school leadership. Considering rapid development of digital technologies and the increasing use of intelligent systems in educational management, we need smart approaches for performance evaluation. The present study aimed to identify and conceptualize the factors affecting the smart evaluation of school principals’ performance. As a qualitative research, we adopted the Sandelowski and Barroso’s (2006) seven‑step model of meta-synthesis. Relevant studies published between 2013 and 2024 were systematically retrieved from major scientific databases and screened through several stages of selection and quality assessment. The selected studies were analyzed using coding and thematic synthesis to identify key themes and patterns in the literature. The findings revealed several interrelated dimensions that shape smart performance evaluation systems in educational settings, including technological, ethical, operational, educational, and behavioral aspects. These dimensions collectively influence the design, implementation, and effectiveness of evaluation systems supported by intelligent technologies. The study concludes that adopting smart evaluation approaches can enhance transparency, accountability, and evidence‑based decision‑making in school management and provides a conceptual framework that may support policymakers and educational administrators in improving performance evaluation systems.

Abstract This study reflects on the pivotal barriers of the university graduates’ employment for effective educational leadership and policymaking. For this purpose, a qualitative approach and descriptive phenomenology method were utilized. The sixteen participants were academic and research experts with backgrounds in related research fields, selected through purposive snowball sampling to reach theoretical saturation in the findings. Data collection was carried out through semi-structured interviews, and the obtained data were analyzed using the Graneheim and Lundman’s (2004) inductive approach of content analysis. The findings indicated that the fundamental issues of higher education graduates’ employment in Iran are rooted in the misalignment of university programs and curricula with the actual needs and skills of various industry, society, and labor market sectors, the mismatch between the supply and demand levels of graduates with the country's needs, the non-knowledge-based nature of the economy, industries, and market of the country, the prevalence of credentialism (degree as a sign of prestige) culture in education and employment, and the lack of appropriate entrepreneurship culture and training among university graduates. The study encapsulates three basic concepts: First, one of the main reasons for the unemployment of university graduates in Iran is the gap between academic education and the skills required by the labor market. Second, effective interaction with the labor market is considered the missing link in the management of Iran's academic system. Third, the academic education process in Iran emphasizes scientific theories rather than the integration of theory and practice and skill-based training.

Abstract The main goal of the current research was to construct and validate the organizational bullying questionnaire in medical-educational centers. The current research was a correlational survey in terms of its practical purpose and methodology. The statistical population included all doctors, nurses and employees working in educational and medical centers of Tabriz in 2022. A statistical sample of 250 people was selected using available sampling method. The data collection tool was a researcher-made questionnaire, the face validity of which was confirmed by 4 experts in the field of evaluation and measurement, and the reliability of the tool was estimated through Cronbach's alpha coefficient as 95. Exploratory and confirmatory factor analysis and SPSS and AMOS software were used to analyze the data. The results showed that the organizational bullying questionnaire included 6 components of unilateral exercise of power, discrimination, unrelated human resource management, abuse of job position and weak implementation of the law, management based on fear and imposing additional burden and .72 the variable explains organizational bullying. The results of this research can be used in formulating regulations to prevent bullying in educational and therapeutic organizations.

Abstract Universities and higher education institutions play a pivotal role in educational leadership and the cultivation of competent graduates, serving as a fundamental link to the labor market and employers. Consequently, by fulfilling an effective role, they can meet the demands of businesses in today's turbulent world. Thus, the present study aims to review and analyze the findings of research conducted by other scholars in this field. We employed semi-systematic review methodology as an innovative approach to examine relevant documents and studies. This method falls within the category of qualitative research. The findings were obtained by reviewing articles published between 2015 and 2025 in Q1 and Q2 journals. The CASP checklist was used to assess the validity of the articles, and the PRISMA flow diagram was utilized for the article screening process. The systematic search was conducted using Boolean operators in the Scopus database. A notable innovation of this research is its consideration of the Field-Weighted Citation Impact (FWCI) indicator for the first time in related analyses. The research findings indicate seven main elements. The main themes include individual, communication, cognitive, managerial, technical, professional, and digital competencies. Each of these main themes encompasses a set of sub-themes (24) and more detailed indicators (36) that collectively define graduate competency. Furthermore, a distinctive achievement of the present study is the analysis of the research gap, the contribution of different countries, and emerging topics related to graduate competencies, conducted using the R programming language. These are discussed in detail in the findings section of the research.