Educational Leadership Research

Abstract The education system plays a central role in societal development. The emergence of innovative behavior and job optimism among its employees is a key factor in this system’s effectiveness. Accordingly, this research aimed to conduct a structural analysis of the relationship between knowledge-based leadership and teachers' innovative behavior, with the mediating role of teachers' job optimism. This study, in terms of purpose, is applied research, and in terms of method, it is descriptive-correlational, based on structural equation modeling. The statistical population consisted of primary school teachers in Tabriz, selected through cluster sampling from districts 2 and 5. From among 2058 teachers, using the Morgan table, 353 individuals (178 women and 175 men) were randomly selected. The data collection tools included standardized questionnaires for knowledge-based leadership (Donate et al., 2014), pedagogical knowledge (Şahin, 2011), innovative behavior (Janssen, 2000), and job optimism (Rutten Geus et al., 2005). Expert opinion was used for the validity of the questionnaires, and Cronbach's alpha test was used to determine their reliability. The reliability coefficients for the questionnaires on managers' knowledge-based leadership, pedagogical knowledge, teachers' innovative behavior, and teachers' job optimism were calculated as 0.95, 0.93, 0.90, and 0.82, respectively.
For data analysis, confirmatory factor analysis and structural equation modeling were used. The results indicated a significant relationship between the variables of managers' knowledge-based leadership, pedagogical knowledge, and innovative behavior with teachers' job optimism. Furthermore, out of the total seven research hypotheses, the significance level for all of them exceeded 1.96; consequently, all research hypotheses were confirmed.

Abstract The realization of fourth-generation universities in Iran has evolved beyond a merely formal aspiration into an unavoidable governance necessity, emphasizing a commitment to social responsibility in addressing societal problems and generating public good. This paradigmatic shift, through a critical reassessment of traditional academic performance and institutional passivity toward the protection of public rights, necessitates a reconsideration of existing practices to restore the university’s societal authority and prevent the erosion of its intrinsic identity. Adopting a qualitative approach, the present study seeks to examine and explain the barriers facing the establishment of fourth-generation university models within Iran’s higher education ecosystem. Data were collected through semi-structured interviews with 24 higher education experts, selected via purposive sampling until theoretical saturation was reached, and were analyzed using thematic analysis. The trustworthiness of the findings has been ensured through rigorous adherence to Lincoln and Guba’s (1985) four evaluative criteria in the qualitative analysis of expert perspectives. The data analysis led to the identification of 164 codes, 25 sub-themes, and 8 main themes, reflecting a wide spectrum of barriers hindering the realization of fourth-generation universities in Iran. The main themes identified include: centralized governance and limited institutional autonomy; inefficiencies in mission orientation and accountability; the dominance of quantitative and publication-driven performance evaluation systems; institutional inertia and weak capacity for transformation; the weakening of professional ethics and social responsibility; ecosystem isolation and weak linkages between universities, industry, and society; limited capacity for value creation and knowledge commercialization; and weak networking and scientific diplomacy.

Abstract The education organization of Sistan and Baluchestan Province is facing one of the highest dropout rates in the country. Since the crises in the education of Sistan and Baluchestan have their own complexities, the present study was conducted to provide a local model for crisis leadership and determine its key drivers in this organization. This study is a mixed exploratory research that was conducted in two qualitative and quantitative parts. Accordingly, based on interviews with 15 education experts, a qualitative model of crisis leadership was designed in the form of content analysis, including two overarching themes, six organizing themes, and 27 basic themes. The validity of the qualitative model was examined using the content validity index technique, and the reliability of the qualitative model was examined using the test-retest reliability method. Next, the key drivers were determined using the social network analysis technique; accordingly, four variables were identified as key variables: "implementation of the free and public education law, maximum teacher recruitment, construction and development of public schools, and utilization of the capacity of economic foundations." The present study, while presenting a coherent and indigenous model, emphasizes the importance of focusing on four key drivers. Strategic focus on these factors provides a practical roadmap for managers to direct limited resources to the most effective measures and fundamentally confront the educational crises in Sistan and Baluchestan province. These findings provide a suitable platform for increasing the effectiveness of leadership during crises and ultimately reducing the number of dropouts in this province.

Abstract This research was conducted with the aim of designing and validating a professional development model for the educational staff of Allameh Tabatabai University. Professional development of staff plays a crucial role in improving organizational performance and achieving strategic goals. The present study was carried out using a sequential exploratory mixed-methods approach (qualitative-quantitative) in two phases. In the qualitative phase, the statistical population consisted of 38 educational managers from the university and its faculties, of whom 14 were purposefully selected. Data were collected through semi-structured interviews and analyzed using thematic analysis along with MAXQDA and NVivo software. This phase resulted in the extraction of an initial theoretical framework, which was refined based on expert opinions. In the quantitative phase, the statistical population consisted of 184 educational staff members, from which 118 were selected as a sample using the Krejcie-Morgan table, and ultimately 92 questionnaires were completed. The sampling method was simple random sampling, and the data collection tool was a researcher-developed questionnaire based on the qualitative findings. The results showed that causal factors include financial support, regular programs, networking, and continuous evaluation. Conditions include professional ethics, planning and effectiveness, while intervening factors include technology, infrastructure, and managerial support. Professional development strategies include learning opportunities, alignment with technology, and staff participation.The outcomes of implementing the model include improved organizational performance, increased motivation, and skill enhancement. This study provides a practical framework for the professional development of academic staff and emphasizes the impact of structural, cultural, and managerial factors on improving organizational performance.

Abstract This study was conducted with the aim of exploring student teachers’ lived experiences of professors’ professional instructional leadership at Farhangian University. Employing a qualitative approach and based on a narrative inquiry design, the research gathered sixty narratives from students majoring in Persian Language and Literature through purposive sampling until data saturation was reached. The data were analyzed narratively using an interpretive approach. The findings indicate a predominance of dissatisfaction in the students’ narratives compared to accounts reflecting satisfactory experiences of professors’ professional instructional leadership. In representing participants’ experiences, shortcomings in “instructional knowledge” emerged as the central source of dissatisfaction, followed by weaknesses in “communication skills” and “time management.” Deeper layers of narrative analysis reveal that inadequacies in pedagogical knowledge and in professors’ capacity for professional action fundamentally shaped the quality of student teachers’ learning experiences and illustrated a semantic gap between “professional expectations” and “students’ lived realities.” The results underscore the necessity of moving beyond traditional evaluation methods toward faculty development programs in which “students’ narratives” are not treated merely as statistical data but as an authentic source for rethinking and improving professional instructional practices.

Abstract This study aimed to identify practical leadership strategies used by educational leaders to promote two-way school–community partnerships at the elementary level. The research adopted a qualitative systematic review approach, employing reflective thematic analysis (Braun & Clarke) on 50 selected scholarly documents. Documents were retrieved from reputable domestic and international databases using relevant keywords and screened based on explicit inclusion and exclusion criteria. Data analysis was conducted within an interpretivist paradigm, adhering to established principles of trustworthiness in qualitative research. The findings were organized into an eight-theme framework comprising 49 practical actions. The identified macro-level strategies include: establishing and guiding coherent multi-sectoral partnerships; creating a shared vision among stakeholders; designing needs-based programs; organizing effective and frequent meetings; empowering stakeholders; actively developing relational trust; systematically designing collaborations; and facilitating the sharing of resources and expertise. This framework highlights the active and multifaceted role of educational leaders as architects, facilitators, and bridges between the school and the community. The study concludes that effective educational leadership for fostering two-way partnerships requires the integration of relational, structural, and programmatic strategies. When applied with contextual intelligence and adapted to local conditions, these strategies can transform the school into a learning ecosystem that is continuously connected with the community.

Abstract This study aimed to identify the effective managerial factors influencing the synergy of challenging elementary school teachers in Khuzestan province, Iran, using a Total Quality Management (TQM) approach. The research employed a mixed-methods (qualitative-quantitative) sequential exploratory design with a classification model. In the qualitative phase, the target population consisted of experts and specialists with at least 15 years of professional experience, from which 12 participants were selected via purposive sampling (theoretical saturation). Qualitative data were analyzed using thematic analysis and three-level coding (basic, organizing, and core themes), culminating in the development of a thematic network. In the quantitative phase, the statistical population included 300 experienced elementary school teachers and principals from cities across Khuzestan province. Using Cochran’s formula, 169 participants were systematically selected as the sample and completed a researcher-developed questionnaire based on qualitative findings. Quantitative data analysis utilized descriptive statistics (mean, standard deviation, etc.) and inferential statistics.The findings revealed that effective managerial factors influencing teacher synergy fall into six categories: individual factors (6 components), group factors (3 components), environmental factors (3 components), contextual and conceptual factors (6 components), managerial factors (5 components), and structural and functional factors (3 components). Quantitative ranking indicated that the structural and functional dimension held the highest importance, though all dimensions were closely interrelated and mutually reinforcing. These results can contribute to improving educational and managerial policies in schools.

Abstract One of the most important measures of human resource management in order to apply and not be deprived of the competitive advantage that is created by efficient human forces is the effective establishment of the spirituality model in the workplace Educational Organizations, and the purpose of this research is to identify the main and subcategories and key indicators. The effective implementation of the model of spirituality in the workplace Educational Organizations is through a hybrid approach. The statistical population of this research is the studies conducted in the period from 2015 to 2023, in this regard, many studies in the field of the subject were evaluated and finally 66 articles were selected purposefully and with qualitative content analysis and inductive approach, a total of 109 codes, 11 subcategories and 3 The key category was selected and analyzed during the systematic search and combination process, and its validity was confirmed through Kaufman's kappa test, which was equal to 0.813. Based on the combination of spirituality patterns in the workplace, the research findings proposed a comprehensive model for the effective establishment of spirituality in the workplace, which can be the basis of how to effectively establish it. The most important key categories identified in this model include spiritual prerequisites, spiritual processes and spiritual results.

Abstract In today’s highly competitive environment, where open innovation has emerged as a vital paradigm for the advancement of educational organizations, it is essential to implement strategies that facilitate the acquisition, sharing, and purposeful utilization of cross-boundary knowledge and ideas. Accordingly, the present study was conducted to examine the role of educational management in open innovation, employing structural equation modeling to assess the mediating function of problem-solving competence among the employees of Hakim Sabzevari University. This research is applied in terms of purpose and descriptive–correlational in terms of nature and methodology, utilizing structural equation modeling (SEM). The statistical population consisted of all administrative staff and faculty members employed at Hakim Sabzevari University during the first semester of the 2024–2025 academic year. From this population, a sample of 226 participants was selected using proportionate stratified random sampling. Data were collected using three standardized and validated questionnaires measuring educational management, open innovation, and problem-solving competence, which were distributed among the selected participants. The findings revealed that educational management is positively associated with open innovation; however, through the mediating role of problem-solving competence, educational management does not exert a significant positive indirect effect on open innovation at Hakim Sabzevari University. This result implicitly suggests the inefficiency or insufficiency of the current level of problem-solving competence within the university’s organizational structure in translating educational management policies into open innovation outcomes.

Abstract This research aimed to investigate the role of learning-centered leadership in teaching anxiety mediated by teacher enthusiasm in primary school teachers in Kurdistan province. The research method was applied in terms of purpose and correlational (structural equation modeling) in terms of implementation method. The statistical population of the study was 6328 primary school teachers in Kurdistan province in the academic year 1402-1403, of which 362 people were used in a categorical-ratio method based on district, town and sex. Data were collected using the Learning- Centered Leadership Questionnaires of Liu et al. (2016), Hart Teaching Anxiety (1987), and Kunter et al. (2011) Teacher Enthusiasm. The data obtained were analyzed using descriptive and inferential statistical methods (Pearson correlation test and structural equation modeling). The findings showed that learning- centered leadership has a direct, negative, and significant effect on teaching anxiety (P<0.01). Learning-oriented leadership has a direct, positive, and significant effect on teacher enthusiasm (P<0.01). Teacher enthusiasm has a direct, negative, and significant effect on teaching anxiety (P<0.01). Teacher enthusiasm also plays a mediating role in the relationship between learning-centered leadership and teaching anxiety (P<0.01). As a result, by improving the level of application of learning-centered leadership in schools and improving enthusiasm in teachers, teaching anxiety in primary teachers can be reduced and some of the psychological harms of teachers can be eliminated.