Journal of School administration
Volume:6 Issue: 1, 2018

The purpose of this study was to examine the consequences of the proximity of 6th graders and first graders in the new structure of Iran primary education, with respect to bullying and aggressive behaviors. This research is a practical study in its purpose, and a survey one, in the manner by which it is carried out. Statistical population of this study includes all first- and sixth-grade students studying in elementary schools of Kashan in the 2016-17 academic year. The size of the selected samples included 389 of first-grade students and 464 of sixth-grade students who were selected by using multi-stage cluster sampling procedure. To collect data, two questionnaires called Bully & Victim (Chan, Myron & Crawshaw, 2005) and Student School Survey (Hamburger & Basile, 2011) were employed. Reliabilities of the questionnaires for first-grade students and sixth-grade students were estimated to be 0.84 and 0.73 respectively. The analysis of data showed that the existence of 6th graders has boosted bullying and violence in primary schools. It’s very important to consider gender as an underlying variable in our explanations. The boys studying in 4-6th grade schools scored significantly lower in the components of observation, action and complicity in violent behaviors than their peers in 1-6th grade schools. It seems that the proximity of 6th graders to first graders affects boy’s schools and girl’s schools differently with respect to bullying and violent behaviors. Male six graders were found to perpetrate more physical and psychological harassment on first graders compared to the female ones.

Curriculum leadership in school is important as a way to improve programs and practices. However, there has been little attention to curriculum leadership. Accordingly, the present study aims to investigate principal's lived experience of curriculum leadership in secondary schools of Rudsar city. This study is a qualitative research in the form of interpretive phenomenology. The population of this study was all principals of secondary schools in Rudsar city in the academic year of 2016-2017. Target-based sampling was used to select these individuals. Semi-structured interviews were used to collect data. The interview included 9 questions about the experiences of principals about curriculum leadership (30 to 40 minutes). After interviewing 8 principals with experience in management and enough experience in secondary school, information richness, saturation and repetition of data were obtained. Data analysis was performed on the basis of a seven-step Colaizzi method. From the research data, 30 subscales were extracted, which were classified in seven main subject themes (as positive experiences of principals from curriculum leadership and negative experiences of principals of curriculum leadership). The results of this study showed that the curriculum leadership takes into account the responsibilities and roles of school principals, but it is a construct that less attention has been paid to the approach of school principals by the experts in this field. Therefore, school principals should be considered in the curriculum leadership.

The purpose of this study was Evaluation of the quality of the school excellence program based on CIPP model. The approach this research was The approach was Mixed method Of type sequentially exploratory. In the qualitative stage, the Thematic method was used and in the quantitative stage an evaluation approach was used. The Contributors at the qualitative stage were selected from 20 faculty members of the educational sciences and specialist schools of excellence. According to the qualitative data, a 94-item questionnaire developed and among 656 experts, managers and teachers of the secondary schools of Kurdistan, Hamadan and Kermanshah provinces were selected by random cluster sampling. The validity of the questionnaire was formal, content and structure verified by faculty members of educational sciences and its reliability was calculated based on Cronbach's alpha of 0.83. For data analysis, binomial test, confirmatory factor analysis, z score, repeated variance analysis were used. The results of the research confirm the utility of the fittest indices and validity of the assessment scale in 19 components and 82 indicators. The context, inputs and processes of the program are lower than the average and the outputs are at the optimal level. Also, cultural factors in the field, information resources in input, process creativity and input participation have the highest quality and needs assessment, inputs, process monitoring, and innovation in output, with the least quality in appraisal.

According to the importance and impact of school management ,this research is arranged in order to study the management of Kerman high school based on Tony Bush's management models (formal , political , subjective , cultural , collegial and ambiguity models ) at kerman’s highschools.The research method ,is combined align method (converged model). In quantitative part ,intended statistical society consists of 2090 staff of kerman’s highschools.. 42 questions were designed and distributed among a sample of 325 staff of kerman’s highschools at questionnaire’s quantitative phase.Collected data were analized by SPSS and LISREL softwares . reliability of questionnaire calculated (.93) by crownbach’s alfa And validity of questionnaire confirmed by factor analisys.Results illustrated that all of bush’s models are being used meaningfully below average at kerman’s highschools.the results also illustrated that managers use models meaningfully different so that the collegial model is the first priority and cultural,formal,political,subjective,ambiguity models are other priorities respectively .In qualitative part, 15 purposfully chosen distinguished faculties and managers of educational system were interviewed about managerial properties of schools from bush’s point of view( goals,structures,environmental communication and leadership ) .The obtained results from analized inteviews illustrated that more attention should be paid to train, select and deploy schools’ managers.

The aim of this study was to compare the work values and behavioral characteristics of the net generation teachers with the previous generation in the Secondary school of Shiraz. The research method was descriptive and survey type. The statistical population included all secondary school teachers in Shiraz that among them, 320 teachers were selected by simple random sampling method. The data collection tools of this research are Net Generation Profile Scale (Barak, 2010) and work values Net Generation (Garrosy et al., 2013). After calculating their validity with item analysis and reliability with Cronbach's alpha coefficient, the scale were distributed among the samples and the data were analyzed using descriptive statistics such as frequency, mean and inferential statistics such as independent T test, single sample t-test and repeated measures analysis of variance. The findings showed that there is a significant difference between the behavioral characteristics of the net generation and the previous generation of teachers. In addition, there is a significant difference between their work values. So that in the each dimensions of the work centrality, the non-compliance with the norms of the organization, the balance between work and life, leadership and power, the highest mean belonged to the net generation and in the dimension of the challenge with the technology the highest mean belonging to the previous generation. Also, the results showed that there is a significant difference between work values in each generation.

The main objective of this study was to identify the antecedents and consequences of a professional learning community in primary schools to develop its theoretical foundations by using qualitative research ( phenomenography strategy). The study population included university professors in Educational administration , doctoral students or alumna PhD in Educational administration and successful administrators , educational assistants and teachers working in the primary schools in Tehran province cities and 26 persons as the notifications of theoretical sampling targeted to achieve theoretical saturation, were selected. The data is collected from semi-structured interviews and in-depth. . Data analysis, inductive content analysis using coded in three levels of open, axial and selective of them. Results showed that the basic dimensions antecedents of a professional learning community in primary schools Includes: 1) educational leadership, 2) organizational culture, 3) participative learning and 4) organizational structure. The consequences of it in primary schools include: 1) continuous improvement of teacher's performance, 2) a sense of belonging to the school and their career and 3) :a sense of satisfaction from their career and school . The Findings showed , by providing the necessary conditions as the markers of professional learning community identified , we can make primary schools a continuous learning environment.

Today, with changing lifestyles people and the gradual move away from nature by living in modern buildings, Relationship between children and nature has fallen and mechanical properties of modern buildings have A negative impact on their behavior. Green Schools prepair students to deal with social and environmental developments and They connect students with the community and environment.
Questions such as (What are the advantages of human schools to mechanical schools? or How can plants convert modern school to human schools?) This study deals with this question and The paper tries to answer this question. In order to answer these questions, Tests were performed on boy's primary school in Sanandaj city to assess the impact of plants on students in different place of school. All details of the tests and observations were extracted and grouped in tables. Information in this article was gathered through field studies and Finally with commentary and analysis of the collected information. A report on the findings is presented in the article. In final assessment based on ideas, that users say and results obtained from the relevant studies have been done. The results show that Plants play a role in modern humanistic schools And more Plants in the educational environment to increase comfort, beauty, cleanliness, flexibility is good, feel relaxed, vitality, warmth and encouragement and they reduce control and Direct view to students. And at the end the limitations of this study and suggestions for future research are provided.

The study aimed to formulate and test structural equation model of relationship between school administrators’ cultural intelligence of and school culture. The research method is descriptive-survey and statistical population includes all directors, assistants and teachers of Mahabad secondary schools. According to the latest statistics, statistical population is 370 people. Firstly, 221 people were selected as sample through calculating sample size, using Cochran equation and multi-stage cluster sampling method. The research tool was a questionnaire in order to collect data and its validity and reliability was confirmed before its implementation. Finally, data were analyzed in descriptive and hypothesis test sections. The research findings showed that fitting goodness indicators of model are well fitted and there is significant relationship between cultural intelligence of school directors and school organizational culture. Also, the results showed that there is positive and significant relationship between cultural intelligence dimensions including metacognitive (R = 0.46), cognitive (R = 0.24), motivational (R = 0.16) and behavioral (R = 0.18) dimensions and school culture.

This study was done to determine the effectiveness of spirituality training on organizational commitment, employee retention and employee engagement of the administrators of primary schools of Sabzevar city. This study was semi -experimental and pretest-posttest with control group. The statistical population of this research was all administrators of primary schools of Sabzevar in the academic year 2015-2016 that 30 administrators of primary schools were selected by available sampling method and randomly assigned to two experimental group (15 persons) and control group (15 persons), then both groups were given pre-test. The experimental group received spirituality training during 10 sessions (each session 90 minutes), while the control group received no intervention. After completing the training program, the two groups were given a post-test. Data was collected using questionnaires of organizational commitment, employee retention and employee engagement that their validity and reliability have been reported to be desirable. The collected data was analyzed using descriptive statistics methods and covariance analysis with the help of SPSS23. The results showed that spirituality training had an effect on the organizational commitment, employee retention and employee engagement of the administrators of primary schools. Also, Training of spirituality explained organizational commitment variance (37%), employee retention (41%), and employee engagement (26%). Therefore, spirituality training has a significant effect on of organizational commitment, employee retention and employee engagement of the administrators of primary schools.

Policy makers, economists, educational researchers, teachers and even parents around the world argued about various forms of school choice and its effects on quality of schools, student achievement and family school-satisfaction over the last years. The main strategy that was frequently used in Iran and many other countries was neighborhood schools mechanism. Based on this strategy school costs for students, government and families was lower but student achievement improve throughout the education system, student innovation, school population, methods of instruction and school governance still are problematic and challenging. So governors and parents thought about provide an alternative plan to neighborhood schools strategy. In Islamic Republic of Iran although many policies are available to school choice including open enrollment, magnet schools, online schools and charter (Non-profit) schools- that aimed to cover %25 of Iranian students- but the most prominent school choice policy in public even private sector is neighborhood schools.
Although there are still considerable number of students choose their education places based on their place of residence, the number of students who are consciously looking for better school quality are increasing. These students are looking for higher levels of learning quality, attractive and diverse programs for education, vivacity and side programs. This is undeniable that public education systems are inherently problematic to meet these emerging needs of stakeholders. In fact, to provide high quality schools with diverse training programs, the establish educational campus that students decide about content of curriculums, teachers or even parents had practical trainings to improve the quality of learning and so on, are not in governments’ preferred program list because of dramatic increase in costs and other financial challenges in public sector. Therefore in most public education systems, students select their schools on the basis of neighborhood and proximity to school or similar standards that decline costs of student education. This will make schools ineffective and inefficient because of two reasons. On the one hand, schools with stable students do not try to more student enrolment and have to succeed because they have access to monopoly applicants and they have to choose the schools they want. On the other hand, students who seek diverse educational programs will not be able to answer in these systems because government systems operate in a largely the same way and the single program does not respond to the various educational needs that students will require (Levine 1995 quoted Nafisi, 1380: 440).
Based on above discussions main purpose of this study was to identify the factors influencing the school choice by secondary school students in Ahvaz. The statistical population of this study included 41819 students studying in the academic year 1395-1396 (21860 boys and 20031 girls), of whom 381 were selected by Cluster sampling method. To identify the factors affecting on school choice, a made-questionnaire including 41 items that was scored based on Likert scale was used. In this research, Cronbach's alpha test was used to measure the reliability of the questionnaire, and to ensure the validity of the tools, content validity and construct validity were used. Descriptive research method and exploratory factor analysis were used to analyze the data. The results of principal components (PC) exploratory factor analysis showed that three main factors affecting the school choice are as follows: The first factor was school empowerment (Eigen value: 14.388 and the explained variance: 36.3%), the second factor was the school Physical structure (Eigen Value: 3.033 and The explained variance: 7.397) and the third factor was the school external reputation (Eigen value: 2.328 and the explained variance: 5.677). Overall 49.4374% of variance of school choice is explained by the above three factors. Also, the results show that there is a significant difference between the criteria for choosing school for non-profit school students and other public schools.
In school empowerment authors argued that students tend to study in empowered schools because they are own characteristics that create competitive advantages for them. Empowered schools component included variables such as high quality and various training programs, qualified teachers, approved curricula, provide new technologies for better learning in school, shared decision making about content of educational programs and prepare students for the job market. Such school characteristics are more compatible with the market approach in economic systems and will be welcomed and demanded to study. The physical structure of the school is important for students. The results of this study show that the school's physical structure explain %7 of students' school choice variance. The roots of this thought can be traced to this believe that better education is possible in a limited and controllable learning environment. Some students prefer to study in schools with a specific enrollment rate. In other words, schools with limited students’ number are able to provide more learning opportunity for students. This is another emerging criterion for choosing a school. This component includes games and sports space, conference halls, libraries, and so. School external reputation is more important for non-profit schools. Advertisements, branding, accreditation and quality assurance can effect on external reputation of schools.
In general, based on the results of this study, there is a significant difference between the choice pattern of non-profit high school and other high school students. Nonprofit high school students are more likely to use market mechanisms. This is consistent with the logic of building non-profit schools, since the foundation of nongovernmental schools is based on the creation of quality education with the participation of individuals and non-governmental organizations (private sector). Lastly, many of the emerging criteria of a new age in the past were not taken into account for various reasons, such as financial or conceptual reasons. Today, education is considered to be the goal of long-term education, meaning the massive investment of society and individuals on their abilities, the human capital theory, and therefore the choice of school is not justifiable in terms of access to quality education in the form of proximity to the place of residence, and new criteria There is for it. The results of this study can be used to introduce some of these criteria conceptually and operationally in policy-making in educational systems as well as in families for the optimal choice of school.

The present study aimed at identifying the representations of the deviant workplace behavior of the staff working as the teachers of the schools of Tabriz and examining their relationship with organizational justice and supervision of instruction programs. Behaviors that threaten the organization by violating labor laws are called deviant behaviors. According to the related literature, organizational justice is an important variable in predicting deviation behaviors. Also, educational supervision and guidance – as a model for the development of school staff – can contribute to the occurrence or non-occurrence of the deviant behaviors. So, in this article, we are looking for answers to the following general questions. First, what are the deviant behaviors of teachers? Second, do deviant behaviors have a relationship with organizational justice? Third, can supervision and guidance programs prevent teachers from committing deviant behavior? The study adopted an exploratory mixed-method research design. A qualitative method has been used to identify the representations of the deviant workplace behavior, and a quantitative method has been adopted to examine the relationship between the deviant workplace behaviors and the supervision and guidance programs. The research population has been comprised of all male teachers of Tabriz city (2250 individuals). For the qualitative part of the study, the theoretical, purposive sampling was used and 16 teachers were selected to participate in the interview, while two-stage cluster sampling was employed for the quantitative part of the study. To this end, each of the five educational regions of Tabriz was considered a cluster and regions 2 and 3 were randomly selected from among these 5 clusters. Then, from 130 schools and 841 teachers in the regions 2 and 3, 40 schools and 245 teachers were randomly selected based on Morgan's table, and questionnaires were distributed among them. The deviant workplace behavior questionnaire, prepared based on the results obtained from the qualitative section of the research, was used to measure the teachers' deviant behaviors. The questionnaire had a total of 30 items, and each of them was designed based on a 5-point Likert scale: never (1), rarely (2), usually (3), often (4), always (5). To confirm the content validity of the questionnaire, five educational management specialists examined the questionnaire. The reliability of the deviant behavior questionnaire was 0.80. In order to measure the supervision and guidance programs, Turkzadeh and Nowroozi's (2010) scale with the reliability rate of 0.87 was applied. In the qualitative section, open source coding was used to extract information from the interview data. In the open coding process, the data was carefully examined. For this analysis, the analytical techniques proposed by Strauss and Corbin (2006) were used. Concepts comprised the main analysis units of the open coding phase. The findings of this study were classified in two general categories, four core categories, and 23 subcategories. Teachers' deviant behaviors were identified in two general categories including organizational and interpersonal deviant behaviors and four core categories involving process-oriented, political, financial and interpersonal deviant behaviors. Regarding the quantitative findings, the mean of teachers' scores in the deviant behavior variable is 2 out of 5 and its standard deviation is 0.7. Concerning the organizational justice variable, the average witnessed justice in the teachers' viewpoint is 3.1 out of 5 and its standard deviation is 0.9. The results of regression analysis revealed that the organizational justice variable with a beta score of 0.316 affects the deviant workplace behavior more than all other independent variables and this effect is negative, indicating that the greater the organizational justice, the less the rate of inclination toward committing the deviant behaviors. After the organizational justice variable, the supervision and guidance variable has a beta score of 0.111 which has a relatively modest effect on the deviant workplace behavior, indicating that the more the supervision and guidance of the teachers is, the less their tendency towards deviant behavior will be. The variables of work experience and educational level were excluded from the equation due to the lack of significant correlation with the deviant behavior variable. In interpreting the results obtained from the qualitative section of the research, it can be said that the process-oriented and interpersonal distortions are greater than the financial and political distortions. This can be understood by looking at the subscale of the process-oriented and financial deviation behaviors. The lack of seriousness in performing the assigned tasks has had the highest rate of deviation in the process-oriented category, and gossiping about the coworkers has had the highest rate of occurrence among the interpersonal deviations. The main reason for underworking and imprecision in work can be said to be that teachers do not consider their salary and bonuses proportionate to the amount of work they are expected and so, they try to respond to this perceived injustice through negligence and underworking. In addition, gossiping about others can be attributed to the incorrect cultural tendencies that are prevalent in the country, to the extent that all layers of the society have somehow been involved with this deviation. The origin of this behavior might be attributed to the lack of the indifference of the community members to each other. In Western countries, this phenomenon is less apparent due to the indifference of individuals towards each other. According to the results of the study, it might be suggested that the supervision and guidance programs be firmly included in the school curriculum, and the guidance of the teachers be considered as an approach to the reduction of the deviant and harmful behaviors. Moreover, teachers' understanding of injustice in salary and bonuses should be verified and if the results show the authenticity of their perception, measures should be taken to proportionate the salary and bonuses. Further applied research on the impact of organizational justice, national culture, and professional ethics on the deviant workplace behaviors might also be carried about.

The present study aimed to explore the relationship between academic support and academic burnout by considering the mediating role of quality of life in school among female students. This study was descriptive with a correlational design. The statistical population was all female second-round high school students in 2016 in Qom, Iran. Morgan’s Table was used to select 357 students via stratified random sampling. The data collection instruments included Maslach Burnout Inventory, Sands & Plunkett Academic Support scale, and Ainley & Bourke Quality of life in School Questionnaire. The obtained data were analyzed using descriptive statistics as well as inferential statistics including Pearson Product Moment Correlation, Hierarchical Regression Analysis, and Sobel Z Test. The correlation results indicated that there is a statistically significant negative relationship between academic support and quality of life in school, in one hand, and sub-scales of academic burnout including academic disinterest, emotional exhaustion, ineffectiveness, on the other hand; moreover, there was a statistically significant positive relationship between academic support and quality of life in school. As to Hierarchical Regression Analysis, the results showed academic support can predict academic burnout, and quality of life in school has a mediating role in the relationship between academic support and academic burnout. The findings imply that academic support has a preventive role in developing academic burnout; furthermore, careful planning and effective interventions should be performed to enhance students’ quality of life and their academic guidance.

The aim of this research is study the relationships between organizational culture and organizational justice with job success in Maku City among principals of elementary schools. This research is an applied and the method of data collection is descriptive-survey one. The statistical population of this research included 115 individuals of school principals that total number of them is used for statistical sampl by census sampling. In this study, there are three questionnaires including (Niehoff and Moorman Organizational justice questionnaire (1993); Denison Organizational Culture Inventory (2000) and Radcip questionnaire career success (1984) was used for data collection. The validity of questionnaires were appropriate and the reliability reported (0.86) for organizational culture, (0.88) for organizational justice and (0.911) for career success questionnaire. Descriptive and inferential statistical methods used to analyze the data. The main results of this study showed that there is a significant positive relationship between the organizational culture and component of variable (Except adaptability) with career success. There is a significant positive relationship between organizational justice variables and variable components with career success. Among the predictor variablesthe principals’ career success, the mission components from variable of organizational culture and organizational justice, can have the greatest share in principals predict occupational success.

Life in today's widespread world needs to have a plan and use it, and a stable and healthy life also requires a plan and coordination and order in the work. The discipline of the law of life is through the passage of those activities and behaviors in a particular way, and one finds out how to live and how to use it from time to time. Injury afflicts a person, disturbs the mind and mind of man, reduces productivity and easily eliminates time. To combat this harmful pest, it is necessary first to recognize it, then to fight it and to achieve a precious gem of order. The purpose of this study is to study the principles and methods of discipline in secondary schools. The study strategy in this quantitative study and the method of research is a descriptive type that is conducted in the field and through surveying. Because the variables that are influential in the research are high, the researcher only wants to apply disciplinary principles and methods of discipline for the second-grade secondary school (girls-boys) in a specific statistical society. In the present study, the statistical population includes the administrative staff of all secondary schools (girls-boys) in Asadabad city, with a total of 70 students, 45 of them in boys and 25 in girls' schools in Asadabad city. . To select the sample size, the quantitative method was discarded because the research community was limited, and all second-level managers (second period) were included in the research process as a whole, and all responded to the questionnaire. They gave. The data gathering tool was a researcher-made questionnaire whose characteristics (dimensions and levels of reliability) are presented in Table 1. The data were collected by a questionnaire. To assess the reliability of the questionnaire, using the Kruanbach Alpha coefficient, the questions related to the principles of discipline with a reliability coefficient of 93%, and questions about disciplinary methods with a reliability coefficient of 89% were obtained. Based on the preliminary study, 20 questionnaires were used to determine the reliability of the questionnaire for 20 managers and teachers of secondary schools (girls and boys) and were approved. To assess the validity of the questionnaire, the content and form of content validity were used. The questionnaires were provided by the questionnaires to the professors and relevant experts and several subjects. They confirmed the content validity and validity of the questionnaire. For data analysis, two methods of inferential and descriptive statistics were used. In the descriptive statistics section, indicators such as mean, standard deviation, variance, frequency distribution table, percentage and graph are used to show the status of data in the central orientation and dispersion situation. Also, in inferential statistics, tests such as t single-sample, t independent groups (comparison of the mean of two independent groups), one-way ANOVA, were used. To analyze the information after collecting the questionnaire, the information was encoded and then entered into the SPSS computer program. Lastly, using the instructions contained therein, and according to the type of variables and their relationship with each other by tests the above analysis was performed and then the obtained data was analyzed. The results of the research showed that the discipline principles used by the school staff in secondary schools II (girls-boys) were higher than the average level. The most disciplinary disciplines applied in Second Second Secondary Schools (girls-boys) were 4.20 and 3.80, respectively, related to the total number of educational staff, including students, administrators, teachers and parents, for discipline, and the lowest The discipline disciplines used in secondary schools II (male and female) were 1.72 and 1.60, respectively, based on punishment discipline. There is no significant difference between the discipline principles used in schools (girls-boys) by the school staff. But the average disciplinary discipline in girls' schools is higher. The findings of the research about the disciplinary methods used by school officials showed that in pre-disciplinary discipline with an average of 3.28, it can be said that in secondary schools, the pre-disciplinary discipline was used as a method of creating discipline It is used more than the average level. In pre-disciplinary discipline in girls 'and boys' schools, with an average of 3.27 and 3.31, it can be said that in secondary schools, girls and boys from pre-recipient discipline as a method for creating discipline in excess of the average level Is used. Preventive discipline with an average of 3.42 can be said that in secondary schools second, supportive discipline is used as a method for discipline to be greater than the average level. In supporting discipline in girls 'and boys' schools, with an average of 3.46 and 3.36, respectively, it can be said that in secondary schools, girls and boys have a supportive discipline as a method of creating discipline in excess of the average level is used. In correctional discipline in girls 'and boys' schools, with a mean of 3.58 and 3.61, respectively, it can be said that in secondary schools, girls and boys are using corrective discipline as a method of creating discipline in excess of the average level. Corrective Discipline with an average of 3.69, it can be said that in secondary schools second, disciplinary discipline is used as a method of disciplining more than the average level. Using the Friedman test, we ranked these three methods of discipline to determine which method was used more in secondary schools, which shows that correctional discipline generally with a mean score of 2.34, in girls' schools with an average it is rated at 2.26 and in boys' schools with an average rating of 2.50 as the most widely used method. Findings about the difference between the principles and methods of discipline in girls and boys' schools in Asadabad showed that the disciplinary principles in girls' and boys' schools were 3.46 and 3.37, respectively. So, in general, it can be said that there is no difference between the discipline principles used in secondary schools for girls and boys. But there are significant differences in disciplinary methods (preventive, supportive, corrective discipline). The most important thing is that in pre-recipient discipline in girls and boys schools, with a mean of 3.27 and 31 / 3. The supporting discipline in girls 'and boys' schools is respectively 3.46 and 3.36, respectively. In correctional discipline in girls 'and boys' schools, the average is 58.3 and 61.6, respectively. Regarding the above, it can be said that the most common method used in schools (girls-boys) is, in part, more corrective discipline than the preventive and supportive discipline used by school officials, and in order to School disciplines can be used. Each school should use a method that fits the school's conditions.

The purpose of this study was to identify the challenges to expanding the role of counseling school principals. the present study has been conducted in a qualitative style and includes principles, counsellors, teachers and students of West Azarbaijan during the educational year of 2012-2013 and the method of sampling was purposive sampling. Data were collected through semi-structured interviews and were analyzed using frame work analysis. Accordingly, a thematic frame work and a set of key issues were identified.The most important challenges were identified and categorized in three categories of personal including personality traits, factional action, and competencies; the environmental includes infrastructure, communication-information, motivational - human and leadership and dynamic management and the organizational includes support and support, economic, financial, and socio-cultural.The most important challenges were identified and categorized in three categories of personal including personality traits, factional action, and competencies; the environmental includes infrastructure, communication-information, motivational - human and leadership and dynamic management and the organizational includes support and support, economic, financial, and socio-cultural. In order to prevent the identified damaging in expanding the role of counseling of school principals, serious efforts are needed from the principals, school staff and educational staff of the country.In order to prevent the identified damaging in expanding the role of counseling of school principals, serious efforts are needed from the principals, school staff and educational staff of the country.