Journal of School administration
Volume:10 Issue: 4, Autumn 2022

Despite the attention of many policymakers to the social justice issue, a question can be raised what is the relationship between educational leaders and their social responsibility in the social justice context? Therefore, the current research encompasses the participants' lived experiences of the main essences of educational leadership for social justice to put it in a meaningful context. In the present research with a qualitative approach and a descriptive phenomenology strategy, the potential participants were school principals and experts involved in the education sector of Kermanshah. Among these people, 16 samples were selected by the purposive method and invited to participate in the research. Data were collected using a semi-structured protocol focused on two main and general questions: What have you experienced about leadership for social justice? What situations have affected your experiences of leadership for social justice? The text of interviews was analyzed using the thematic network drawing method (Attride-Stirling, 2001), including three stages of basic, organizing, and inclusive themes. It finally led to a textual and structural description of the experiences and provided an understanding of the participants' common experiences. MAXqda software was used to increase reliability and data management. The results indicated that educational leadership components for the social justice of school principals included six main essences, namely leadership knowledge, professional competence, moral adequacy, cultural capacities, coping strategies, and leadership style. Paying attention to each of these components can effectively promote social justice at schools.

The main goal of this research was to provide a conceptual framework for management based on vitality in elementary schools, which is based on a qualitative approach and is done using the grounded theory method. Research data was collected using semi-structured interviews. The field of research was elementary schools in Sabzevar city and the participants included 11 experts, 12 school principals, 11 teachers and 12 students of the second year of elementary school, who were selected by purposive sampling method. The criteria for determining the number of samples was the theoretical saturation of the categories. For data analysis, open and selective coding method was used in the classic way. To ensure the validity of the research results, the criteria introduced by Lincoln and Guba were used. Based on the findings of this research, a total of 13 common components were extracted for vitality-based management, which include: Paying attention to the physical space of the school, professionalism in choosing the school principal, increasing the happy spirit in students, increasing the motivation of teachers, sharing knowledge in the school, holding various programs in the school, using parents' participation in school management, the absence of rigid rules, staff coverage in school, availability of facilities and equipment, school hygiene, effective encouragement and punishments, and financial resources in the school. Mirzaei Ahranjani three-pronged model was used to provide a conceptual framework. This framework includes three behavioral, structural and contextual branches that introduce the main identified categories in interaction with each other.

The purpose of research is to reconstruct the role of team building and Teamwork in the accepting and creation of organizational changes in schools. In this qualitative research, phenomenological method was used. The participants in this research were nine school principals of the first education district of Mashhad, who participated in the interview in a targeted manner, considering their managerial, team building and Teamwork experience. The analysis of the results was done by using the seven-step Colaizzi method. In response to the first question, what is the managers' understanding of the experience of team building and Teamwork? After analyzing the results, managers' general experiences were evaluated regarding the role of team building and Teamwork in accepting and creating effective change. In response to the second question, what is the position of team building and Teamwork in accepting and creating organizational changes? The results show that managers have a correct and appropriate understanding of the concept of team building and Teamwork and consider it as a very influential factor in accepting and creating organizational changes. In response to the third question, what are the influential factors of team building and Teamwork in accepting and making organizational changes? Factors such as participation, responsibility and accountability, commitment, common and clear goals, ability and diverse expertise, capable and competent leadership, free-thinking, cooperation and conflict, support and trust, review and feedback, dynamic relationships, and Constructors were identified by school team building managers as the factors of team building and Teamwork that are most effective.

High school teachers play an important role due to the specific age range of students. The present study was conducted to determine the effect of professional development and job values on job performance of Babol high school teachers. This study is applied in terms of objective. In this study, quantitative approach, survey strategy, descriptive method, correlation, multiple linear regression and path analysis were used. The statistical population of the research consists of 1438 Babol high school teachers who were working in the academic year of 2022-2023. Using Cochran's formula, 364 teachers were selected as a sample by simple random method. The data collection tools are three questionnaires of professional development, job values and job performance. The data was analyzed by Pearson correlation coefficient and multiple linear regression by SPSS 25 and path analysis model by AMOS 22. The results showed that professional development had a significant effect on job performance both directly and indirectly through job values as a mediating variable and can predict it. It is suggested that the education officials use scientific and practical methods to provide the conditions for the professional development of teachers in order to promote their job values and improve their job performance.

The aim of this study was to investigate the causal model of academic motivation based on perceived teacher support and academic optimism, the mediating role of academic self-efficacy and the effectiveness of the educational program derived from the model on students' academic involvement. As the results showed, the level of motivation for academic achievement, perceived teacher support, academic optimism, academic self-efficacy and academic involvement of girls was slightly higher than boys, but this difference was not statistically significant. Also from the students' point of view, the teacher's perceived support for the motivation for progress and academic self-efficacy; Academic optimism affects the motivation for progress and academic self-efficacy affects students' academic motivation. Among these, the most effective variable is the perceived teacher support variable related to academic self-efficacy with beta coefficient (0.46); Academic optimism was related to academic motivation with beta coefficient (0.60) and academic self-efficacy was related to academic motivation with beta coefficient (0.39)ivation with beta coefficient (0.39).

This study aimed to design and validate the conceptual, ethical decision-making model of school principals in the province of Lorestan. The study is applied in terms of purpose and mixed-methods in terms of data collection. The qualitative section utilized the grounded theory approach, the paradigm-based theme analysis method, and interpretive structural modeling. The quantitative section was built on the exploratory, descriptive method. The qualitative section's research field comprised education experts, particularly those with scientific experience in decision-making. In the quantitative section, the statistical population consisted of all school principals in the province of Lorestan, totaling approximately one thousand individuals. The qualitative section drew on semi-structured interviews with 18 purposively selected school principals for data collection. The quantitative section selected a statistical sample of 181 people using random cluster sampling and Krejcie and Morgan's table. In the qualitative section, the obtained data were analyzed utilizing thematic analysis based on the paradigm model and interpretive structural modeling using the MAXQDA 18 software. the questionnaire's reliability was assured by computing Cronbach's alpha coefficient as 0.95. The confirmatory factor analysis and partial square model methods were utilized to analyze the quantitative data using SPSS-25 and SPSS Amos software programs. According to the qualitative findings, there were 15 organizing themes and five overarching themes, including contextual factors, causal, strategic, intervening, and outcomes. The quantitative results from structural equation modeling revealed that the tested model of ethical decision-making of school principals in Lorestan province has a good fit.

School principals' ethical considerations and organizational decisions can improve schools' image and social credibility. This study designed and validated Lorestan principals' conceptual, ethical decision-making model. The study has an exploratory mixed-methods design. The qualitative section included grounded theory, paradigm-based theme analysis, and interpretive structural modeling. Exploratory, descriptive methods underpinned the quantitative section. Education experts with scientific experience in decision-making and ethics and one or more articles in those fields constituted the qualitative section's research field. The quantitative section's statistical population comprised Lorestan's nearly 1,000 school principals. Semi-structured interviews with 18 purposively selected school principals provided data for the qualitative section. Random cluster sampling and Krejcie and Morgan's table selected 181 people for the quantitative section. A researcher-made questionnaire was used to collect data in this section. The qualitative data were analyzed using thematic analysis based on the paradigm model and interpretive structural modeling in three stages (open, axial, and selective coding) using MAXQDA 18. Management experts' opinions and Cronbach's alpha coefficient of 0.95 ensured the questionnaire's content validity and reliability. Quantitative data was analyzed using SPSS-25 and SPSS Amos software for confirmatory factor analysis and partial square model. Qualitative findings identified 15 organizing and five overarching themes: contextual factors, causal factors, strategic factors, intervening factors, and outcomes. The quantitative results from structural equation modeling demonstrated that Lorestan school principals' ethical decision-making model fits well.

Human resource organization is one of the human resource activities that guides each person towards perfection by finding the path of advancement of each person in his professional life. The aim of the current research was to identify the dimensions and components of the organization of human resources in Kurdistan's education system in order to provide a conceptual model. From the objective point of view, the research is of the "applied" research type; because it seeks to apply knowledge in new situations and develop practical knowledge in a specific field. This research, in terms of how to collect the required data, is classified in the “qualitative research group. In the framework of this research method, in order to know the opinions and ideas of these people in connection with the field of human resource organization In Kurdistan province, 21 of these elites were selected by purposeful sampling and the interview process continued until theoretical saturation was reached. . Paying attention to the family, not paying attention to quality, high costs for obtaining national positions, low special points for group supervisors, giving grades without degrees and certificates, not paying attention to the conditions and working environment, not paying attention to parents' satisfaction, not paying attention to modernization.
Keyword: Organization of human resources, qualitative study, education.

The present study aimed to investigate the role of digital competence in the classroom leadership of new teachers. The study was applied in terms of purpose and used a descriptive-analytical methodology. Moreover, the data were collected according to the quantitative approach. The population included all graduates of Farhangian University in Fars Province who started teaching during the academic years from 2016 to 2021. Using Cochran's formula and the available sampling method, 238 people were selected as a statistical sample from 4500 new teachers. The data were collected using the EU Standardized Digital Competence Questionnaire (as cited in Gümüş & Kukul, 2023) and the Classroom Leadership Scale (Karabağ Köse, 2019). Using Cronbach's Alpha coefficient, the instruments' reliability was determined at 0.96 and 0.95 for the EU Standardized Digital Competence Questionnaire and the Classroom Leadership Scale, respectively. Data were analyzed using the t-test to determine the status of the research variables, Pearson's correlation coefficient for investigating simple relationships between the variables, stepwise regression analysis, and confirmatory factor analysis for determining the construct validity. The study results showed that the new teachers' digital competence was (in general) above average, and only one component (i.e., creating digital content) was evaluated at an average level. Furthermore, a significant relationship was observed between the components of digital competency and classroom leadership. Ultimately, the results of the stepwise regression indicated that new teachers' digital competence could explain around 30% of their classroom leadership

performance management has become one of the most effective incentive tools. The performance of school principals in the field of leadership has been less investigated. This research was conducted with the aim of Predicting the performance of school principals in leadership based on spiritual intelligence and spirituality at workplace with the mediation of organizational intelligence. The correlation research method was based on the structural equation model. The statistical population of the research was all the public and girls’ senior high schools’ principals of Tabriz (N=270). The sample size is 160 people based on the table of Krejcie and Morgan with stratified random sampling. Albrecht's organizational intelligence questionnaires, King's spiritual intelligence questionnaires, Milliman's spirituality at work, as well as the researcher-made questionnaire of school principals' performance in leadership were used to collect data. The psychometric properties of the questionnaires are valid and reliable. PLS software was used for data analysis. The results of the structural equation model showed (P<0.05): the ability to predict the leadership performance of principals based on spirituality at work and spiritual intelligence with the mediation of organizational intelligence at a high level (R2 = 0.85) and the ability to predict organizational intelligence based on spiritual intelligence was significant (Total effect = 0.86). There is a significant positive relationship between spiritual intelligence, spirituality at work and organizational intelligence with performance (P<0.05). Based on research results, promoting spiritual and organizational intelligence in principals, as well as promoting spirituality at work in schools can improve the leadership performance of principals