ناصر شیربگی

Rural schools face numerous challenges, particularly in attracting and retaining high-quality teachers. Student teachers who are motivated and possess a positive attitude can mitigate some of the negative impacts stemming from inadequate facilities and other issues prevalent in rural education. However, a lack of information about teaching in rural settings can diminish student teachers' motivation and attitudes. This research aims to explore how selective dissemination of information influences the knowledge, attitudes, and motivation of student teachers preparing to teach in rural areas.

The study employed a quantitative, quasi-experimental design. Initially, key dimensions of rural teaching were identified through literature review and converted into a questionnaire, which was validated by experts. A pre-test was administered to assess the current knowledge and attitudes of student teachers. Over two months, selective information was shared via a blog and a Telegram channel with the student teachers involved in the pre-test. The research targeted first-year students from Farhangian University of Sanandaj who participated in the summer semester of 2023. After the intervention, a post-test was conducted with 81 male and 37 female students. Data were collected through a researcher-made questionnaire and analyzed using SPSS software.

Pre-test data indicated that student teachers had below-average knowledge regarding various aspects of rural teaching, including parental literacy, economic conditions, village culture, and the challenges posed by multi-grade classes and insufficient resources. The average scores for attitude components (emotional and behavioral dimensions) and motivation components were similarly low. In the post-test, scores for both attitude and motivation components improved significantly, indicating a positive shift in perceptions after the information dissemination. Notably, the statistical analysis confirmed these changes were significant, and gender differences were found to influence attitudes and motivation.

The selective dissemination of relevant information regarding rural teaching positively impacts student teachers' knowledge, attitudes, and motivation. This approach enhances the likelihood of student teachers voluntarily choosing to teach in rural environments and remaining in these settings for extended periods. By improving awareness and understanding of the rural teaching context, the study suggests a pathway to address some of the critical challenges faced by rural education systems.

The aim of this study is to explore the concept of teachers' professional virtue within the context of education in Iran by developing a valid and reliable self-assessment tool for teachers. The tool is intended to examine the understanding, measurement, and level of professional virtue components among a sample of Iranian teachers. The research method is descriptive-survey, with a quantitative approach. The statistical population consists of all teachers in Sanandaj, covering all educational levels, with a sample of 650 respondents selected through cluster sampling for a 65-item questionnaire. The data were collected using a researcher-designed closed-ended questionnaire and analyzed through confirmatory factor analysis. Significant differences were found in the overall professional virtue of teachers and specific components, such as (commitment to teaching in alignment with valuable social goals) and (commitment not only to one’s own actions but also to the act of teaching itself) based on years of experience. Furthermore, significant differences were observed in components like (commitment to teaching in alignment with social goals and adherence to ethical principles and care in teaching) according to employment type, and (commitment to exemplary teaching) according to teaching subject and teachers' academic field. These findings indicate that the researcher-designed "Teachers' Professional Virtue" evaluation questionnaire is a valid and reliable tool for self-assessing teachers in Iran, enabling the study of understanding, measurement, and the level of professional virtue components among a sample of Iranian teachers.

The aim of study was to identify the obstacles to the internationalization of Iran higher education system using a qualitatively meta-synthesis method. For collection of data the documentary method and systematic analysis based on the Strauss & Corbin approach were used. To ensure the validity and reliability of the data, the researchers used Glynn tool and consulted experts. In total, fourteen components and two dimensions were identified through one hundred and eighty-four codes. The findings reveal that the obstacles to the internationalization of Iran higher education system include the internal dimension and its related components such as politics, English language, resources (financial, human and equipment), management, curriculum, technology, and law obstacles. The external dimension includes obstacles such as the macro-management system, cultural, legal, economic, political and international. Based on the findings, it is recommended that planners of higher education systems in developing countries initially concentrate on necessary measures and strategies to overcome internal barriers to the internationalization of higher education; otherwise, achieving this goal will likely fail if efforts focus solely on addressing external barriers.

This study aims to explore Learning-Centered Leadership and Research Motivation by examining the integration of learning and research in light of principal-teacher interactions in primary schools in Shahriar City during the 2023-2024 academic year.

The research is applied in nature and utilizes a qualitative approach through content analysis. The research field consisted of primary school principals in Shahriar City, and purposeful sampling was employed. Semi-structured interviews were conducted with 15 principals. To ensure the validity and reliability of the interviews, two methods were used: participant review and expert review by non-participating specialists. The data obtained were analyzed using conventional content analysis in three stages—codes, subcategories, and categories—using MAXQDA 18 software.

In the obstacles section, Learning-Centered Leadership was categorized into five themes: bureaucracy and inefficiency, leadership challenges, barriers to research and learning, motivation and empowerment, and social and economic issues. Research Motivation was classified into six themes: lack of motivation in research, managerial and structural challenges, research barriers and difficulties, training and skill development, misaligned needs, and research challenges. In the strategies for implementation section, Learning-Centered Leadership encompassed four categories: inspiration and support, effective educational management, collaboration and interaction, and problem-solving culture. For Research Motivation, four categories were identified: addressing teacher motivation in research, research and educational infrastructure, research leadership and management, and pragmatism and innovation in research. In terms of outcomes, Learning-Centered Leadership resulted in six categories: transformative learning, applied research, overcoming budgetary constraints, addressing educational and teaching challenges, improving school technology, and enhancing the overall education system. Research Motivation yielded four outcomes: growth in research and education, improvement in teaching and learning methods, development of specialized skills and collaboration, and resolving social issues.

Educational leaders in primary schools can foster research motivation in teachers by engaging them in school learning activities.

This study aimed to understand the process of academic freedom construction in the academic society of Iran and was carried out using a qualitative approach and grounded theory strategy. Participants in the study were 17 faculty members from Iranian universities. Purposeful and theoretical sampling was performed with maximum variety. A deep interview protocol was used to collect information, and the interviews continued until theoretical saturation was reached. Information was analyzed using theoretical coding model of Strauss and Corbin (1990). Guba and Lincoln's four criteria were used to validate the findings. The findings of the research were based on 38 core categories and 13 selective categories, which were placed in the final model based on the systematic approach of Strauss and Corbin. The central phenomenon was named as "academic custom and inevitable academic subject" in a two-core form. Academic agents have chosen strategies such as "rethinking academic identity, wellness cocoon and self-investment" to face the central phenomenon. The output of this mechanism of strategies and interactions has finally led to cautious action in the academic field, which we have called "anxious academic freedom".

To explore the experiences of teachers and principals with the concept of social responsibility, 18 of them were carefully selected and interviewed. The analysis of the responses yielded 6 main themes and 33 extensions thereof which included constructive interaction with  students’ environment, constructive interaction with colleagues, maintenance of appearance and behavior, lack of awareness and indifference within the school community, acting within the confounds of rules and regulation, and getting involved in students’ personal issues. The results show that teachers while improving their own behavior, can serve as models for students’ development and actualization. Nevertheless, acting within the confounds of organizational regulations is not all that social responsibility is about, rather its true meaning is going beyond the line of duty.

The present study aimed to investigate whether Learning-centered leadership can enhance teachers' research motivation.

The study population included all elementary school teachers in Shahriar County during the 2024-2023 academic year, totaling approximately 4,000 individuals. A cluster sampling method was employed, and 351 participants were selected as the study sample using Morgan's table. The research instruments were the Learning-centered leadership Questionnaire by Liu et al. (2016) and the Research Motivation Questionnaire by Dimmer et al. (2010). The validity of the instruments was assessed by respondents, faculty members, and confirmatory factor analysis. The reliability coefficients of the questionnaires were calculated using Cronbach's alpha, yielding values of 0.972 and 0.892, respectively. Descriptive and inferential statistics, including Pearson's correlation coefficient and structural equation modeling, were utilized for data analysis with SPSS28 and Smart PLS3 software.

The results indicated a significant positive relationship between Learning-centered leadership and research motivation. There is a significant relationship between learning-oriented leadership and intrinsic motivation. There is a significant relationship between learning-oriented leadership and extrinsic motivation. There is a significant relationship between learning-oriented leadership and the prevention of failure in research.

Instructional leaders in elementary schools can foster research motivation among teachers by engaging them in school learning activities.

This research aims to explore the methods and approaches to selecting and preparing educational leaders in schools of Britain, France, Singapore and USA to provide recommendations for educational management policymakers. The method of this research is qualitatively comparative, and the countries were selected using a purposeful sampling method based on criteria such as superior education systems and educational leadership preparation programs. The findings indicate that the methods and approaches to selecting and preparing educational leaders in the selected countries share similarities in two areas: Preparation of educational leaders through pre-service training programs and the requirement of obtaining a professional qualification certificate. Additionally, the findings reveal discrepancies among the selected countries. For instance, while obtaining a professional school management qualification is essential for appointments in all selected countries, this requirement is not mandatory in primary schools in France. Another finding of the research indicates that in the Britain and USA, the selection and appointment process is the responsibility of the school board, while in Singapore and France, this process is carried out by the regional education council. Based on the findings, it is recommended that policymaking institutions in the educational management systems of developing countries redefine the selection, preparation, and appointment of educational leaders and design a pre-service training program.

The field of curriculum, as an epistemological field or one of the specialized fields of the field of education, was identified in 1918 with the publication of Franklin Bobitt's curriculum book. And in Iran, it was established in 1365 and at Khwarazmi University of Tehran, by accepting students in the master's degree in curriculum studies. The most important definition of curriculum is the recognition, prediction, organization and shaping of educational activities in the field of learning for students. Lexically, it is rooted in the Latin word currere, which means a racecourse or a field for running. Curriculums, like a competition field, which has a clear and defined beginning and end, require a well-defined and predefined beginning, end, and route. In general, curriculum refers to that scientific field that includes the following areas: 1- Curriculum basics 2- Curriculum engineering 3- Curriculum implementation 4- Curriculum change 5- Curriculum evaluation 6- Curriculum history 7 - Curriculum research (2019, Fathivajargah). While curriculum theory is considered an important part of curriculum from the dominant point of view of scholars in this field, it seems that many decision makers and decision makers of educational systems have ignored this importance. Even some administrators have institutionalized this misconception that curriculum theory has nothing to do with their daily decisions (Glatthorn, 2005). . (1992) admitted that the history of the field of curriculum has been neglected and most of the history of education has been considered. This (historical poverty) has led to theoretical poverty in the field of curriculum. History educates today's people, and today's people create tomorrow's history. In fact, today's people are indebted to yesterday's history and responsible for tomorrow's history, and for this reason, history is one of the most appropriate means of guiding and educating people (Bjorklund & Sandahl, 2023). An important point is that few historical researches have been done in the field of curriculum studies in Iran, and they have mainly focused on curriculum planning in the field of education and training, and have paid less attention to the field of curriculum studies itself. As an example of curriculum architecture research in Iran, the result of Mosapor et al (2015) and Khoshi at al (2019) research, although it was very comprehensive, but it was in the field of education and paid less attention to curriculum as an academic discipline. Is. In fact, one of the most important topics related to the field of curriculum is to examine the process of formation of intellectual groups and trends in the field of curriculum in Iran. Intellectual groups and intellectual currents in this research refer to those who base their work on a specific procedure and point of view and conduct research and authoring based on the same. On the other hand, examining the developments and the historical course of curriculum streams and groups is a necessity that many countries, including Iran, have realized its importance for a long time, but have paid less attention to it from a research and historical perspective. The field of curriculum studies in Iran was first formed by translating the classic works of key theorists of the field of curriculum studies, and the translation of the works of Tyler, Beauchamp, Klein and other theorists was a priority. This tradition of translation is still in force, only instead of translating classic works and Tyler, now most of the works of neophyte experts are given priority. In this part of the research, it is important to mention two points. Although these currents have a specific origin at the time of their formation and each one was formed in a specific period, but these currents have continued to exist with strength and weakness, and it is not the case that a current was formed in a specific period and has ended, in other words, no flow has stopped and is still going on. For example, the classical flow of the field of curriculum studies and Tyler's works can still be seen in the works of many researchers, and the basis of the research is many experts in the field of curriculum studies. The second point of currents and groups of thought is that this trend and evolution can also be seen in experts in the field of curriculum studies, that is, experts with experience in the field of curriculum studies, first discussed classical theories and then applied this trend in They have continued their work and are currently engaged in researches on neo-realism and localization in the field of curriculum studies. And the last important issue is that researchers and professors have changed over time and even some respected professors have criticized their past views. For example, Dr. Fathi Vajargah calls himself advanced, middle and late Fathi. These few lines show the necessity of doing research in this field. Based on the purpose of the research, the researcher sought to discover the currents of curriculum studies in Iran. In order to achieve the results, he has acted in the way mentioned in the following research.The aim of the article was to study the formation process of intellectual groups and currents of curriculum studies in Iran.A qualitative research project that uses two library methods (studying documents) and qualitative analysis (inductive).The statistical field has been used in the library method, documents related to the field, and using the tool of data extraction and the resource extraction questionnaire. The statistical field in the second method was experts and university professors in the field of curriculum studies in Iran, who were selected using the snowball sampling method, and data were collected using semi-structured interviews. The number of samples until saturation was 15 people. Then, the data was coded using thematic analysis method and finally the analysis was done using the Claizari method. The validity and reliability of the research was checked and confirmed based on reliability, transferability, generality and verifiability of the indicators.The obtained results show that the most important currents and intellectual groups after the formation of curriculum studies in Iran, respectively: classical, cognitive process, intellectual practice, comparative studies, new technology, neo-realism, methods It has been new, localization and modernization.

With the onset of the COVID-19 pandemic and the subsequent shift to virtual learning, educational oversight methods were inevitably compelled to transition to the digital realm. Educational supervisors gained novel experiences in oversight during this period. Following the reopening of schools, the necessity of leveraging the insights from this type of supervision and effectively integrating it with face-to-face oversight became increasingly apparent. The objective of this qualitative study, utilizing Strauss and Corbin's grounded theory systematic approach, was to design a process for conducting combined educational supervision, that is, a blend of in-person and virtual oversight. The research field comprised educational supervisors in Kurdistan Province, including subject coordinators, mentors, assistant principals, and school principals, who had undertaken supervisory roles both in-person and virtually between 2019 and 2023. Purposeful sampling with a theoretical approach was employed. Data was collected through semi-structured interviews. The sampling process and interviews continued until theoretical saturation was achieved, resulting in interviews with sixteen educational supervisors. Through data analysis and the coding process, the central phenomenon of "development based on the modernization of educational supervision" was extracted. This innovative supervisory approach, leveraging modern technologies, has not only empowered supervisors and teachers but has also enhanced the flexibility of supervisory processes, increased supervisors' understanding of classroom processes, and deepened the connection between teachers and supervisors. The findings of the study indicate that combining in-person and virtual methods, by reducing the artificiality of teaching during supervision, helps supervisors gain a deeper understanding of classroom realities and develop more precise plans for teachers' professional development.

This article aims to present a theory of foundation data regarding the role of counseling and psychological services in empowering women in universities in a systematic way. Therefore, the data was collected from a semi-structured interview with 22 people selected in a purposeful and criterion manner from among the members of the university community during six months at Kurdistan University in Sanandaj city. The data were analyzed using a new method and continuous comparative analysis through three-step theoretical coding. In this research, it was first revealed that empowerment is a process, not a product, and if all the people involved in the empowerment process at the university do not have a correct understanding of the requirements and methods of women's empowerment, counseling, and psychological service programs cannot be effective and ultimately, it is probably the women themselves who determine the success of these efforts. As much as empowerment is important in the university, it is also important to create a positive organizational atmosphere and a supportive culture of empowerment in which empowerment originates spontaneously from female students, employees, and managers. Second, the establishment of empowerment strengthens the turn towards the independence of universities and the perception of higher education centers as unique entities with a specific culture. Thirdly, the importance of context and situation in the implementation of empowerment and the necessity of avoiding patterns unrelated to cultural contexts were emphasized, and finally, university administrators should be personally committed to empowering women.

The current research aimed to study the concept, dimensions and examples of research productivity in Iran's higher education system from the perspective of university professors. The research used a qualitative strategy and was carried out with the phenomenological method. The participants of the research included 21 professors with the scientific rank of associate professor and professor with the most scientific references in the universities of Kurdistan, Razi Kermanshah, Ilam, and Buali Sina Hamedan, purposefully selected and data collection continued until reaching theoretical saturation. Data was collected using the semi-structured interview tool. Using the alignment method, the validity of the data was confirmed. The thematic analysis method was employed using MAXQDA qualitative analysis software to analyse the data. The results of the research showed that research productivity included four themes: the responsiveness of the research (modernity, reference and comprehensiveness of expertise), the originality of the research problem (scientific, professional and applied originality), the pioneering aspect of the research (increasing the knowledge capital), and scientific understanding and transparency are the nature and scope of research. The dimensions and components of research productivity were also identified in three main dimensions: technical, content and communication. The technical dimension included internal consistency, citation validity, reliability and validity of the tool. The content dimension showed the nature and existence of the research undertaken with the appropriate method. The functional dimension indicated the results obtained by undertaking research and scientific work

The goals of this qualitative research are the experiences of school managers and educational leaders from interacting with incompetent teachers, reflecting the experiences of school community members from employing ineffective teachers and understanding how these teachers deal with members of the school community. Qualitative data were analyzed with purposeful sampling and the Grounded theory strategy in a systematic way through interviews with 46 participants who were members of the school community of Sanandaj city,collected during 5 months in three stages of theoretical coding. 211open codes, 60 axial and 17 selective codes were counted and a final model was extracted with MAXQDA 2020. Contributors demonstrate the livelihood and cultural issues of teachers and the politicization of education as the existing fields of recruiting unqualified teachers,defects in recruitment practices and defective bureaucracy in the education system for the reasons for hiring these teachers,supporting professional development,helping to promote job satisfaction and the implementation of punitive measures as solutions to interact with these teachers and the triple skills of managers have been mentioned as effective factors involved in their leadership.Presenting the results in two dimensions, positive and negative, with the final civility of this process, is one of the innovations of this research. Based on the results, very few of these teachers changed and the academic performance has been achieved; But many of these teachers are not transformed and neglecting the psychosocial aspects of students, they have left a weakness in establishing human relations, unprofessionalism and an undesirable educational restitution in their career field.

The purpose of this research was to investigate the ethical foundations of supervising teachers in the digital age. This research was developmental-applied in terms of purpose and qualitative-quantitative method. The field of the study was school principals in the field of monitoring virtual education, who were selected by the snowball method and at the limit of theoretical saturation. Also, the statistical population of the quantitative part included 120 principals schools in Sanandaj. They were selected randomly using Morgan's table. For measuring the proportionality of the model, the opinions of 30 educational management professors, educational ethics researchers, and educational science professors were obtained. The tool of the qualitative part was a semi-structured interview, whose validity was confirmed by Guba and Lincoln's (2000) opinion method and reliability by agreement between coders. Based on the findings of the research, principals' supervision of teachers' virtual activities was subject to three main concepts of teachers' individual ethics, teacher's social ethics identifiers and spiritual-Islamic ethics identifiers in the form of 5 main categories and 29 components. According to the results, he presented a framework for supervising teachers in the form of 5 general concepts (individual ethics in the classroom, educational content of teachers, social ethics, monitoring relationships and identifiers of spiritual-Islamic ethics), which according to the experts' opinion, the proposed framework of this research is valid and It has a good fit.

The narrative experiences of international students from foreign universities have addressed a vital aspect of their studies in international environments. These experiences play an important role in cultural exchange and the promotion of higher education. In addition to raising awareness about the challenges and opportunities presented by a new culture, the academic experiences of international students at foreign universities have been proposed as a crucial step toward internationalizing education. Studying at foreign universities exposes students to a variety of educational environments and provides them with diverse learning approaches, ideologies, and perspectives. This experience not only helps promote individuals' educational and research skills but also has a deeper and broader impact on the cultural and social development of students. The present study provides a comprehensive review of the experiences of foreign students at Kurdistan University. According to the latest 2021-22 results from the USA News Institute, Kurdistan University achieved a ranking of 13th among the country's comprehensive universities and 1434th among the world's leading scientific institutions. The main objective of this study is to understand the meaning of studying and the application methods used by foreign students at the university. As sub-stories, this survey examines in detail the life and educational experiences of students and attempts to understand the different dimensions of education at Kurdistan University from the perspective of students' daily personal lives. Using a narratology approach, this study examined the life experiences of 14 participants selected through Malachi's sampling technique from the foreign student population. To select individuals for this study, criteria such as at least two years of prior study at Kurdistan University were considered, along with experiences and memories to express during their periods studying abroad. To collect data, a narrative interview charter was used in an episodic manner. This type of interview is designed to evoke and retrieve participants' past experiences in the form of short narratives, presented during dialogue. Then, analysis and coding of the interview transcripts were done using the three-step theoretical coding method (open, axial, and selective). The present study also examined the experiences of 14 foreign students at Kurdistan University. Text analysis of the interviews was carried out, resulting in 208 open codes, 34 axial codes, and 10 selective codes. These codes included personal growth, personal skills development, job opportunities, travel and discovery, optimism about studying abroad, collectivization of the academic process, communication barriers, cultural shocks, and challenges to academic reputation. From the participants' experiences, it became clear that foreign students tend to categorize their experiences as either pleasant or unpleasant. Some believe that studying abroad is an unparalleled experience that, in addition to benefiting society and their home country, allows students to foster individual development, explore the new world, develop personal skills, and improve job opportunities. This experience plays an important role in personal growth, improving social and economic conditions, and transforming worldviews across different student societies. The positive economic and social impacts of this experience indicate an investment in the future of students. Promoting individual skills and increasing the knowledge level of these students will not only have personal effects but will also help improve social and economic conditions. Considering the increasing importance of international student recruitment, it is essential to give special attention to the issue of sociocultural integration. In interviews with international students, there are clearly some problems in their connections with Iranian students, faculty, and staff. These relationships are influenced by various cultural factors such as values, traditions, habits, and beliefs. Cultural shock is a fundamental element in this process, arising from differences in values and traditions between the societies of origin and destination. This shock plays an important role in people's interactions with a variety of factors such as climate, language, social roles, behavioral rules, and communicative tensions. In the face of the challenges of cultural adaptation, it is important for the academic community to provide support and facilitation. Positive actions and support from Iranians and the people of Kurdistan toward international students can lead to the creation of dialogue and discussion panels among university community members. These panels not only help to improve the integration process but also help to address issues associated with cultural shock. Another finding indicated that the majority of the international students interviewed expressed considerable dissatisfaction with the attitudes and administrative procedures of the organization. With the increasing importance of attracting foreign students as a national priority and the potential negative effects of any administrative barriers on the future of higher education in the country, it seems necessary for the authorities to provide justification on various aspects of this sensitive subject. It is also recommended to conduct special training courses to improve the communication and cognitive skills of officers. On the other hand, if foreign students' academic institutions are introduced to social regulations, civil laws, and civil rights laws in Iran, these should be seriously considered by the relevant organizations and institutions, including municipalities, immigration police, passport administration offices, and ministries of foreign affairs. In some cases, sufficient information about the details of amenities such as dormitories, hostels, student buses, etc. was not provided to international students before they entered the university. This has led to discontent among some students. These students, on the other hand, face considerable challenges and barriers in accessing information and communication technology, all of which relate to the externally-organized problems of Kurdistan University. It should be noted that from the viewpoint of the interviewees, the educational activities of the Persian Language Teaching Center, the abilities of non-Persian speaking faculty, play an important role in conveying a positive image of the university before international students' admission. Additionally, the warm reception of foreign students by people in the region has increased their satisfaction with being present in Kurdistan province. On the other hand, the professional and friendly behavior of many professors and employees at the University of Kurdistan has created a positive impression of the university. Cultural similarities between the people of Sanandaj and a number of neighboring countries have also led to a sense of rapport among the students. Given the increasing population of international students and the growing competition among countries to attract these students, the authorities of higher education in Iran must pay special attention to providing adequate conditions for the sociocultural integration and residency of international students. This is because international students can serve as sources of future skilled labor.

Objectives and questions:

 In recent years, interest and support for a type of measurement that is less common has been aroused, and that is original measurement. The original measurement is different in its form and implementation, but it is not different from the common forms of measurement, density and formation measurement that are used today. Authentic assessment focuses and relies on the existence of connections between the real world outside the school and the school environment itself. Authentic assessment is an assessment task that has value and meaning for the student beyond the grade obtained. Authentic assessment is a concept popularized by among others that students engage in the use and application of skills and knowledge to address real-world problems or potential situations and give the assignment a sense of authenticity. With the concept of authentic measurement, its tools and types, there is a need to conduct research in this regard, considering the novelty of its concepts. The purpose of the current research is to develop and validate two questionnaires on the extent of teachers' use of authentic assessment and teachers' perception of authentic assessment. Therefore, the following research questions have been raised: 1) what is the level of perception of high school teachers about the concept of authentic assessment? 2) What is the rate of use of the principles of authentic assessment by high school teachers? 3) What difference do demographic variables such as gender, teaching experience, level of education, service area, and type of employment make in teachers' perception or use of the concept and principles of authentic assessment?

In this research, a quantitative research approach with a survey strategy was used. The statistical population consists of all teachers of the theoretical second secondary level (certain formal, formal experimental, contract and teaching rights) working in the dual education and training areas of Sanandaj city in the academic year 1401-1400. The sample people in this research were selected by two-stage cluster sampling method, so that in the first stage, 20 schools were randomly selected as a cluster out of 83 secondary schools, and then they were randomly selected from this school according to the number of their teachers, in order to estimate the sample size of Cochran's formula was used, and the number of 200 subjects was determined. Descriptive statistics and inferential statistics methods were used to analyze the quantitative data collected by questionnaire. In the descriptive statistics section, the frequency and percentage as well as statistical indicators such as mean, standard deviation, minimum, median, maximum and skewness coefficient have been used, and in the inferential statistics section, the one-sample mean test using Student's t-distribution, comparison test The average of two independent groups was used using Student's t distribution and the comparison test of the average of several independent groups was used using one-way analysis of variance and Pearson's correlation coefficient test.Data collection tools: To collect data from two questionnaires created by the researcher under the headings A- Questionnaire on the extent of teachers' use of authentic assessment and exploratory factor analysis using principal component analysis method with Varimax rotation, and the results of the above table show that 8 factors have special value There are more than one, the highest eigenvalue is equal to 14.62 and the lowest eigenvalue is 1.08. The first factor accounts for 28.66% of the variance and the eighth factor accounts for 2.12% of the variance, and eight factors together account for 68.56% of the variance of the questionnaire. B- The teachers' perception questionnaire was used in the classroom. Two methods of test-retest and Cronbach's alpha have been used for reliability. Exploratory factor analysis was performed using principal component analysis with varimax rotation. The results show that 7 factors have an eigenvalue greater than one, the highest eigenvalue is 11.22 and the lowest eigenvalue is 1.09. The first factor accounts for 28.78% of the variance and the seventh factor accounts for 1.092% of the variance, and eight factors together account for 70.75% of the variance of the questionnaire.

 The level of perception of high school teachers about the concept of authentic assessment was more than average and with the findings of the researches that expressed the attitude and understanding of teachers about authentic assessment, it is significant. The amount of use of the selected sample teachers of authentic assessment principles was also more than average and it was in line with the findings of previous researches, he reached the conclusion in his study in Indonesia that the use of authentic assessment among teachers is more than average.

The obtained results indicated that the level of perception and use of authentic assessment of male and female teachers was equal, that is, gender had no effect on it. The results of this finding are also in line with the results of previous findings which showed that gender has no effect on teachers' perception and use of authentic assessment. The level of perception and the amount of use of authentic assessment was also the same in the teachers of district one and two of Sanandaj city, which indicates that the district did not affect the level of perception and the amount of use of authentic assessment. The level of teachers' perception and use of authentic assessment was equal in teachers with associate, bachelor, master and doctorate degrees and teachers with different employment methods. That is, the educational qualification and type of employment of teachers did not affect the level of perception and the amount of use of authentic assessment. In the examination of the work experience of the teachers, the result is that there is no significant linear relationship between the work experience of the teachers and the level of perception and the amount of use of authentic assessment, that is, the amount of work experience of the teachers did not affect the level of perception and the amount of use of authentic assessment. The results of this finding are also in line with previous researches that stated that work history and experience have no effect on professors' attitude and use of authentic assessment.

The school leader is recognized as a variable that needs to be changed to improve the educational system; therefore, the general purpose of this research was to identify the symptoms of the pedagogically-centered leadership model as an emerging style of leadership in primary schools of Sanandaj city. Pedagogically-centered leadership can enable learners to design their representations of knowledge instead of absorbing preconceived representations of others.

The current research was applied and developmental in terms of purpose, and terms of qualitative approach, it was implemented with a descriptive phenomenology strategy. The participants of the research included 18 principals of primary schools in Sanandaj selected purposefully, and their views and experiences were collected using the three-stage phenomenological interview protocol separately as follows: 1. the first interview focused on the history of the participant's life and helped to establish the context of the participant's experience; 2. in the second interview, the focus was on the details of the participant's experiences, which asked the participant to reconstruct the details of the lived experiences related to the subject area within the context of what happened; 3. in the last interview, the researcher focused on thinking about the meaning of experiences. The data was analyzed using the Attride-Stirling theme network method. Finally, 42 basic themes, 18 organizing themes, and finally 8 inclusive themes were counted. Four themes "enrichment of the art of teaching, professional development/independence of teachers, constructivist approach to learning, and parents' intervention in children's education" were extracted as the symptoms of the education leader. Also, four characteristics of "seeking participation, activist of social justice and equal opportunities, valuing subcultures and leader of leaders" were identified as unique characteristics of an education-oriented leader.

The data contained implicit implications: First, the implementation of this style of leadership in schools strongly requires major changes in the mental images of school community members. Including changing the paradigm of playing fixed roles to flexible, changing the paradigm of management to leadership, changing the paradigm of bureaucracy to specialization, changing the paradigm from teaching-oriented to learning-oriented, changing the paradigm of parental participation to parental intervention, and changing the paradigm of knowledge transfer to knowledge creation in students. Second, the results of the research emphasized the blended learning environment because today students need to be equipped with modern skills and technologies. In line with the implementation of this learning approach, in addition to equipping the environment with various facilities and resources, in-service trainings were also planned for teachers so that they could familiarize themselves with the abilities needed to use this approach. Finally, it is necessary to understand the teaching-learning process beyond its simple location in schools, and leaders should try not to use static and ineffective approaches and models, but to seek the link between the educational results of their schools with social realities and the needs of students, and try to fill educational gaps. Pedagogically-centered leadership can be created and developed in primary schools with three strategies; 1. selection of managers who have the unique characteristics of an education-oriented leader who is a leader of leaders, seeking participation, valuing subcultures, and an activist for social justice and equal opportunities; 2. selection of managers who can implement the mechanisms of pedagogically-centered leadership, i.e. enriching the art of teaching, developing and professional independence of teachers, adopting a constructivist approach to learning, and creating a platform for parents' involvement in children's education; 3. changing the mental images of school community members, which includes changing the image of managers from playing fixed roles to flexible roles, changing the image of managers from management to leadership, changing the image of managers from bureaucracy to specialization, changing the image of teachers from teaching-oriented to learning-oriented, changing the perception of parents from participating to interfering in their children's educational affairs at school and changing the perception of students from transferring knowledge to creating knowledge.

The aim of the study was to analyze the dropout of students who were assisted by the Imam Khomeini (S) relief committee in Sanandaj city and the solutions to deal with it. The research of the present research was qualitative and specifically, the case study strategy was used. The field of research was all the students of Sanandaj city, 16 students were purposefully selected as a sample. Data collection tools were open semi-structured interviews, observational field notes, and documents. The findings of the research showed that 14 categories have an effect on dropping out of education, including: weak teachers' competence in students, inability to connect with classmates, forced students to study, financial problems of families, lack of students' spontaneity, human relations, weak school factors, disproportionately from family, relationships. Epidemic viruses are the failure of the educational system to reduce the students' abilities, the low regard for literacy in the society, the family is a painful family, the lack of support and solidarity of the relevant support organizations, the weakness of facilities and infrastructure in schools and the low literacy of parents. Also, 7 solutions to deal with the reduction or prevention of dropping out include: supporting school teaching members, supporting teachers, collecting books for students in difficult academic conditions, comprehensive support of the relief committee for families who need help, adapting the policies of the education system to the needs of students' governments, using implementation strategies and Specified. The support of the academic committee is to help students.

Educational needs assessment and professional development of human resources play a very important role in the performance and increasing the expertise and flexibility of the employees of an organization. Considering the prominent role of lawyers in society, this becomes doubly important. Therefore, developing a comprehensive program for the professional development of lawyers will also be of great importance. The aim of the current research was to first assess the educational needs (with a merit-based model) and then develop a suitable and desirable five-year program for the professional development of lawyers in Kurdistan Province. The research approach used in the current study was exploratory (qualitative-quantitative). In the qualitative part, descriptive phenomenological approach was used. The field of research was Kurdistan Province Bar Association. Purposive sampling with maximum diversity was used to select the participants. In order to collect the required data in the first phase, a semi-structured interview protocol was used with the participation of 12 people, which continued until the stage of theoretical data saturation. Three-stage theoretical coding was used to analyze the qualitative data. In total, 273 open codes, 52 core codes and 4 optional codes were extracted. In the second phase of the research and a quantitative part, the descriptive-survey strategy was used. The statistical community consisted of all lawyers who were members of the Kurdistan Province Bar Association, totaling 400. The sample size was 122 people determined by using the Karjesi-Morgan Table and stratified random sampling method. To answer the quantitative questions of the research, a self-report questionnaire containing closed-ended questions on a Likert scale was used. From the results of data analysis, four general categories of professional development needs were identified. Based on this, the organizers of 10 short-term and long-term operational programs, including a workshop to familiarize with unanimous opinions, insistence and high authorities, a workshop on professional ethics, a special annual professional growth award, a workshop to familiarize with the concepts of professional development, a workshop to familiarize with the concepts of lifelong learning, a workshop to familiarize with new laws, suggested a workshop on defense techniques and speaking techniques, preparation of electronic pamphlets by the center, a memorandum of understanding and an exchange of experiences with the country's universities and educational and research centers, and the institutionalization of the professional development unit. In a proposed package, content components of the programs were presented in 4 cases, professional development strategies in 10 cases, and tools and mechanisms for providing professional development programs in 12 cases. Findings indicated that unless bar association members engage in a serious and voluntary self-improvement process, any proposed programs will have little success.

The aim of this study was to identify the experiences and perceptions of faculty members about the concept of research. The approach of interpretive research and its strategy was phenomenology and the field of research of Kurdistan, Hamedan, Kermanshah and Ilam universities. The sample size reached 15 people using semi-structured interview tools and with maximum diversity according to the criterion of theoretical saturation, which were selected by purposive sampling method and data were collected and by means of harmonization method. Data validation verified. Data analysis was performed with a descriptive-analytical approach using coding at both open and axial levels with the help of MAXQDA software. The results include four basic concepts and categories of research as a technical act, research as an individual action, research as a social action and research as a value. Each category has sub-components. Achieving all-round development and progress is not possible without proper use of research findings, so decision-making in decision-making systems requires that a suitable environment for the growth and development of researchers is a priority

The emergence of various environmental crises has created many problems for governments across the world. This has forced governments to recognize the factors causing environmental degradation and pollution and take steps to create programs for environmental protection (Akadiri et al., 2012). The initiatives and plans developed by governments and organizations to ensure long-term environmental sustainability are necessary to preserve and maintain nature (Scheiner & Willig, 2011). Meanwhile, educational institutions should plan in line with other organizations to protect the environment (Dibai & Lahijanian, 2008). One of the most important educational institutions in any country is school, which, in addition to the task of education, can play an important role in enhancing students’ environmental awareness (Hosseinpour et al., 2018). Schools are the most basic educational context for developing a sense of environmental responsibility in students (Parieshani et al., 2018). The success of any environmental education depends on whether individuals and institutions take responsibility for creating for the environment and change their daily actions to reduce environmental pollution (Barr, 2003). Currently, one of the most important topics that require further research is what different institutions and organizations should do to protect the environment. This research sought to identify the environmental challenges facing schools and provide some suggestions to address those challenges.

1- What measures have school principals implemented to promote environmental education and protect the environment?
2- Based on school principals’ experiences, what are the challenges facing schools in promoting environmental protection?

The current research was conducted using descriptive phenomenology, which is a qualitative research approach. The context of the current study was Sanandaj (Kurdistan province, Iran) and its educational Districts 1 and 2. The participants were principals of girls’ and boys’ primary schools in the academic year 2021-2022. The participants were selected using purposeful sampling. Among the schools in Sanandaj, 16 schools were active in the field of environment and had carried out some environmental initiatives. Semi-structured interviews, which included 8 general and open questions about the research topic, were used to collect qualitative data. In this regard, one of the researchers went to each school and conducted face- to-face, semi-structured interviews with the principals. Finally, collected data from these interviews were analyzed using Attride Sterling’s three-step thematic analysis method.

According to the results, schools could be classified into six categories based on the strategies they followed to support the environment. These six groups of schools focused on the following aspects of the environment: 1) enhancing students’ environmental awareness, 2) improving students’ environmental behavior, 3) promoting a sense of affinity between families and the local community with nature, 4) creating environmental-friendly contexts and equipment to optimize school management and minimize school expenses. , 5) promoting students to the representatives of well-being in the family and society, and 6) reducing the consumption of natural resources. More specifically, the third category of schools, for example, tried to bring families and the local community together and succeeded in heightening their environmental awareness (López et al., 2021). The fourth category of schools was focused on improving the context and physical conditions of schools by using optimal equipment, which, in turn, can be effective in instilling environmental responsibilities and values in students (Akbari Armand et al., 2020).
Organizational limitations in the education system were the primary obstacles raised by school principals (Soleimani et al., 2019). According to participant principals, educational limitations were the second group of challenges to environmental strategies facing primary schools in Sanandaj (Gündüz & Erdoğuş, 2017). The third group of obstacles concerned the community’s limited environmental awareness, which refers to the lack of awareness and cooperation by families and the media. It also refers to the lack of parents’ trust in schools in terms of safety and health, which is rooted in reductionist beliefs considering schools as closed classes limited to teaching of students by teachers (Soleimani et al., 2019). The lack of facilities and allocation of a limited budget for environmental activities formed the fourth group of challenges (Salaran et al., 2013). Structural and physical limitations were referred to by principals as the fifth group of obstacles undermining environmental activities in Sanandaj primary schools. School principals pointed out that neither school buildings nor their physical spaces were appropriate for promoting environmental activities in schools (Soleimani et al., 2019).

According to the results of this research, schools, as one of the key pillars of education in any country, can take measures to reduce energy consumption, enhance students’ environmental awareness, and promote a sense of friendship between families and society, on the one hand, and nature, on the other hand. In addition, schools can aim for green architecture and design, cooperate with environmental organizations, play a role in both creating green spaces in the city and cleaning public places, use different technologies for communication and exams, and change their consumption pattern. Other strategies that can be followed by schools to protect the environment include avoiding excess waste, reducing costs, and improving efficiency. In this regard, schools are recommended to utilize optimal equipment and smart sensors and create green spaces with local trees and plants that need little watering. These simple but effective measures will not only add to the beauty and cleanliness of schools but also help schools save energy and reduce their costs. The abovementioned measures and strategies, if implemented by schools, will turn schools into beautiful places that can provide job satisfaction for teachers and peaceful education for students.

One of the most important indicators in educational policy making and planning is the study of educational stakeholders (whether their experience, knowledge, satisfaction, or their needs and interests). The purpose of this research is to evaluate the experience of international students studying in the University of Kurdistan

This study was conducted with a quantitative and survey approach. The statistical population of this research includes 536 international students of Kurdistan University, among whom 112 people were selected as samples. The data were collected using a researcher-made questionnaire and analyzed in two stages: first, the demographic information of the sample was reported using descriptive statistics, then to check the normality of the data distribution, the Kolmogorov-Smirnov test was used to compare the averages, depending on the number of groups, from the tests Independent t test and one-way analysis of variance are used.

Studying at the University of Kurdistan is a positive and beneficial experience for international students. The findings show that the academic performance of these students has improved significantly during their studies, indicating the good quality of education at this university. Additionally, studying at this university has broadened students' perspectives on cultural differences and improved their language skills. However, insufficient attention has been paid to the development of critical thinking and problem-solving skills, which require further attention. Overall, there are opportunities to enhance the quality of education and respond to specific educational needs of this group of students, which the university authorities should consider.

The results indicate the high quality of education at the University of Kurdistan and the ability of this university to respond to the educational needs of international students. In this regard, to improve the experience of this category of students, it is recommended to strengthen international educational programs, promote cultural interactions, and increase financial support. Creating interactive spaces and paying attention to the development of language skills can also help to improve the academic and cultural performance of foreign students in Kurdistan University.

Innovation and originality: 

The current research was conducted with the aim of identifying and solving the challenges faced by the international students of Kurdistan University and it can play an key role in increasing the ability of this university to attract international students. Also, the findings of this research can be used in higher education policies related to accepting and supporting international students.

The purpose of this research is to test the experimental components of the methods of attracting and retaining human resources in areas with less education and training in order to fairly classify the areas into educational facilities and services and to examine the difference of these components according to demographic changes. It is a little descriptive-survey type. The statistical population is the teachers of Kurdistan province, 616 of these teachers were selected through class sampling and then by selecting simple random samples independently from within each class. The information was collected through a researcher-made questionnaire of 40 speakers. The six main components determined from the qualitative part were analyzed to check the state of absorption and durability. The results of the analyzes using statistical tests showed that there is no significant difference in the demographic components, in the field of study and gender for the components of absorption and retention, and there is a significant difference for the degree and work experience. Friedman's test for prioritizing the components from the participants' point of view showed that the altruism component has the highest priority and the lack of administrative health has the lowest priority. Also, the second-order factor analysis showed that the model has a good fit. Based on the findings, it can be argued that if we use the factors of altruism and socio-occupational identity as a criterion for absorption and persistence and prevent the occurrence of factors of administrative health and inequality and discrimination, and also for teachers to stay in less privileged areas. By prioritizing desirable support structures and job requirements, we will achieve a more stable situation in the education of less resource-rich areas.

Abjective: In the twenty-first century, school leadership and management continue to evolve and develop. One of the most striking developments is the way in which schools are learning – for a variety of reasons – to work with each other, collaborating in a number of areas. The purpose of this study is to discover and reflect the experiences of school community members from different types of innovative and undiscovered situations of "school to school collaboration" that have been useful in leading and managing schools and students' educational achievement.

This research was conducted with a qualitative approach and grounded theory method with a situation analysis model. The research field was education in Kurdistan province and the potential participants in the research were members of the school community (principals, deputies, teachers, members of the Parents and Teachers Association, etc.) who were present in situations of cooperation and collaboration between experienced schools. Therefore, 33 people were purposefully and critically invited to actively participate in the research. Data were collected using a semi-structured interview protocol. In order to analyze the data obtained from the interview, coding (open, axial and selective) was used. In addition, by analyzing different types of inter-school Collaboration and by examining human and inhuman components, individual and collective factors, discourse structures and cultural, social, economic, spatial and temporal components, the position is depicted. Finally, maps of the situation, social worlds/arenas and the position were drawn and analyzed as stages of the level analysis situation. In the present study, to increase the validity and reliability of the research, strategies such as long and active participation of the researcher in the research field, using voice recorders and taking notes to record data, searching for inconsistent evidence and obtaining feedback from participants after data coding were used.Discussion &

The findings of the study showed that the logic of forming various structures of inter-school Collaboration in most cases is to improve the situation of students, eliminate educational injustice, synergy, share resources and expertise and improve all educational indicators and it is nurtured in schools. All members of the school community, especially principals, play an important role in inter-school collaboration situations. If members of the school community have sufficient motivation to Collaboration between schools, with a common goal, common interests and by delegating authority in schools, they can progress by exchanging experiences in various fields and transferring educational facilities and equipment help to the development of your schools.

Due to its special position, its importance to the people and the fact that clothing is one of the basic human needs, the garment industry has the potential to have a high impact on growth rate, employment and production. Paying attention to the development of this industry and increasing the level of related education in this field can be effective in economic, social and environmental development. The purpose of this study was to develop an indigenous model for the development of technical and vocational education appropriate to the needs of the labor market and regional capacity in the field of clothing industry in Kurdistan Province. The approach used was qualitative with the foundation data theory method. Potential participants in the research included experts and informants in the field of clothing industry consisting of public and private sector trainers, vocational trainers, university lecturers and clothing industry activists. Using purposive sampling method, 22 people were invited to participate in the semi-structured interview. Data taken from interview transcripts were analyzed in three-stage theoretical coding, and components related to the data-based theory model, namely contexts, processes, strategies, intervening factors, and consequences, were identified. Based on the designed research model, 19 competency standards and 19 performance standards were developed in both men's and women's clothing and recommendations were made for the development of the garment industry in Kurdistan Province.