rezvan hosseingholizadeh

The main objective of this study is to identify and analyze the dominant narratives surrounding schools by re-examining the existing body of research literature. To this end, a document-based research approach, specifically a narrative review, was employed. A total of 178 studies were purposefully selected, identified, and refined, and their contents were analyzed using thematic analysis. In this article, the research identity of schools is revisited across nine dimensions: political-ideological, communicative, cooperative and exchange-based, economic-occupational, mental-physical health, organizational-managerial, scientific-educational, physical-architectural, and historical. Drawing upon Sander’s (1989) multidimensional educational management model, these narratives were systematically classified and interpreted. The findings indicate that schools in Iran, as complex and multifaceted institutions, are not merely spaces for education and learning. Rather, they represent arenas where social, cultural, political, and economic forces intersect. This study underscores the need for a comprehensive and multidimensional approach to school management—an approach that fully addresses the various facets of school identity and is grounded in diversity, creativity, and critical thinking. Ultimately, the paper recommends strategies such as fostering interdisciplinary approaches, strengthening critical research, and emphasizing cultural and social diversity as essential to enhancing the quality and depth of the research identity of schools in Iran.

 In modern organizations, where survival and growth depend heavily on agility and the ability to respond to rapid changes in the external environment, facilitating an efficient learning process and integrating it into the daily operations of employees has emerged as one of the primary challenges for leaders. Traditional formal training processes, which once formed the backbone of organizational learning, have proven to be inadequate in addressing the dynamic and fast-paced nature of contemporary business environments. As such, there has been a growing emphasis on fostering informal learning environments where social interactions among employees play a pivotal role in facilitating knowledge sharing and skill development. This shift has underscored the need for more innovative and flexible approaches to organizational learning. This research aims to explore the structure of the organizational learning network and identify the factors that influence its formation, specifically within the context of the Khorasan Regional Electric Company. The study seeks to provide a comprehensive understanding of how the company’s organizational learning network operates, who the key players are, and what factors contribute to the creation and evolution of this network.

 To achieve this, the research adopts a quantitative approach, utilizing social network analysis (SNA) as the primary methodological tool. Social network analysis is an effective way to map and examine the relationships and interactions within a group or organization, allowing for a detailed understanding of how knowledge flows and how learning occurs within a network of individuals. The structure of the organizational learning network was analyzed using descriptive social network analysis indicators. These indicators provided valuable insights into the overall connectivity within the network and helped in identifying the positions of different individuals within the system. The research focused on a sample of 327 employees from the Khorasan Regional Electric Company, including both experts and managers, as the study’s population. To collect data on the relational aspects of the organizational learning network, a specialized social network analysis questionnaire was developed. The data collected through this questionnaire provided a rich source of information for understanding the nature and scope of the organizational learning network. For data analysis, VOSviewer software was employed, which enabled the visualization of the network structure and the identification of key nodes and relationships. In addition, a broad range of statistical indicators specific to social network analysis were used to assess the strength, density, and cohesion of the learning network

 The results of the analysis revealed several key findings regarding the organizational learning network of the Khorasan Regional Electric Company. Firstly, the overall structure of the learning network was found to be fragmented, with a notable lack of cohesion. This suggests that the network is not well-integrated and that many employees are operating in relative isolation, without strong ties to other members of the organization. A significant proportion of the actors within the network were positioned on the periphery, meaning they are not actively contributing to the knowledge exchange but instead are primarily consumers of the knowledge that is shared within the organization. This could indicate that many employees are not fully engaged in collaborative learning processes or that there are barriers preventing them from actively participating in knowledge-sharing activities. Secondly, the analysis of the factors influencing the formation of the organizational learning network revealed several important variables. It was found that similarities in terms of assistantship, gender, education, and work experience played a significant role in determining the structure of the learning network. These factors appear to influence the likelihood of individuals forming connections and engaging in knowledge-sharing activities with one another. For instance, employees with similar educational backgrounds or professional experiences may be more inclined to collaborate and share knowledge, thereby reinforcing the cohesion of the network. Gender and assistantship (or hierarchical status) also seemed to affect the formation of connections within the network, suggesting that social and organizational dynamics are important factors in shaping the learning environment. However, one of the more surprising findings of the study was that organizational training, particularly the traditional and formal methods that have been commonly used, did not have a significant impact on the formation of the organizational learning network. This suggests that formal training programs may not be the most effective way to foster a learning-oriented culture within the organization. Instead, it highlights the importance of informal learning mechanisms, such as social interactions and collaborative work, in shaping the organizational learning network.

Research limitations/implications:

 Sample Size and Generalizability: The study was conducted within a single organization (the Regional Electric Company of Khorasan) with a sample of 327 employees. This may limit the generalizability of the findings to other organizations or industries with different structures, cultures, or sizes.

Methodological Constraints: 

While the study used social network analysis (SNA) and software like VOSviewer to analyze relational data, this method might not capture all the nuances of informal learning processes or the complexity of human interactions. Other qualitative approaches, such as interviews or case studies, could complement the findings and provide deeper insights into individual behaviors and motivations.

Cross-sectional Nature:

 The research was cross-sectional, meaning it captures a snapshot of the network at a single point in time. Longitudinal studies would help in understanding how the network evolves over time and how learning dynamics change with organizational development.

Exclusion of Informal Learning: 

Although the study focuses on formal structures, informal learning interactions, which are often crucial in organizational knowledge exchange, were not explored in detail. Future research could look at how informal, non-structured interactions contribute to the overall learning network.

Limited Factors Analyzed: 

The study identified certain variables like gender, education, and work experience as significant factors influencing the learning network. However, there may be other factors (e.g., leadership style, organizational culture, and external influences) that were not included but could play a role in shaping the learning environment.

Implications for Practice:

 Despite the limitations, the findings suggest that organizations need to focus on fostering interdepartmental communication, knowledge-sharing cultures, and communities of practice to enhance organizational learning. These steps could address the fragmentation observed in the learning network and promote more effective knowledge dissemination.

Impact of Training Programs: 

The lack of significant impact from traditional training programs suggests a need for more innovative, informal, and social-based learning interventions. Organizations might consider shifting from formal training to more collaborative, peer-driven learning initiatives that align better with the networked structure of modern work environments.

Practical implications:

 Based on the findings, the study recommends several strategies for enhancing the organizational learning network and improving knowledge-sharing practices within the Khorasan Regional Electric Company. One key recommendation is that organizational leaders should focus on strengthening interdepartmental communications. By encouraging collaboration between different departments and fostering cross-functional relationships, the organization can create a more cohesive and integrated learning network. Additionally, promoting a culture of knowledge sharing is essential for ensuring that employees feel comfortable sharing their expertise and learning from one another.The creation and development of professional working communities, such as committees and specialized working groups, is another critical step in enhancing the organizational learning network. These communities can serve as platforms for knowledge exchange, allowing employees with similar interests or expertise to collaborate on projects and share best practices. Furthermore, it is important to establish connections between learning facilitators and other actors within the organization. Learning facilitators, who play a central role in guiding and supporting the learning process, should be positioned as key connectors within the network to help bridge gaps and promote collaboration among employees. Ultimately, fostering a more dynamic and interconnected organizational learning network requires a shift away from traditional, formal training methods and towards more flexible and interactive learning processes. By prioritizing social interactions, encouraging knowledge sharing, and creating supportive learning environments, organizations can enhance their capacity for continuous learning and adaptation, which is essential for thriving in an increasingly complex and competitive business landscape. In conclusion, the findings of this research underline the importance of adopting innovative approaches to organizational learning that go beyond formal training. By focusing on the social fabric of the organization and supporting collaborative learning, organizations can build more resilient and agile teams capable of navigating the challenges of the modern business environment. The results suggest that the key to fostering a more effective organizational learning network lies in promoting social interactions, knowledge exchange, and professional collaboration, which can ultimately lead to improved performance and growth.

Originality/value: 

This research is highly original as it analyzes the organizational learning network within a specific company (Khorasan Regional Electric Company) and addresses the challenges and opportunities of learning in modern work environments, which are influenced by rapid changes and the need for agility. By utilizing Social Network Analysis (SNA) and specialized software like VOSviewer, the study provides a deep understanding of the structure and dynamics of organizational learning and identifies the factors influencing the formation of this network. The value of this study lies in its demonstration of the importance of informal learning through social interactions among employees, highlighting that formal training alone cannot create a dynamic and integrated learning environment. The findings suggest that organizational leaders should focus on strengthening interdepartmental communications, fostering a culture of knowledge sharing, and creating professional working communities to enhance organizational learning and team adaptability. These insights provide practical recommendations for organizations looking to enhance their learning capabilities and adaptability, making the study highly valuable for organizations aiming to improve their learning processes.

Despite the importance of continuous professional development for schools principals, researches show that their professional development approaches need to be review and move towards programs based on collective learning. Therefore, the main goal of this research was to provide a model for professional learning communities of elementary school principals. The present study was conducted using the qualitative research method of grounded theory and interviews with a targeted sample, including 29 key informants (15 university professors and 14 school principals) with relevant research records. The interviews were analyzed using the coding methods of Strauss and Corbin (1998). Four criteria of data authenticity, transferability, reliability and verifiability were used to check the validity of the data. After conducting interviews and open, axial and selective coding; The research results showed 18 general selection codes including causal conditions (collective learning culture; feeling the need for collective learning; leadership and management styles), contextual conditions (dynamic and flexible organizational structure; infrastructures and facilities; empathy and common goals; Encouraging principals towards learning communities), intervening conditions (teaching soft skills; suitable time and place for meetings related to communities; management knowledge; correct plan and program), central phenomenon (professional learning communities), Strategies for developing professional learning communities (suitable work space; professional learning; the existence of a supportive policy for learning communities; modeling of the experiences of successful schools) and consequences (organizational consequences; student success; professional development of teachers) that reflected the pattern of professional learning communities of primary school principals and the relationships between its different dimensions.

Effective teaching is fundamental to a successful educational system, as the quality of an education system can never exceed the quality of its teachers. For this reason, educational systems must allocate substantial resources to cultivate a highly skilled teaching workforce (Minea et al., 2021). Traditionally, increasing teachers' specialized knowledge has been approached through external professional development programs (Darling-Hammond & Richardson, 2009). However, only a small portion of this externally gained expertise tends to transfer into everyday classroom practices (Veelen et al., 2017). As a result, traditional professional development approaches have shown limited effectiveness, prompting teachers to seek more self-directed opportunities to take ownership of their development (Nabhani & Bahous, 2010; Alhashmi & Moussa-Inaty, 2021). This shift underscores the importance of focusing on the contextual and school-based foundations of professional learning for teachers (Opfer & Pedder, 2011; Akiba, 2015), framing schools as critical learning environments not only for students but also for teachers (Hallinger et al., 2019). School leaders play a crucial role in advancing professional learning for both teachers and students by shaping school capacities through a supportive culture and engaged staff, ultimately leading to school-wide improvement (Li et al., 2016a; Hoy & Miskel, 2018). In Iran, key educational policy documents, such as Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran (Supreme Council of the Cultural Revolution, 2019), underscore the need to establish environments that facilitate the acquisition of professional knowledge and skills, as well as the development of teachers’ professional identities within educational settings. Research has also revealed significant criticisms of external, off-site professional learning programs and their limited impact on improving teacher quality (Darling-Hammond & Richardson, 2009; Ghaleei & Mohajeran, 2015; Orangi et al., 2011). In response, there is a growing emphasis on school-based professional learning and collaborative support among teachers (Cooper et al., 2020; Nabhani & Bahous, 2010; Alhashmi & Moussa-Inaty, 2021; Mortazi- Mehrbani & Gooya, 2014; Johnston & George, 2018; Netolicky, 2016; Veelen et al., 2017). Although Iran’s centralized educational structure and the restricted authority granted to school leaders pose challenges, recent studies suggest that schools in Iran possess untapped capacities that can directly and indirectly enhance teachers' professional learning. In elementary schools, for instance, teachers play a facilitative role in educating students across diverse subjects, necessitating expertise in foundational standards for core subjects (Porcell, 2020). This study draws on Horváth and colleague's (2015) diagnostic framework and builds upon Sleegers and colleague's (2013) multidimensional, multilevel professional learning community model, which explores learning capacities at the individual, interpersonal, organizational, and network levels. By documenting teachers' lived experiences, this study aims to more deeply identify and illustrate the professional learning capacities among elementary school teachers. Through a qualitative approach, this study enhances the dissemination of teacher experiences and insights, contributing to a nuanced understanding of teachers' capacities for professional development within Iran’s educational context.

The primary aim of this study was to identify the professional learning capacities of primary school teachers in Mashhad city. A qualitative phenomenological approach was used to reach this goal. Using purposive sampling, 15 teachers and eight  primary school principals from three educational districts in Mashhad—each representing varying socio-economic and cultural profiles (affluent, semi-affluent, and less affluent)—were selected as key informants. Participants were chosen for their engagement in educational initiatives and plans at the district and regional levels. Data was collected through semi-structured interviews, and analysis was conducted through open and axial coding. Themes were generated from 23 interviews and analyzed manually as well as with using MaxQDA (VERBI Software, 2020). To ensure data validity, each interview was transcribed and shared with the interviewee for review and feedback.

The study’s findings revealed professional learning capacities across four levels: individual, interpersonal, organizational, and network. Individual capacities reflect teachers' ability to actively build knowledge in teaching, assess, evaluate, critique, and reconstruct their knowledge using available resources, highlighting intrinsic motivation, work commitment, self-directed learning, openness to ideas, feedback and reflective thinking, and a learning vision. Interpersonal capacities encompass teachers' abilities to collaborate toward shared school goals, including experience-sharing, collective learning, role-modeling, and acting as learning facilitators. Organizational capacities are embedded within structures that sustain processes for individual and collective learning and improvement, with essential capacities including a school climate that demands excellence, supportive culture, learning environment dynamism, access to educational resources, instructional media, educational initiatives, and organizational training. Notably, social networking emerged as a significant professional learning capacity at the network level. These findings contribute to understanding schools' capabilities and capacities in the field of education, offering valuable insights for enhancing professional learning in elementary schools across Iran.

The findings of this study underscore a multi-layered approach to understanding professional learning capacities among primary school teachers, revealing the importance of capacities at individual, interpersonal, organizational, and network levels in creating a holistic professional learning environment. This framework illuminates the complex ways in which teachers cultivate and apply skills to improve their instructional practices, engage in meaningful collaboration, and foster a culture of continuous improvement within schools. This study offers valuable insights into the diverse capacities that support professional learning in Iran’s centralized educational system, particularly in elementary schools. The identified multi-level framework serves as a guide for educators, school leaders, and policymakers to enhance both teacher effectiveness and student outcomes. By supporting professional learning at these four distinct levels—personal, collaborative, structural, and networked—school leaders can cultivate a well-rounded professional learning ecosystem that responds to both individual teacher development needs and collective educational objectives. These findings suggest that a comprehensive, integrated approach to professional learning, incorporating self-directed development, collaborative engagement, supportive organizational structures, and broader network connectivity, has the potential to drive sustained improvements in teaching quality across Iran’s elementary schools.

Throughout the history of human societies, the educational organization has served as a fundamental framework for managing teaching and learning processes. From ancient Greece to the present day, it has evolved through two distinct periods, each heavily influenced by the industrial revolution. However, in today's rapidly changing society, characterized by the repercussions of the industrial revolution, we are confronted with new challenges and complexities that necessitate a critical reevaluation of this foundational concept.
 
Using logical inference as the primary research method, our study embarked on two key phases. Firstly, a comprehensive review of historical documents was conducted to trace the evolution of the educational organization concept from ancient Greece to the modern era. Subsequently, employing the conceptual analysis method, we synthesized insights to propose a novel framework for conceptualizing educational organizations.
 
This article delves into the evolutionary trajectory of the educational organization concept from ancient Greece to the present day. Furthermore, it introduces an alternative interpretation of educational organization through the lens of neurophenomenology. Initially, the study highlights two distinct historical periods characterized by ambiguity and dependence for educational organizations. Preceding the industrial revolution, educational structures lacked definitive characteristics, with education being dispersed among various institutions and individuals. Post-industrial revolution, influenced by management theories and governmental and industrial organizations, educational organization acquired a more defined structure and purpose, as elucidated through relevant theories. Subsequently, the discourse shifts towards exploring a novel conception of educational organization, grounded in the creative insights of neurophenomenological approaches to learning and cognition.
 
With our redefined concept of educational organization, we observe a significant expansion in the role of "place" within the broader context of environment and society. Meanwhile, the traditional constraints of "time" are rendered obsolete, allowing for more flexible learning experiences. The notion of the "learner" is no longer confined but rather shaped by the dynamic interplay of conditions, paths, and the temporal and spatial dimensions of learning. Similarly, the conventional perception of the "teacher" extends beyond a mere hired individual to encompass anyone or anything that facilitates the learning journey for students. Moreover, the teaching-leadership paradigm of educational organizations undergoes a profound shift from static to dynamic, monophonic to polyphonic, and centralization to decentralization. This transformative approach epitomizes the ethos of innovative educational organizations, which aim to reintegrate the fundamental elements of "humanity" and "life" into the educational landscape.

This study explores the perceptions of elementary school teachers regarding the challenges and opportunities for promoting Islamic culture, with an emphasis on modesty and hijab, in the Iranian education system during the academic year 2023–2024.

The study employed a qualitative phenomenological approach. Participants included all elementary school teachers in Yazd city, selected through criterion-based purposive sampling until data saturation was reached. Finally, A total of 15 teachers participated in the study. The participants were required to have at least three years of teaching experience in elementary schools and must be officially employed by the Yazd education department. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis method. To achieve credibility according to the ‘triangulation of data,’ techniques such as peer review, member checking, and researcher self-reflection were utilized.

The findings were categorized into two main domains: (A) Present Challenges with the Main Themes: (1) Positive and negative effects of the type of encounter and interaction; (2) contradictions between school teachers' and religious teachers' words and actions. (B) Factors of the Neglect towards Modesty and Hijab Culture with Main Themes:(1) Society; (2) Poor management and insufficient governance in cyberspace; (3) Sexual and psychological factors; (4) Limited interaction between the education system and other institutions and organizations; (5) lack of awareness and knowledge; (6) Indifference among families; (7) Political and economic factors; (8) The infiltration of liberal and secular ideologies into the religious community of schools.

Promoting the culture of modesty and hijab and explaining its various dimensions can shield society from these destructive challenges. The Jihad of Explaining hijab and raising people’s awareness of hijab requires collaboration and synergy across all organizations and institutions, particularly the education system, with schools and teachers playing a central role.

This study aims to explore the lived experiences of secondary school teachers on the professional learning activities within their workplace. A qualitative research method with Phenomenological design was employed to achieve this objective. The participants were selected through purposeful sampling, focusing on the desirable cases such as teachers with varying levels of experience (less than 6 years or more than 10 years), full-time teaching experience, recognition as exemplary teachers or active researchers in lesson research and the other related festivals, experience as the head of the educational group, being teachers of special schools, and those known for their efficiency and expertise. A total of twenty professional teachers from Gonābād city's male and female secondary schools were chosen as the key informants. Data was collected through semi-structured interviews, and the open and axial coding were employed for the data analysis. Also, the validity of the results was obtained on the basis of the four criteria of Lincoln and Goba, with the assurance of the data obtained from the interview, the documentation of the data coding process at various stages and reviewing by the research team members. Findings revealed several categories that depicted teachers' experiences of professional learning in the workplace, including constructivist learning (reflective learning, learning from work, feedback, learning through experience), social learning (interactive learning, mentoring, and observational learning), self-directed learning (self-development and learning opportunities), virtual learning communities, and formal learning (short-term and long-term training). These categories offer insights into the complexities and dimensions of professional learning as perceived by the secondary school teachers. This understanding helps to support and facilitate the teachers' professional development programs in the workplace.

 Education and research are the two main functions of universities and the usefulness of research for education is considered a universal assumption. However, the place of these two functions in higher education policy and practice is unclear. Therefore, the main goal of this research is to analyze the lived experiences of faculty members of the Department of Humanities (A) from the link between education and research in Ferdowsi University of Mashhad.

To achieve this goal, qualitative research approach and descriptive phenomenological method were used. All faculty members of the Department of Humanities (A) who excelled in education and research at Ferdowsi University of Mashhad formed the studied population, which consisted of 48 people. Among them, 20 people were selected as key informants by purposive sampling method. A semi-structured interview was used to collect the required data. The resulting data were analyzed using the open and axial coding method.

Based on the findings of this research, fourteen main categories were identified and extracted with the aim of understanding the nature of education and the nature of research, seven main categories centered around the relationship between education and research, and fourteen main categories as factors promoting and inhibiting the relationship between education and research.

According to the lived experiences of the studied faculty members, there is a relationship between education and research in Ferdowsi University of Mashhad, and the direction of this relationship can be observed in both positive and negative ways. It seems that the relationship between research and education is relative according to the level of education and the nature of the field of study. As this relationship is the strongest at the doctoral level and the weakest at the undergraduate level.

This paper aims to synthesize findings drawn from studies on knowledge leadership to identify the key trend of research in the knowledge management literature over the past two decades. A systematic literature review was performed over a data set of 149 related studies published in the international journals indexed by the WoS, SCOPUS, ProQuest, Google Scholar, Emerald Insight, and Elsevier databases between 2001 and 2021. The findings conceptualized the nature of “knowledge leadership” and revealed six core themes focusing on multiple leadership styles, knowledge leadership for learning, effective KM leadership, leader-member exchange, and customer knowledge leadership. Additionally, the content analysis revealed the importance of knowledge leaders being more transformational, distributed, empowering, and visionary. It has been widely reported that transformational leadership is a significant driver of knowledge management practices in the organization. This study provides an integrated picture of effective knowledge leadership for managers and practitioners that significantly depends on a paradigm shift from hierarchical structures and traditional models of leadership to the use of shared, distributed, and networking leadership. Given this increasing interest in studying the role of leadership in KM, it is interesting to investigate the research trend of knowledge leadership in the KM literature.

The present study was conducted aiming to investigate the causal relationship between cognitive processes and effective leadership of academic departments’ chairs in Mashhad University of Medical Sciences. Using descriptive correlational study method, 40 academic department chairs in Mashhad University of Medical Sciences were studied by census method. Data were collected through computer-based testing of working memory, cognitive flexibility, problem solving, social cognition, creativity design fluency test, Herbst University Leadership Questionnaire (2003), and Analoui Effective Manager Questionnaire (1995). The findings revealed that working memory, cognitive flexibility, and creativity have a relatively high mean value compared to social cognition and problem solving. Also, there is a significant relationship between working memory and creativity with social cognition.  Consequently, paying attention to the aspect of social cognitive functions of academic departments’ chairs leads to growth and success in the field of executive cognitive functions. According to the findings, the model of predicting effective leadership path of university departments’ chairs a weak fit in terms of cognitive processes. It can be said that cognitive processes do not play a significant role in predicting effective leadership of academic departments’ chairs in Mashhad University of Medical Sciences.

The main purpose of this article is to analyze and critique the content of a historical work entitled "The History of Educational Administration Viewed Through Its Textbooks". This book represents the reality of educational administration in a relatively long period of time in the mirror of public textbooks in this field and is a unique and valuable book by choosing a different tool for reviewing the historical course of educational administration. Therefore, while analyzing the structural, content and methodological features of this historical monument, its strengths and shortcomings were identified and extracted. The most important points in this book are the classification of historical courses in educational administration compared to similar classifications, the use of polysemous words in writing historical courses, ambiguity in distinguishing general and specialized textbooks of educational administration and internal inconsistency of the content of each course. Also, as a result of coping with the text, the quality of the Persian translation of the book was evaluated in terms of replacing the specialized Persian and correct equivalents, text, and psychological text, as well as the rules of writing and editing.

This study sought to explore the core values articulated by principals with a focus on school leadership models. Considering the importance of values in educational leadership, very little research underpins the assumption of values in coupling with school leadership models. Therefore, this study employed a sequential explanatory, mixed-method research design in the Razaviyeh region located in the city of Mashhad, Iran to provide information on that topic. Data were drawn from a combination of methods, both quantitative (questionnaires administered to 350 teachers in 63 schools) and qualitative (a semi-structured interview with twenty school principals). The quantitative results first provided evidence consistent with the previous research from centralized education systems, suggesting the managerial leadership model is the dominant model in schools. The qualitative results indicated the core values articulated by principals and were categorized into terminal and instrumental values in each school leadership model.

Participation in education, both theoretically and practically, suffers from some dogmatic views and negligence about genuine human concepts. With the aim of identifying the overlooked concepts in education participation models, the present research has made a critical study on global approaches in education participation. Ampliative Criticism of the following methods of philosophical Inquiry is the research method has been used in the critique of the classifications governing participation. What has been overlooked in all these approaches is the attention to the concepts of national autonomy, justice and educational interests. Alternative patterns for participation in education will not succeed and injustice, political dependence in the form of ultramodern colonization, and lack of training values in education will expend even more.

The innovative behavior of employees in the role of the main students of the organization, especially in manufacturing companies, is essentially subject to the behavior of their knowledge in the workplace. This is at the individual level depending on the desire and intent of each person to share knowledge as well as the practices and factors affecting it from an organizational perspective; Therefore, in this study, relying on the data obtained from an influential manufacturing company in the production of the country's industries, the main purpose is to investigate the status of knowledge sharing (effective methods and factors) and its relationship with the innovative working behavior of its employees. Understanding the status of knowledge sharing, determining the relationship between knowledge sharing and innovative work behavior, identifying knowledge sharing methods, and ultimately identifying the factors affecting knowledge sharing are other goals of this study. To achieve these goals, a case -based study method was used. In the first phase, all the official staff of a manufacturing company with a sample size of 219 were navigated. Quantitative data collection was also carried out using a semi -structured interview with 8 people as key informants. The validity of the structural analysis was used to measure the validity of the knowledge sharing and work behavior questionnaires. The reliability coefficient of the questionnaires was also calculated using Cronbach's alpha. The results of the analysis of structural equation indicated the meaning of the approach of attitude towards knowledge and mental norms with the intention of sharing knowledge, as well as the intention of sharing knowledge and knowledge -sharing behavior with innovative work behavior. However, there was no significant relationship between perceived behavior control and knowledge sharing. The findings of the interview analysis also showed that formal education, informal training, publication and registration of scientific articles, formal sessions, proposals, informal relations and interactions from experience, and documentation of experiences, and documentation of experiences and documentation of experiences. The most important methods of knowledge sharing are among employees and from the perspective of the interviewees, external motivations (organizational and equality in reward), internal motivations (personal interest and pleasure to help others), and the nature of work (purposefulness and work independence) are the most important factors and lack of attention to employee knowledge capabilities, discrimination Among employees at different levels, the tendency for knowledge hoarding, the lack of questioning skills and the enthusiasm, the resistance to documenting, the lack of job security, the lack of awareness, the lack of time are the most important factors in the inhibitors of knowledge sharing.knowledge Performance, Biopharmaceutical Industry.

The main purpose of this article is to reflect on the scientific achievements of educational administration academic members in Iranian public universities with an emphasis on recognizing their research orientations.

To achieve this goal, the documentary research method of systematic review type was used to the content of research-based articles conducted by academic members. After visiting the personal page of about 170 faculty members affiliated with groups in the field of educational administration, including the Department of Educational Sciences, and sampling by purposeful sampling method (with the criteria of having a doctorate in educational administration, educational planning, Higher education, education). Finally, 2440 articles published by 76 educational administration academic members were analyzed. In general, the data obtained in terms of the annual distribution of the frequency of articles published during the years 1987 to 2018, the share of academic members as "corresponding author" or "co-author", the rate of articles published nationally and internationally, the methodological approach (quantitative, qualitative and mixed) of the published articles and finally the thematic orientation of the published articles in different thematic areas and levels of general education, higher education and organizational education management were analyzed by open and centralized coding method. To provide credibility in the research, the techniques of maximum description, researcher self-review, peer review (expert), and research audit were used.

The findings indicate a sudden acceleration and increase in the number of articles published during the last ten years, especially between 1992 and 1996, which One of the main reasons can be attributed to the significant growth of graduate courses and the revision of the regulations of universities faculty members promotion with emphasis on increasing scientific productions. In addition, the results showed that in about 60% of research articles, professors of educational administration have the role of responsible author, and the thematic orientation of professors to educational administration is more focused on the level of higher education with 46% and then general education (education) With 33 and organizational training with 18%. Comparison of the share of educational administration professors in publishing articles in domestic and foreign journals indicates very low participation of educational administration professors at the international level (13%), especially in reputable journals compared to domestic journals (87%) is significant. In addition, the tendency to use quantitative approaches, especially correlational and survey research methods (74%) has affected the quality of published articles far from the idea of active knowledge production.

The main purpose of this study is to understand teachers’ lived experiences in conducting two programs of lesson study and action research with their opportunities and challenges. The research has been conducted according to a qualitative approach, based on Phenomenology as an attempt to reveal the essence of the reality experienced by selected persons in lesson study and action research programs at the provincial or national levels through semi-structured interviews. Purposive sampling was used to select the participants (17 teachers and 2 principal deputies) in primary schools in Mashhad city. The results showed the most important opportunities resulting from these programs were: paving the way for the creation of new teaching methods, the knowledge exchange among teachers, improving teacher teaching, fostering teacher research, teacher development, teacher moral growth, success and improving student learning. Moreover, the most important challenges were: administrative bureaucracy, poor judgment and feedback on project results, lack of useful use of research results, weak teacher empowerment programs, negative effects of the nature of project festivals, lack of financial support for teachers, lack of time, diversity of teachers' plans and fatigue during the performance, and also, the incompatibility of the awards with the level of hard work. The projects such as lesson study and action research programs have been communicated to schools through directives and teaching methods through a formal and systematic process from top to bottom.

The purpose of this study was to explain the place of participation in education super ordinate documents and to examine the compatibility of these documents around the issue of participation in education. The lack of coordination of education programs on the issue of participation and their constant change can be rooted in the interpretability or silence of education documents. Accordingly, studying and analyzing the documents of education system as the main source and orienting educational decisions can lead to recognizing the position of participation of contributing and effective factors in education; and explaining how to integrate and adapt the orientation of documents around concept of participation.

The research method was document analysis and the technique used to analyze the collected data was content analysis.Documents examined include the Constitution of the Islamic Republic of Iran, general education transformation policies, theoretical foundations of the educational transformation document (philosophy of education, philosophy of formal and public education, guideline), fundamental education reform document, national curriculum, map of country's scientific comprehensive and the Sixth Development Plan Act.

The findings showed that participation status can be categorized into seven categories: foundations, principles, necessity, driving policies, requirements, areas and factors and models of participation. Theoretical conflict, ambiguity, silence on some dimensions and overcoming one-dimensional views on participation, unsupported policies on participation, and lack of general policies across other documents; It has been revised and made necessary in some documents, such as the document of fundamental change and its theoretical foundations. In the issue of the principles governing participation, there are contradictory statements in the super ordinate documents that contradict each other. the principle of cost-benefit analysis is inconsistent with the primacy of educational materials in politics, and in many cases leads to conflict. Although various dimensions of participation has been highlighted in the theoretical principles, the economic aspect of participation prevails to the other aspects of partnership to the extent that the position of documents moves away from the big level and gets closer to the practical realm. The lack of a clear explanation of participation in other aspects, such as professional and specialized aspects, parents or councils, and conversely, the availability of clear models of global experiences of participation in the economic sector and imitating them has overwhelmed the one-dimensional view of participation endangering the integrity of the documents on the subject of the participation since there is no comprehensive model for participation. it seems that the super ordinate documents should define a boundary between the sovereignty and nontransferable sectors and the incumbency and transferable sectors. But the theoretical ambiguity and confusion of the position of the documents in the objective division of these tasks is evident. the main problem that has undermined the position of participation in super ordinate education documents is the lack of an indigenous paradigm for participation, and at the same time the propositional and austere use of liberal models of participation in education. This leads us to revise models of participation and to formulate an indigenous model for participation. Without an indigenous and religious-based model for participation, it will be very likely to be influenced by liberal models and these models will not lead us to Islamic justice.

The organizational culture of the school as a common set of values, beliefs, norms is defined an important platform for teaching and learning and an indicator of the level of quality and promotion of educational programs. The purpose of this study was to study the ethnographic organizational culture of the two primary schools in Mashhad based on Schein's model.

This study is applied in terms of purpose and ethnography in terms of research method. The population included two elementary schools for girls and boys in two districts with fewer and more privileges in the city of Mashhad. The study sample consisted of principals, deputies, teachers, and students who were selected by the purposive sampling method. In total, the number of participants was 15 people. Semi-participatory observation and semi-structured interviews were used to collect data. The validation of the research results was based on the four criteria of Lincoln and Guba. Data content analysis was performed using the coding method in three stages of open, axial, and selective coding.

The results showed the identification and extraction of 37 selective categories at three levels of behavioral patterns (18 selective codes), values and norms (12 selective codes), and fundamental assumptions and beliefs (7 selective codes) based on Schein's view. Out of 436 open codes, 227 open codes at the level of behavioral patterns, 121 open codes at the level of values and beliefs, and 88 open codes at the level of basic assumptions were identified. Out of a total of 88 central codes, 42 codes were extracted at the level of behavioral patterns, 29 codes at the level of values and norms, and 17 codes at the level of basic assumptions of organizational culture. Important features of organizational culture at the level of behavioral patterns can be poor social interaction between school members and inappropriate behavior of school staff with students and at the level of values and norms to cooperation, social empathy with parents and student motivation, and at the level of assumptions to cooperation. He mentioned the cooperation of parents and students in school affairs, students' discipline, school identity, monitoring and management of staff disciplinary behavior, and staff accountability.

Given the dominance of bureaucratic, formal and controlling organizational culture characteristics in the studied schools and the dichotomy between bureaucracy and participation in the three levels of organizational culture, it is necessary to pay special attention to the soft and multi-layered category of school organizational culture. Especially in the field of teaching and learning, in the educational policy-making and decision-making process at the local and national levels by educational policy makers, especially school principals.

This study was conducted toexplore and describe the characteristics and practices used by successful school principals in Mashhad city. The qualitative case study method was adopted. Participants included four principals of successful elementary schools in Mashhad city. In order to collect data, semi-structured interviews were conducted. To analyze data, Strauss and Corbin’s open and axial coding technique was used.Findings showed that the most important personal and professional characteristics of the principals included: playing the role of leader, constructive relationships with the staff, principals’ command of school affairs, principals’ self-development (attempts for professional learning), and achievement of administrative success. Furthermore, the participating principals often made use of the following for managing their schools: planning and goal setting strategies, division of labor, teacher co-operation and involvement in school affairs, creating a friendly and positive climate at school, utilizing parents and colleagues’ potentials, encouragement and appreciation of teachers, supervising and evaluating teachers’ performance, concerning on improving students learning, improving teaching through teachers’ professional learning and development, focusing on students’ life skills and conflict management. In doing this, they also faced important challenges include concerning financing school expenses, high workload pressures, the high number of students, and poor class management. This is while some prominent features of successful managers in international experiences include defining the mission, vision, and values of the school, concerning student and support, equality and cultural accountability, the participation of the local community, attention to the curriculum, and the use of a competent teacher were not observed in this study.In general, according to the findings of this study, playing a leadership role, constructive human relationships with staff, principal control over school affairs, principal self-development (striving for professional learning), administrative success, planning and goal setting, division of labor, cooperation and participation of teachers in school affairs, creating a friendly and calm climate of school, utilizing the capacities of parents and teachers in school, encouraging and appreciating teachers, monitoring and evaluating teachers' performance, concerns about improving students' learning, improving education through learning and developing teachers' professions, students’ life skills, conflict management, concerns about school funding, high levels of administrative workload, large number of students, and poor classroom management are also international experiences that are consistent with the characteristics of studied successful principals in this research.

The purpose of this study was to examine the distributed leadership practices of principals in primary schools from the viewpoint of their teachers and to identify the conditions for the establishment of distributed leadership in these schools in Mashhad, Iran. The survey method was conducted on all the primary school teachers in the third districts of Mashhad and Tabadkan. In total, 335 teachers were selected as the sample population using Morgan's table. Data were collected using Spillane 's scale and interview. In the conceptual framework proposed by Spillane (2002), the four dimensions of distributed leadership include mission, culture, shared responsibility, and leadership experiences. In terms of mission, vision, and goals, special emphasis is placed on the knowledge of all school members about the school's goals, which examines the current status of distributed leadership in schools indicating the above-average average of this variable in our schools. Based on the results of this study, the mean of distributed leadership was 3.683. it seems distributed leadership is a complex phenomenon with teachers engaged in all four dimensions in the primary schools. Accordingly, distributive leadership status in the primary schools was above the average level. As a result of comparing the current and desirable status, there was a significant difference between the current situation and the desirable status of distributed leadership in the schools studied. The main gap between the status quo and the desirable component of participatory decision making seems to be that in the schools studied to track students' educational needs, there is usually no regular meeting with counselors or educational professionals and no attention is paid to students with needs. moreover, it seems that teacher evaluation results are used less to evaluate school curricula and teacher's useless feedback and evaluation results and manager observations to improve classroom instruction. Based on the findings of this study, it seems that the approach of the studied schools has been inclined towards distributive leadership, especially in the last five years, also the school principals, have tried to recognize the goals particularly in the field of mission, attitude, and goals of the school. However, as It was stated earlier to inform all members about the goals and to involve the members in the implementation of the goals and also to align the goals of the school with the educational goals, more work is needed, which shows the gap between the current situation and the desired one. According to the interview data, the establishment of distributed leadership in primary schools requires the incorporation of concepts such as vision and goal setting, organization, optimism culture, enabler structure, and student-centered. Studies in Iran so far have not looked at school prospects and organizations as components of distributed leadership, but there has been some research into the culture of optimism and its underlying components such as self-efficacy and academic achievement as well as professional empowerment. In sum, this study revealed the acceptable attention to organizing people in appropriate situations to share school responsibilities and complete tasks by individuals, also to expand and develop leadership capabilities and publish leadership tasks among individuals in the school social network and the spread of school culture.As a growing body of research on distributed leadership has begun to influence of this leadership style on school performance and student learning. For example, the results of Abbasian et al. (2012), Gholami et al. (2014), Mohammadi (2011), Nasiri et al. (1395), Arianfar et al. (9013) studies, in line with the results of this study, confirmed that the distributed leadership status in primary schools especially in Iran. It is slightly above average in schools. However, Spielan (2005), Groen (2002), Bennett (203), and Ilzofeng (2001) emphasized on the school landscape component. In the school organization component, the status of the schools under study was reported to be above average. In the school organization, the focus is on knowledge, education, and learning in the context of school culture. The results of this study showed a moderate focus on organizing people in the right situations to share school responsibilities and completing tasks by individuals and expanding and developing. Leadership capabilities and dissemination of leadership tasks among individuals in the school social network and the prevalence of school culture. Consideration of the component of individual organization based on leadership tasks has also been emphasized in the studies of Harris (2008); Lewis et al. (2009); Woodsograwen (2009); Woods et al. (2004); Bennett et al. (2003). Participatory decision making also had a higher-than-average mean in this research, a point that scholars such as Lewis, Mayrowitz, Smiley, and Murphy, Van Amijd, Bilesbury, and Van Morsi, (2009); Timberley, 2008; Mayrowitz et al., (2007), They have emphasized it. In this study, leadership behaviors were above average, a topic that has been mentioned in Spillane’s theory of leadership experiences that includes leadership tools, thoughts, and intentions. These results were consistent with the findings of scholars (e.g., Lewis; Leitz Wood & Growan 2000; Storm, Wall, 2004; Bush; Gluner, 2003). This study has the potential to be useful to policymakers who develop leadership preparation programs for teachers and principals, as well as faculty members who teach within leadership preparation programs. principals who utilize a framework of distributed leadership embrace the expertise and leadership within their schools, drawing faculty members into the work of curriculum development and improvement, professional development, and school management.

By changing the face of societies, everything shifted from simplicity to complexity, and industrialism created public education to produce and educate the type of adults that are needed by society (Aries, 1960). then governments built (organized) new educational policies to be imposed on schools and described them as the proper discipline and education for children to make them ready to enter the community, and they considered these training necessary for the education of children (Aali, 2012). As a result, the school, as a child, was at the forefront of the ideals of modern industrial development (Toffler, 1393: 411-426), and nothing was hidden from modern sharp eyes, and crossed all geographical boundaries and countries of the world, including Iran and captured society by goals such as progress, prosperity, and happiness (Sadeghi, 2009). The history of today's Iranian educational system also shows the sowing of the seeds of modern education and the establishment of the modern school institution during the Qajar period (Irvani, 2013) and the signs of modernity in the education of the Islamic Republic of Iran are obvious (Ahanchian and Taherpour, 2011). According to Foucault, governance that has taken control of all aspects of life controlled schools too. Educational policies in Iran lead the minds towards specific government goals that can be understood through hidden discourse ideas and can be seen through school life (Habibpour Gatabi, 2013). What seems vague in the meantime is whether the signs of governance are clear and obvious in the real life of the school (school life) or not. To discover the symptoms of governance in the studied schools, a qualitative method of descriptive phenomenology was used. In the descriptive phenomenological method, which includes three stages of direct comprehension, analysis, and description, the essence of governance symptoms in schools can be identified by using the lived experience of sixth-grade elementary school students. The boys' primary schools in the fourth district of Mashhad were selected as the research sample, and with the coordination of education, three schools whose principals were more flexible with the presence of female and young researchers were introduced. Targeted sampling was also used to select the desired individuals. The sample size was considered according to "theoretical saturation". To collect the required data, a semi-structured interview was used. Strauss and Corbin coding methods were used for analyzing the data. The coding was done in two phases, open and pivotal, and proceeded to the extraction of the main themes. The GABA and Lincoln evaluation criteria were used to validate the findings credibility, dependability, transferability, conformability. Therefore, the researcher provided the documents in all stages of the research and the ability to track and evaluate the accuracy of the steps by the supervisors and consultants. Also, recording the statements of the participants, and writing them down during the research, long-term contracts with the research environment help make the results reliable. Also, to increase the transfer capability, interviews were conducted with a large number of students to develop the data, and to describe the rich data, many sub-questions, and supplements to the main research questions were discussed in the interviews. And in coding, the necessary care was taken and the text, footnotes, and interviews were read line by line and coded more than five times. Besides, the researcher sought to achieve consensus among participants and to use this criterion to continue theoretical saturation and the emergence of a new concept. After analyzing data, ninth themes and sixty subjects were found as Wagnerian caring: imitating acquaintance (holy speech), temporal caring: temporal dungeon, environmental caring: rocky bricks, instructional-content caring: abacus minds, photography caring: physical caring, policy caring: clear walls, human telescopes, communicative caring: modern dialectics, Agora killing and political caring: technical Panak (imposed rules), and schools for the producing effective subjects. Furthermore, of producing effective subjects, sentence and submission, death of critical thinking, and non-considering the children’s rights were found as the result. It was concluded that silence culture, mug trust to educate members, and injustice rules of school were the sign of the only sound of modernism in schools. Thus, students were categorized by their personalities that were as: stuffy students, sun-worshipper students, genius students, deception of situation, rebellion forces, silent rebellions, and bootlicks. The purpose of this study was to discover governmental signs in Schools from students’ perspectives. The study was based on descriptive phenomenology and concerning the goal was applied research. The population was students of the sixth class in schools. Three schools and 21 students were selected as participants by the purposive sampling method. Semi- structure interviews and documentary analysis were used as instruments. After analyzing data, ninth themes and sixty subjects were found as Wagnerian caring: imitating acquaintance (holy speech), temporal caring: temporal dungeon, environmental caring: rocky bricks, instructional-content caring: abacus minds, photography caring: physical caring, policy caring: clear walls, human telescopes, communicative caring: modern dialectics, Agora killing and political caring: technical Panak (imposed rules), and schools for the producing effective subjects. Furthermore, of producing effective subjects, sentence and submission, death of critical thinking, and non-considering the children’s rights were found as the result. It was concluded that silence culture, mug trust to educate members, and injustice rules of school were the sign of the only sound of modernism in schools. Thus, students were categorized by their personalities that were as stuffy students, sun-worshipper students, genius students, deception of situation, rebellion forces, silent rebellions, and bootlicks.

The purpose of this study was, at first, to review the components of knowledge leadership and then to investigate the status quo with regards to these components at the departments of Ferdowsi University of Mashhad, Iran. In doing so, case study research method was used. From a total of 54 department heads, 15 were selected as key informants through purposive sampling technique. Semi-structured interviews were conducted with the selected participants. At first, the major components of knowledge leadership were identified and extracted by systematic review. These components include learning leadership, change leadership, collaboration, coaching, knowledge sharing, shared outlook, knowledge development, network collaboration, creative problem-solving, conflict management and trust-building. Second, analyzing the status quo of knowledge leadership at departments indicated that mediation in conflict resolution, atmosphere of trust, knowledge acquisition, creating learning opportunities, lawful orientation of the department, collaborative decision-making, respecting others, inter-organizational interactions, interdisciplinary approach and young faculty members are considered as categories related to knowledge leadership at the departments under study. Overall, results revealed that there is a big gap between the status quo of knowledge leadership at departments and the ideal situation.

One of the key challenges in higher education is how to link teaching to research. The main purpose of this study is to review the literature on the relation between teaching and research as the main functions of academia. To this end, systematic review was employed. After searching, screening and evaluating the papers published, 39 studies were selected as the sample of the study. The relevant studies in valid databases (Emerald, Sage, Springer, Science Direct, Magiran, SID and Noormags) in 2013-2018 timespan were thus identified and extracted. After analyzing their content, the research results were combined to answer the fundamental question of what factors would influence the link between teaching and research. According to the results obtained, the link between teaching and research in university is informed by current classroom activities, current processes in the structure of higher education system, existing infrastructure in higher education system, and university interaction with the environment. Therefore, it seems that establishing this link in the university focuses on three essential factors including curriculum, faculties and students that need to be addressed by educational policy makers.

The vital role of management in the educational system and particularly at schools to qualitatively promote and desirably change this institution has been the reason why the educational managers’ duties and performance in terms of their skills and competencies are among the most basic things attended to by managers and management experts since a long time. The results of the research have showed that the effective realization of direction and change duties requires a manifold set of managers’ competencies. Successful managers are those who draw on competencies in their proper place to accompany and help people in different stages of change. Therefore, if managers’ skills and competencies are emphasized in the selection process, and sufficient expertise and competencies are taken into account, and sufficient effort are made to create, develop and evaluate these competencies, there will be a more effective educational system in the long term. Competency shows a picture of a grown-up human being who is in all dimensions ready for a job and it is actually the umbrella term that includes everything affecting the jib performance directly or indirectly. The study of the present condition at schools in our country shows that one of the most common problems in the operation level, is the inappropriateness of decision-making quality and proper measure by the managers so that many of the managers lack the basic professional competencies. This is due to the lack of updated knowledge and required skills. Such a situation has led managers to do nothing for the fundamental school improvement and their work has been limited to the performance of the regulations and registers. On the other hand, the lack of important components like expertise and technical dimensions, modeling competency, missions and vision depicting are evident among the school managers which have afflicted today the daily activities of the schools and their development. Given the importance of the school managers’ professional competencies in their designing selection, assignment, instruction, and performance evaluation, it seems that the study of managers’ professional managers in the educational system requires more attention and much deeper studies. In this respect, according to the researchers, what provides the discussion on the basic changes in the establishment and development of school managers’ professional competencies is the study and identification of responsible institutions and organizations, their duties and functions in the establishment, development, and evaluation of the school managers’ professional competencies. To explore this problem and to respond to the existing challenges in this area, comparative studies that are characterized by their consideration of different dimensions of educational phenomena and are universally acceptable were used in this study. In fact, the comparative approach in the educational management aims at the school level as the basic unit for comparison so as to ensure the significant progress in knowledge construction and perception. Therefore, it might be said that the comparison of educational management in different cultures has an intrinsic value as an intellectual activity to improve the perceptions of educational activities in different regions. The present study was conducted to investigate comparatively the committed institutions and evaluation systems for school principals’ professional competencies in Iran, Malaysia, and the United States, providing a context where Iranian relevant authorities can find some more reliant solutions to improve the principals’ professional competencies development programs. . The research method was based on Bereday’s method in comparative education studies included the stages of description, interpretation, proximity, and comparison. In the description level, the researcher must describe the phenomena based on the evidence and data collected through different resources, whether through direct observation or the study of others’ documents and reports. According to Bereday, the description stage is the stage of note-taking and provision of sufficient findings to be criticized in the next step. The interpretation stage involves the study of data described in the first stage by the researcher so as to find components and indices for each of the research questions. In the proximity stage, the data gathered in previous stages are classified and put together. In the comparison stage, the research problem is exactly investigated and compared given the details related to the similarities and differences. In this stage, the research questions are possible to be studied. Data was collected from library-relied resources including documents, reports, and published comparative studies on the issue. Study indices in Iran was compared to those of Malaysia and U.S that are both among the progressive countries in the studies and reformations of educational management. The most important references to be used and selected by the researcher were the documents and reports provided by valid organizations and institutes like UNESCO. The results showed that there are some ideas and lessons in the field of research in Malaysia and the state of California which would be used to improve the system of professional competencies of school principals in Iran. Based on the findings, there are duties and functions which are taken place by the overseas’ institutions for describing, developing, and evaluating the programs for principals’ professional competencies. Therefore, a revision of duties and functions by institutions responsible for describing, developing, and evaluating school managers’ professional competencies and also the evaluation system of school managers’ professional competencies in the country are recognized as necessary. Finally some suggestions were made for reforming and learning the relevant policies in Iran. Among those are the establishment of the center for evaluation of school managers’ professional competencies in Iran, the delegation of more authorities to provinces and regions in the area of planning for the establishment, development, and evaluation of managers’ professional competencies, the provision of the national system for ranked certificates in the area of school management professional competencies, using a supervisor manager in a coaching role in the evaluation system of school managers’ professional competencies, the provision of educational programs according to the results of the regular evaluations of school managers’ professional competencies, using international supervisory and advisory organizations and institutes in the process of establishment and development of managers’ professional competencies, using independent and international universities and evaluation and accreditation organizations in the area of managers’ professional competencies. In the end, other studies are recommended in the area of efficient programs for evaluating professional competencies before the assignment of the school managers as well as school managers’ professional competencies certificates, given the interaction and relationship of the researchers with the research topic and the exploration of problems and needs in the respective area.   Keywords: professional competencies, principal, comparative study, Iran, Malaysia, USA.

The main aim of this study is to identifying the dominant educational leadership model and describing its features of high schools in Birjand base on Tony Bush (2003, 2008, 2014)'s viewpoint,.

mixed research method (QUAN-QUAL) was used. First, for recognizing the dominant leadership Models, the requisite quantitative data have been provided through the researcher-made questionnaire. The statistical population of the study consists of all principals and teachers in high schools of Birjand city including 262 persons. 252 of them were selected by available sampling method as participants of the study. Thus, in each school, the team comprised a principal and at least 4 teachers who had the most experience with the relevant principal at that school. Then, for describing the characteristics of the dominant leadership model in the schools studied, using semi-structured interviews with teachers and principals, data were gathered and analyzed. Key educators formed all school principals and teachers who, based on the results of quantitative data analysis in the first phase, had the highest average of the dominant leadership model (interpersonal leadership), with 9 principals and 12 teachers. Therefore, the key criteria for choosing key participants can be the interpersonal leadership model as the dominant leadership model and at least two years of experience with the relevant principal. For analyzing qualitative data, interpretive analysis method was used.

Analysis of the quantitative data showed that the interpersonal leadership was the dominant leadership model in the studied schools, and in turn, moral leadership, transformational leadership, contingent leadership, instructional leadership, managerial leadership, participative leadership, postmodern leadership and transactional leadership models were reported as the highest mean scores”. Based on these results in first stage, playing the managerial role, support of teachers and students, principal’s personality, respect to others, the concern of improving teaching and learning, and participation are the most important features of dominant leadership model in the studied high schools. An interpersonal leadership model is a model that focuses on the close relationships between leaders and teachers, students, and other stakeholders. According to West Burnham (2001) and Touhie and Kugalan (1997), interpersonal leadership emphasizes the importance of collaboration and interpersonal relationships.
According these results, interpersonal leadership was reported as the most influential type of school leadership. However, other aspects of school leadership also are important in the field of school leadership. Therefore, it is necessary for principals that to recognize the function of leadership and leadership models in school. Also, regarding the importance of interpersonal relationships, it seems that strengthening the communication and human skills especially between principal and teachers can be one out him most syllabuses in training programs. Interpersonal leadership can be viewed as prerequisite for other school leadership models such as moral leadership and the transformational leadership models but there is a sense of concern and risk that the instructional leadershipmodel as the main aspect of school leadership was reported with lower absolute level on these models of school leadership. Therefore, consideration of this model is so necessary for school improvement and effectiveness.