مدیران آموزشی

The purpose of the present research was to investigate the relationship between communication skills and management styles among educational managers of Rodan city. The present research method is applied in terms of objective and correlational in terms of descriptive method, and the statistical population of this research is all the education managers of Rodan city in the number of 200 people. The random sampling method is simple. The sample size was determined through Morgan table 132. library and field methods have been used to collect information; The data collection tool was a questionnaire. In this research, two standard questionnaires were used, including Barton J. communication skills questionnaire. E. (1990) and Luthans (1985) leadership style questionnaire. In order to determine the validity of the content of the questionnaires, the corrective opinions of experts and supervisors were used, and the reliability of the questionnaires was confirmed by calculating the Cronbach's alpha coefficient. The reliability obtained for the communication skills questionnaire was equal to 0.74 and for the leadership styles questionnaire was 0.92, which indicates the appropriate reliability of the research tool. In order to analyze the data, descriptive statistics and inferential statistics (Pearson's correlation test and regression analysis) were used, and SPSS software was used in this regard.The results of the research showed that there is a positive and significant relationship between the communication skills of managers and their management styles in the education organization of Rodan city. Also, based on the research findings, all 3 components of communication skills (listening skills, verbal skills, and feedback skills) have a significant relationship with management styles, and feedback skills have the highest correlation coefficient with the "management style" criterion variable.

The purpose of the present research was to adapt the behavior of educational managers to the level of leadership style of Haj Qassem Soleimani. The statistical population consists of all professors of educational sciences in the country, sampling in a targeted manner until the saturation of data was continued with 23 professors of educational sciences. occurred. data analysis process; It was done as open, central and selective coding. The causal conditions for adapting the behavior of educational administrators to the leadership style of Haj Qassem Soleimani included ten selective codes of God-centered governance, rationality, self-sacrifice, authority, active leadership, servant leadership, charisma, thoughtfulness, institutional-social spirit. The context included two selection codes, cultural-artistic context, and social context. The strategic conditions included two selection codes, motivational strategy, health factors and motivational factors. The intervention conditions included two selective codes of organizational focus and the absence of an educational management system. The consequences of adaptation included two selective codes of keeping alive the mission of the defenders of the shrine, and the governorship of educational management.

The purpose of this research was to design a model for empowering educational managers in education.

The current research is of the type of applied-developmental purpose, in terms of collecting descriptive information and in terms of the nature of the data, it is mixed. which includes two main parts. In the first part, using research literature and thematic analysis, the criteria of the managers' empowerment model were identified. The statistical population included all the educational managers of education, because the statistical population was unlimited, 384 people were selected as a sample.questionnaire was distributed among the sample in a cluster form, and based on the 384 questionnaires obtained, the model of empowering managers in education was confirmed by the method of confirmatory factor analysis.

The findings of the research showed that the model of empowering managers in education includes research dimensions including: individual dimension, organizational dimension, communication dimension, functional dimension, evaluation dimension. The research components include: psychological characteristics, professional skills, Learning, management characteristics, transparent communication, participation, organizational culture, feedback-based control, evaluation and diagnosis of problems, sustainable follow-up of evaluation. Also, the results showed that in the model of empowering education managers, the individual dimension with a factor load of 0.917 is in the first rank, the organizational dimension is in the second rank with a factor load of 0.801, and the communication dimension is in the next rank with a factor load of 0.832.

The present research was conducted in order to identify the components of the model of professional competencies of educational managers of the country's program and budget organization with structural equations.

This research is practical in terms of goals and it was a cross-sectional survey study in terms of its nature and type. The validity of the measurement tool (reliability) was obtained through Cronbach's alpha and the validity of the measurement tool was obtained based on the construct validity technique by confirmatory factor analysis. Descriptive statistics were used to examine the respondents' demographic questions, and central and dispersion indices were used to describe the status of the variables. Also, confirmatory factor analysis has been used to ensure the fit of the research data and variables along with its related components. Finally, the structural equation model has been used to test the hypotheses.

The results show that the main dimensions of the professional competencies of educational managers of the country's program and budget organization include 6 dimensions of causal conditions (including 32 open codes, 8 central codes and 2 selective codes), background conditions (including 9 open codes, 4 central codes and 3 selective codes) ), intervention conditions (including 37 open codes, 11 central codes and 4 selective codes), strategies (including 11 open codes, 4 central codes and 3 selective codes), outcomes (15 including open codes, 4 central codes and 2 selective codes) and the central category (including 70 open codes, 24 central codes and 8 optional codes).

This research was conducted with the aim of designing and dimensions of creative thinking skills in educational managers.

The current research was conducted in terms of practical purpose and with an approach mixed with an exploratory design. The statistical population in the qualitative section was 10 people who were experts in the field of creative thinking, who were selected by the purposeful sampling method and considering the saturation law. The data collection tool in the qualitative part was a semi-structured interview, which was used to ensure the validity of the qualitative part and to ensure the accuracy of the findings from the researcher's point of view, the opinions of professors and experts familiar with this field and experts were used. The Delphi method was used to analyze the qualitative data, and the data analysis was done with the help of MAX QDA software.

The results of the qualitative part in the open coding stage, the results of coding 30 primary codes were identified in the form of 6 categories. The results of deciphering and analyzing the content of the groups showed that the components of technical skills, problem solving, ethics, emotional skills, cognitive and social skills were obtained.

Based on the results of the research, the dimensions and components of creative thinking for educational managers have several dimensions and components that educational system planners can pay attention to in order to develop the creative thinking of managers.

The aim of this study was to provide a conceptual framework of mindfulness for educational principals of schools. The current study was conducted using meta-synthesis. The research population included all authentic qualitative and mixed-method articles conducted in Persian and English on mindfulness between 2006 and 2023. Accordingly, mindfulness articles done through systematic review were scrutinized. This was done using Medical Subject Headings (MeSH), IranDoc thesauri and the specialized dictionaries. Persian and English keywords were searched in the titles, abstracts, keywords, and full texts of articles in databases such as Scopus, Science Direct, Google Scholar, Springer, Sage, Taylor and Francis, Emerald, Noormagz, and Magiran. A total of 3,979 studies in the desired field were examined, and ultimately, 32 articles were purposefully selected as samples. The Critical Appraisal Skills Program (CASP) was used to evaluate and confirm the quality of the document content. The data obtained from document analysis were analyzed using open, axial, and selective coding methods, which led to the identification of 221 codes, 30 categories, and five concepts in total. The most important concepts identified were "metacognitive awareness, metacognitive experiences, metacognitive skills, metacognitive knowledge, and psychological well-being." The results of this study can help researchers and those involved in the field of study to understand the dimensions and various aspects of mindfulness, especially for educational principals of schools. It can also provide conditions for their development, improvement, and acquisition of new competencies.

The purpose of this study was to design a competency model for educational managers of the Social Security Organization.

This research is applied in terms of purpose and in terms of collection method is in the category of qualitative research and was conducted using the grounded theory. The statistical population of this study consisted of experts (senior educational managers of the Social Security Organization) in the year 2020. For sampling, purposive sampling method was used and sampling continued until the theoretical saturation was reached, based on this, 15 interviews were conducted. Semi-structured interviews were used to collect information. For validation used Criteria validity, portability, reliability and verification,

Adapted from the text in the open coding stage, 103 concepts in the axial coding stage, taking into account the semantic similarity of the identified concepts, 12 sub-categories and finally 4 main categories, including core competencies, managerial competencies, professional competencies and Strategic competencies were achieved.

According to the results of the research, the managers of the Social Security Organization are recommended to pay attention to the indicators identified in this research, which reflect the opinions of experts, in selecting and employing educational managers.

Organizational commitment is a continual process by which administrative staff believe in the values and goals of their organization and strive for them. Sometimes, they do not fulfill their commitment and as a result, underachievement, absenteeism, and irresponsibility would arise. The aim of the present study is to offer a model for factors affecting non-fulfillment of organizational commitments among school principals of Kerman Province. This study was applied in purpose and mixed in method. The population in the qualitative part was education experts of Kerman province with management and policy-making experience 20 of whom were selected by purposeful sampling to reach theoretical saturation. In the quantitative part, 153 out of 256 principals and vice-principals of the first and second secondary schools of Kerman province in the academic year of 2021-2022 were recruited following Cochran's formula, using multi-stage cluster sampling. A semi-structured interview and a researcher-made questionnaire were used to collect data. The validity of the questionnaire was estimated 0.61 using the average variance extracted, and its reliability was 0.95 and 0.86 using Cronbach's alpha and composite methods, respectively. Data were analyzed with open, axial and selective coding and structural equation modeling in SPSS-26 and PLS 3. Results showed that all the components of non-fulfilment of organizational commitments were identified and confirmed

Objective-wise, this research falls into the applied category, while a qualitative method has been used, and the model has been designed based on the Delphi method. The statistical population consisted of all educational and administration sciences professors, senior executives of higher education institutes, and deputy directors of the seven school districts in the city of Mashhad during the school year of 2017-2018. Having designed the initial conceptual model based on theoretical background and qualitative analysis, we sent the dimensions and components of the model to 20 well-informed individuals, and the validity of each question was assessed and surveyed in three different stages of the Delphi method. Moreover, after some recommended modifications were made in the questionnaire for this study based on the findings, the final draft of the questionnaire was prepared. Therefore, face validity has been the basis for the assessment of the validity of the research tool, for points of view of well-informed individuals have been used. Factor analysis has also been used. Using the data obtained from the pre-test for a sample consisting of 25 individuals, the Cronbach's alpha was calculated to be greater than 0.8, which indicates the high reliability of the research tool used. Based on the findings of this research, the competence model consists of four dimensions -- individual, communicative, organizational and professional -- and 32 components. Furthermore, the succession method consisted of four stages -- determining policies, assessing candidates, training candidates and evaluating their effectiveness -- and 9 components.

The main purpose of this article is to identify the components and dimensions of positive organizational behavior in primary school principals in order to provide an appropriate model. Positiveness is an important factor in the success of an organization. This article has been done by mixed research method (a combination of quantitative and qualitative methods) by focusing group interview method. Were the city of Kermanshah that the statistical population in this study was selected using the census method and 150 people were selected from them.Initially, 300 components were identified through literature review, and finally, after combining and eliminating duplicate cases, 80 components were extracted and adjusted in the form of 9 dimensions, and finally 9 dimensions were identified. This is a positive educational behavior, individual positive behavior, positive behavior. Professional positivism, ethical positivist behavior, organizational positivist behavior, human positivist behavior, social positivist behavior, interpersonal positivist behavior, optimistic positivist behavior have the highest priority in managers' positivism.

The aim of this study was to identify the dimensions and components of administrators' decision-making in educational organization. This research method was a mixed exploratory research. The statistical population in the qualitative section included all school principals in Tehran and expert principals of educational system and the sampling method was purposeful and theoretical. In quantitative part, the statistical population was all school principals in Tehran, which according to Cochran's formula, the number of sample members was 249. Data collection tool in the qualitative part of the interview was semi-structured and retesting and reliability between the two coders were used to check the validity and reliability of the interviews and coding, and they are approved as 0.75 and 0.77 respectively. The collection tool in the quantitative part was a researcher-made questionnaire that its validity was checked and confirmed by content validity method and confirmatory factor analysis. The reliability of the instrument was evaluated and confirmed using Cronbach's alpha method, and it was approved as 0.625. Grounded theory approach was used to analyze the data in the qualitative part. One-sample t-test, Pearson correlation coefficient and confirmatory factor analysis were used to analyze the quantitative part. The findings showed: 1- Dimensions of decision making were classified into eight categories: knowledge, experience and expertise, ethical, psychological, social, human, technical and economic. 2- There was a significant correlation between the dimensions and components. 3- Knowledge dimension and psychological dimension had the highest and lowest mean, respectively.

Administrator soft skills are very useful for organization effective and self-efficacy. School administrators need to complete their formal and informal skills in relation to staff and community.

The purpose of this study was to investigate the role of educational managers' scientific-technology literacy in increasing the soft skills components.

The research is applied in terms of purpose, and in terms of data collection, it is a field-library type and a correlation type (regression) method. The statistical population includes 200 schoolchildren in all cities of Ardabil. The sample size was estimated by the Krejci-Morgan formula of 80 people. Sampling was carried out using simple random sampling. The instrument used in this research is a standard questionnaire - Miller scientific-technology literacy Questionnaire (2006) and a Khalegkhah and Najafi researcher made questionnaire (2018) of soft skills. The validity of the tools was verified by confirmatory factor analysis and their reliability with Cronbach's alpha coefficient (internal consistency). Data was analyzed by using of Spss20 software.

The results of the findings showed that there is a positive and significant relationship between scientific literacy and the soft skills of educational managers (r = 0.56; p < 0.05); Also, technology literacy has a positive and significant relationship with soft skills of educational managers (r = 0.55, p < 0.05). The results of simultaneous regression showed that scientific-technology literacy can explain and predict about % 67 of soft skills changes in educational managers (Adj = 0.134; r = 0.820; R2 = 0.672) that The highest is the scientific literacy with a beta coefficient of 0.39 (β = 0.39).

Soft skills of managers are needed more than hard and formal skills in today's changing and competitive world and educational managers should pay special attention to the ways to increase it.

The purpose of this study is to design and validate a questionnaire on the competency model of educational administrators of executive organizations. The research method was descriptive which was conducted in two phases of design and validity and reliability of the questionnaire in 2019. CVR and CVI coefficients were used to evaluate the content validity. According to the obtained CVRs, out of 115 indicators, 21 were removed and 94 were selected to continue the study. Also, its reliability was determined using the method of calculating Cronbach's alpha coefficient and intra-cluster correlation index. In the present study, the content validity index was 0.736 which is an acceptable number for this questionnaire. Cronbach's alpha coefficient was also 0.979 the intra-cluster correlation index was 0.997, which indicates the stability of reliability and high reproducibility of the questionnaire. Based on the results of the questionnaire 94 approved indicators in three main categories related to technical-professional competencies (including subcategories of skills: training needs assessment, educational planning, training implementation, training effectiveness evaluation, educational leadership and knowledge management ability), General competencies (including subcategories of competencies: individual, personality and morality and intelligence) and managerial competencies (including subcategories: organizational commitment, goal orientation, responsibility, team building, communication skills, analytical thinking, strategic thinking, flexibility Acceptability, foresight, creative thinking and systemic thinking) were divided. All of them have good validity and reliability for examining the competencies of the educational directors of the executive organizations of East Azerbaijan province.

The aim of this study was to design a model of Strategic Thinking for Educational Managements. This research, from the view of the target, is applied, in terms of strategy and method, is a mixed research and exploratory. The statistical population in the qualitative section consisted of faculty members of the educational sciences and Ph.D students of educational management of Kermanshah Azad University and quantitative section consisted of primary schools’ principals in Kermanshah province. The sample size at the qualitative section, 12 people were considered based on saturation principle which, were chosen through purposefully sampling and in quantitative section was 200 people were considered based on the principles of determining sample size in structural equation modeling. A tool for collecting research data in qualitative section was semi-structured interviews and quantitative section was made researcher questionnaire. Validity and reliability of the tool in the qualitative section with acceptable and appropriateness criteria, and validity in quantitative section by the experts and its reliability with Cronbach’s alpha, Spirman-Brown and combination method was confirmed. The qualitative data were analyzed by thematic analysis based on Brown and Clark model (2006) and quantitative data were analyzed by structural equations and it was tested through the SPSS and LISREL software. The findings from the qualitative section led to the identification of five main elements, including: providence, creative thinking, intuitive thinking, intelligent opportunism and environmental intelligence about the strategic thinking of educational managers. Then, a 32-item scale was presented to the statistical population in quantitative section. The findings of the data analysis in the quantitative section showed that the model of the extracted elements has favorable fit indices.

The purpose of this study was "Designing the Self-Leadership Model ‎of Education Managers in Guilan Province". The method of the ‎research in terms of the nature of the data was of a qualitative-‎quantitative type, in terms of the purpose of the applied type and in ‎terms of descriptive-correlation. The statistical population of this study ‎consisted of all heads and deputies (educational centers in the ‎counties) and school principals of 2300 people. The sample was ‎obtained using the Cochran formula (329). Data were random cluster ‎sampling. Data collection tool was a questionnaire from the qualitative ‎section, whose content validity was determined by experts and its ‎construct validity was obtained through confirmatory factor analysis ‎and its reliability through Cronbach's alpha test was more than 70%. ‎The data were analyzed using descriptive and inferential methods ‎including mean, mean, standard deviation and inferential statistics for ‎data analysis using structural equation technique using SPSS and ‎AMOS software. The results showed that self-leadership of education ‎managers was categorized into 8 indicators (self-awareness, self-‎guidance, self-monitoring, self-control, effectiveness, targeting, self-‎motivation and self-reflection) with the removal of some questions and ‎markers; the model was ultimately verified statistically.‎ The purpose of this study was "Designing the Self-Leadership Model ‎of Education Managers in Guilan Province". The method of the ‎research in terms of the nature of the data was of a qualitative-‎quantitative type, in terms of the purpose of the applied type and in ‎terms of descriptive-correlation. The statistical population of this study ‎consisted of all heads and deputies (educational centers in the ‎counties) and school principals of 2300 people. The sample was ‎obtained using the Cochran formula (329). Data were random cluster ‎sampling. Data collection tool was a questionnaire from the qualitative ‎section, whose content validity was determined by experts and its ‎construct validity was obtained through confirmatory factor analysis ‎and its reliability through Cronbach's alpha test was more than 70%. ‎The data were analyzed using descriptive and inferential methods ‎including mean, mean, standard deviation and inferential statistics for ‎data analysis using structural equation technique using SPSS and ‎AMOS software. The results showed that self-leadership of education ‎managers was categorized into 8 indicators (self-awareness, self-‎guidance, self-monitoring, self-control, effectiveness, targeting, self-‎motivation and self-reflection) with the removal of some questions and ‎markers; the model was ultimately verified statistically.‎ The purpose of this study was "Designing the Self-Leadership Model ‎of Education Managers in Guilan Province". The method of the ‎research in terms of the nature of the data was of a qualitative-‎quantitative type, in terms of the purpose of the applied type and in ‎terms of descriptive-correlation. The statistical population of this study ‎consisted of all heads and deputies (educational centers in the ‎counties) and school principals of 2300 people. The sample was ‎obtained using the Cochran formula (329). Data were random cluster ‎sampling. Data collection tool was a questionnaire from the qualitative ‎section, whose content validity was determined by experts and its ‎construct validity was obtained through confirmatory factor analysis ‎and its reliability through Cronbach's alpha test was more than 70%. ‎The data were analyzed using descriptive and inferential methods ‎including mean, mean, standard deviation and inferential statistics for ‎data analysis using structural equation technique using SPSS and ‎AMOS software. The results showed that self-leadership of education ‎managers was categorized into 8 indicators (self-awareness, self-‎guidance, self-monitoring, self-control, effectiveness, targeting, self-‎motivation and self-reflection) with the removal of some questions and ‎markers; the model was ultimately verified statistically.‎ The purpose of this study was "Designing the Self-Leadership Model ‎of Education Managers in Guilan Province". The method of the ‎research in terms of the nature of the data was of a qualitative-‎quantitative type, in terms of the purpose of the applied type and in ‎terms of descriptive-correlation. The statistical population of this study ‎consisted of all heads and deputies (educational centers in the ‎counties) and school principals of 2300 people. The sample was ‎obtained using the Cochran formula (329). Data were random cluster ‎sampling. Data collection tool was a questionnaire from the qualitative ‎section, whose content validity was determined by experts and its ‎construct validity was obtained through confirmatory factor analysis ‎and its reliability through Cronbach's alpha test was more than 70%. ‎The data were analyzed using descriptive and inferential methods ‎including mean, mean, standard deviation and inferential statistics for ‎data analysis using structural equation technique using SPSS and ‎AMOS software. The results showed that self-leadership of education ‎managers was categorized into 8 indicators (self-awareness, self-‎guidance, self-monitoring, self-control, effectiveness, targeting, self-‎motivation and self-reflection) with the removal of some questions and ‎markers; the model was ultimately verified statistically.‎ The purpose of this study was "Designing the Self-Leadership Model ‎of Education Managers in Guilan Province". The method of the ‎research in terms of the nature of the data was of a qualitative-‎quantitative type, in terms of the purpose of the applied type and in ‎terms of descriptive-correlation. The statistical population of this study ‎consisted of all heads and deputies (educational centers in the ‎counties) and school principals of 2300 people. The sample was ‎obtained using the Cochran formula (329). Data were random cluster ‎sampling. Data collection tool was a questionnaire from the qualitative ‎section, whose content validity was determined by experts and its ‎construct validity was obtained through confirmatory factor analysis ‎and its reliability through Cronbach's alpha test was more than 70%. ‎The data were analyzed using descriptive and inferential methods ‎including mean, mean, standard deviation and inferential statistics for ‎data analysis using structural equation technique using SPSS and ‎AMOS software. The results showed that self-leadership of education ‎managers was categorized into 8 indicators (self-awareness, self-‎guidance, self-monitoring, self-control, effectiveness, targeting, self-‎motivation and self-reflection) with the removal of some questions and ‎markers; the model was ultimately verified statistically.‎ The purpose of this study was "Designing the Self-Leadership Model ‎of Education Managers in Guilan Province". The method of the ‎research in terms of the nature of the data was of a qualitative-‎quantitative type, in terms of the purpose of the applied type and in ‎terms of descriptive-correlation. The statistical population of this study ‎consisted of all heads and deputies (educational centers in the ‎counties) and school principals of 2300 people. The sample was ‎obtained using the Cochran formula (329).

The purpose of this research is to analyze the philosophical and psychological thoughts of John Dewey and its application to educational managers. In this research, the researcher has used the qualitative content analysis method to extract the philosophical and educational foundations of Dewey. Also, by analyzing the duties of educational executives, efforts have been made to make managers more profitable than the fundamentals of the great thinkers of the world, including Dewey. The field of research is all the narrative texts and existing documents and authoritative books that are selected from among available sources, principles of philosophy, organization and management in education. Data were collected using two methods of word-of-mouth and meta-analysis, and data collection in this study was done using electronic resources and documentary and check-in methods. The analysis of the data in this study is based on a descriptive interpretation approach that was used by coding and ultimately these findings were obtained. From Dewey's point of view, it is constantly changing and the world can be divided. Human life also requires interaction with the environment, and human is a social being, and in the field of epistemology, it is also believed that recognition is a testamentary image and knowledge is the result of the influence and impact of the individual with the environment. He believed in valuation that value was a testamentary and a desirable criterion of values is their practical usefulness. Also, using the principles of Dewey's education, we find that a broader, freer, and flexible school environment is possible, all of which The attributes were explored by the researcher. In this research, it has been attempted to express the philosophical foundations of John Dewey's way for the use of pragmatic educational managers to take practical steps to put them into practice and use them, and to put them into practice, and to have a happy school and classroom.

One of the main functions of the philosophical mindedness in learning is the mental management mode of individuals in knowledge management. In other words, people who have a philosophical mindedness are capable of managing their learning and knowledge production in themselves. The goal of this research is to clarify the impact of philosophical mindedness on the Knowledge management of principals and teachers of primary schools. all principals and teachers of Qom include the statistical population of this study. It was performed based on correlation method, 478 subjects of school principals and teachers as sample statistics have responded the philosophical mindedness and knowledge management questionnaires. there was a significant correlation between the philosophical mindedness of principals and teachers regarding the factors of Knowledge management (knowledge creation, Knowledge ratio, knowledge application and storage). The philosophical mindedness is a suitable explanation for Knowledge management and its elements. teachers and principals who have a philosophical mindedness showed a significant performance especially in the area of knowledge management and creation. Therefore, it is concluded that philosophical mindedness will be an appropriate and meaningful explanation for knowledge creation of the teachers and principals.

Anger is associated with destructive consequences; therefore, it is of great interest to psychologists, ethical and education scholars and thinkers each of which has somehow studied its management solutions. Sa’adi is one of the world's greatest literary scholars who has a particular interest in ethical, emotional and education issues, and the extraction of hidden implications from his works is a potential mission. The main aim of the present research is to identify the principles and methods of "anger management” in Sa'adi’s Būstān and its application to education administrators. The present study was conducted using the theme analysis method. The research area in this study is Sa'adi’s Būstān and the sample was selected using theoretical sampling method. The coding list of themes derived from anger management in Sa’adi's view revealed that: 1. Anger management includes four principles of goodness, humility, fairness, and easygoingness. 2- goodness methods include contemplation in action, formality of speech, pragmatism, and farseeing; humility methods include self-criticism; fairness methods include goodness with the bad, self-sacrifice, fairness, empathy; and easygoingness methods consist of tolerance, altruism, forgiveness, peace seeking, and pacifism. Anger and its management from Sa’adi’ perspective have been used in teaching moral concepts and high human emotions, and the categories achieved by this research can be a model for the practice of education administrators and curriculum planners.

The purpose of this mixed research is to design and validate the model of competency of the educational managers based on the teachings of the Holy Quran. In the qualitative phase, by carefully studying the text of the Holy Quran and its related interpretations, especially the translation of Tafsir al-Mizan and Tafsir Nemooneh and using the Content analysis, dimensions, components, and competency indicators of educational managers were identified as 4 dimensions, 32 components, and 184 indicators. Then using a semi-structured interview with 15 experts, dimensions, components and indicators identified, modified and corrected and the model of competency of educational managers with 4 dimensions, 34 components and 167 indicators were developed. In the quantitative phase, data were collected using a questionnaire and completed by 60 experts. Sampling was done in both phases, targeted, and based on the Snowball sampling method. Quantitative data was analyzed using Structural equation modeling with Partial least squares method (PLS) and the Validity and stability of the model and its fitness indicators were calculated and the developed model was validated. The results of this study showed that the competency model of educational managers has 4 dimensions, 29 components and 131 indicators: 1- Value dimension with 5 components: A. God-Centeredness with the following indicators: True worldview (monotheistic), Belief in God's sovereignty and His absolute ownership, Convinced belief in God's righteousness, Belief in divine supervision, Believe in God's help and divine assistance. B. Right-Orientation with the following indicators: Confidence in the truth of God and His commands, Believe in the truth of the creation of the universe, Believe in the truth of the promise of God, Practical commitment to following the right in all management activities, Inviting and ordering to the right and patience to realize it, Avoiding the mixing of the right and the wrong and the lack of concealment of the right. C. Justice Seeking and the fight against oppression with the following indicators: The uprising for justice, Fight against oppression, Do not oppressing and rejecting oppression. D. Belief in resurrection and in the afterlife with the following indicators: Believe in the Day of Judgment, Belief in physical and spiritual resurrection, Belief in the existence of a letter of deed, Believing in an accurate and fair audit, Belief in testimony of witnesses, Belief in the existence of heaven and hell. E. Guardianship-Centeredness with the following indicators: Belief and practical commitment to the God-Centeredness, Belief and practical commitment to the Prophet Muhammad-Centeredness, Belief and practical commitment to the Imams- Centeredness, Belief and practical commitment to the Velayat-e Faqih, Avoid accepting centeredness other than God. 2- Attitude dimension with 5 components: A. Attitude to being with the following indicators: Purposefulness of the being, God is at the head of the being, Beauty is the attribute of the being, Genetic guidance, Unseen and martyrdom are two effects of the being. B. Attitude to Man with the following indicators: Man is the caliph of God, The originality of the soul and its immaterialness, Human dignity, Human perfection, The purpose of creation, Educability of Man, Need for religious guidance. C. Attitude to world and the hereafter with the following indicators: Wanting the world and the hereafter together, Belief in the supremacy of the hereafter towards the world, Despising absolute worldliness and avoiding it, Using the world for the life of the Hereafter. D. Attitude to management with the following indicators: Management is lending, Management is a duty, The goal of management is human growth and perfection, The intention and motivation of management is Divine proximity, Management is a favor, not a dominion and chairmanship. E. Attitude to monitoring and control with the following indicators: Supervision of the God, Supervision of divine agents and angels, Recording thoughts and deeds by the God and his angels, Belief in the monitoring and recording of thoughts and actions by the agents of world, Accurately recording and monitoring. 3- Characteration dimension with 10 components: A. Sincerely with the following indicators: Sincerity in religion, Sincerity in practice, Sincerity in speech. B. Moderation with the following indicators: Moderation in religion, Moderation in practice, Moderation in speech. C. Hope with the following indicators: Hope for God's help, Hope for grace and mercy of God, Hope for Improving the economic situation. D. Piety with the following indicators: Obeying God and performing obligations and duties, Avoiding God's disobedience and Leaving sins and prohibitions. E. Trust with the following indicators: Knowing that God is adequate and trust, Seeking success from God, believing in the domination of God and His predominance, believing that Satan is not dominant, Deep faith in God's help, leaving affairs to God. F. Remembrance of God with the following indicators: Heartfelt remembrance, lingual remembrance, Continuity of remembrance , Avoiding negligence and forgetfulness. G. Thanksgiving with the following indicators: Continuous reminding of the blessings of God, lingual praise of God, Doing worship assignments such as prayer, Proper use of blessings. H. Honesty with the following indicators: Honesty in speech, Honesty in promise, Honesty in the covenant, Honesty in practice. I. Patience with the following indicators: Tolerance of hardship and calamities and etc. (Patience in misery), Tolerance of doing duties and tasks (patience in obedience), Patience and resistance to sin (patience in sin), M. Commitment to the covenant with the following indicators: Commitment to the covenant with God, Commitment to the covenant with others. N. Bailment with the following indicators: Belief in the talent of human trusteeship, Believing that management is lending, Observance and maintenance of trust, 4- Knowledge dimension with 9 components: A. Planning ability with 5 indicators. B. The ability to organize with 5 indicators. C. Ability to make the right decision with 4 indicators. D. The ability to motivate with 5 indicators. E. Ability to monitor and control with 8 indicators. F. Leadership ability with 6 indicators. G. Ability to empower with 4 indicators. H. Ability to evaluate with the following indicators: Motivation and intention, Good deed, Good work, Piety, Observance of justice, High precision, Suitability, Applying encouragement and punishment. I. Ability to create an optimal organizational culture with the following indicators: Capability culture, Trusteeship culture, Guardianship-Centeredness culture, Jihad culture, Trust culture, Piety culture, The culture of worship and servitude.