مدیریت و رهبری آموزشی

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.

The current research was conducted with the aim of analyzing the lived experiences of school principals from the phenomenon of educational administration and leadership with regard to their roles and responsibilities in the school.

In this study, descriptive phenomenological research method was used. The participants of this research were the principals of the schools of districts one, three, four and Tabadakan district of Mashhad in the academic year of 2019-2020, which were selected with the purposeful sampling method and criteria such as administrative experience of more than 15 years, gender (male and female), girls and Since the school is for boys and in both primary and secondary levels, 28 school principals were selected as key informants to describe their roles and responsibilities in the school from their own perspective and language. In order to collect data, semi-structured interviews were used and thematic analysis method was used for data analysis. Also, in order to ensure the validity of the results, three validation techniques were used by the members, analytical comparison and external review.

The results of the qualitative data analysis showed that instructioal leadership (planning and setting instructioal goals, concern for improving student learning, continuous presence of the principal, monitoring and evaluation of teaching and learning and professional learning of teachers), school communication (communication with outside the school, inter-school communication), supportive school culture (supporting students, supporting teachers and creating a friendly atmosphere), collaborative school culture (parents' participation, collaborative decision-making in the school) and administrative and executive affairs (administrative and financial management, preparation School in the summer, organizational powers) introduce the most important roles and responsibilities of the studied principals in the phenomenon of educational administraion and leadership.

It seems that the roles and responsibilities of principals have been considered in recent studies in the context of educational leadership, learning-based leadership, distributed leadership, transformational leadership, ethical leadership, managerial leadership, interpersonal leadership and collaborative leadership.