principals

The aim of this study was to investigate how to plan curriculum during coronary heart disease, based on the opinions of teachers in Shush. This research is applied in terms of purpose and in terms of data collection method, qualitative and based on phenomenological approach. The population of the study participants includes teachers and managers of Shousha city, which was selected using theoretical purposive sampling method of 21 people. Data collection tools included semi-structured interviews. Claizey (1978) seven-step coding method was used to analyze the data. Findings of this study according to pre-determined goals, including the role of the Ministry of Education, Khuzestan Education Department, Shush Education, principals, teachers, parents, students, social networks in planning During coronary heart disease, as well as the tools and facilities required during this period and the limitations and challenges of planning during the coronary period are identified. The results showed that with the outbreak of the coronavirus, the Ministry of Education started distance and part-time planning and education. Teachers, as the main executors of the curriculum, have had a significant impact on planning during the Corona period and play a fundamental role in the quality of teaching and learning for students

The aim of the present research was to predict the philosophical mindset of principals based on the spiritual intelligence and organizational silence of secondary school teachers in Qom city. The research method is descriptive-correlational. The statistical population included all principals and teachers teaching in secondary schools in Qom city in the academic year 1403-1402, totaling 304 principals and 2,985 teachers. The sample size, based on correlation, was estimated at 52 principals and 104 teachers, selected through stratified random sampling. Data collection tools were three questionnaires: the Philosophical Mindset Model by Philip Smith (1401), Spiritual Intelligence (King, 2008), and Organizational Silence (Vakola & Bouradas, 2005), with reliabilities of 0.73, 0.88, and 0.87, respectively. Inferential data were analyzed using simultaneous multiple regression statistical methods. The results indicate that the presented model can effectively predict the philosophical mindset of principals based on teachers' spiritual intelligence. According to the output of this regression model, the results show that variables such as personal meaning production, existential thinking, transcendental awareness, and expansion of consciousness have a relatively appropriate impact on principals' philosophical mindset. Additionally, teachers' organizational silence has a significant effect on principals' philosophical mindset. In conclusion, the philosophical mindset organizes awareness and abilities and comprehends the systematic structure of the organization and the entire organization towards overall goals.

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

Ethical leadership in organizations, particularly in educational centers and institutions, plays a pivotal role in fulfilling functions and achieving desired objectives. Therefore, the aim of the present research was to evaluate the perceived ethical leadership of school principals in the city of Isfahan from the perspective of teachers. This research is descriptive-survey in nature, with the statistical population comprising teachers in Isfahan. Using Cochran's formula and cluster random sampling, 313 participants were selected as the sample. Data were collected using the standard ethical leadership questionnaire by Kalshoven et al. (2011) with 38 items across seven components. The validity of the questionnaire was assessed through face and construct validity. The reliability of the questionnaire was estimated at 0.89 using Cronbach's alpha for ethical leadership. Data analysis was performed at both descriptive and inferential levels using SPSS and Amos Graphics software. The results indicated that the status of ethical leadership of principals, from the teachers' perspective, is above average. This means that the school principals under study are in a favorable condition regarding public orientation, ethical guidance, role clarity, integrity, concern for stability, power sharing, and fairness. Additionally, a significant difference was found in teachers' perception of ethical leadership styles based on their years of service.

The purpose of this study was to investigate the relationship between Principals' Instructional Leadership and school culture.

The research method was descriptive-correlational and based on structural equation modeling in terms of data collection. The statistical population of the study was all public school teachers in the first secondary school of Ardabil province in the academic year 2018-2019 with a volume of 3064 people (1684 males and 1380 females). The sample size was estimated at 346 people according to Krejcie and Morgan sample size determination table, which increased to 418 people (236 men and 182 women) considering the drop in subjects. The statistical sample of the study was selected using stratified random sampling method. Data were collected through questionnaire of Principal Instructional Management Rating Scale Hallinger (2013) with (AVE=0.66 & CR=0.90)  and questionnaire of School Culture of Grunert and Valentine (1998) with (AVE=0.62 & CR=0.90). The research data were analyzed by structural equation modeling method and AMOS24 & Smart PLS3 softwares.

The results showed that there is a significant positive relationship between the variables of educational leadership of principals and school culture. According to the results of this study, the educational leadership of the principal has a direct impact on school culture.

School leadership is essential for developing school culture. Accordingly, school principals can create a positive school culture by learning and applying specific leadership skills. In this regard, the Ministry of Education should first focus on enhancing leadership skills and then work on fostering a positive culture in schools nationwide.

Principals are one of the main pillars of education in schools. Considering the importance and breadth of education, one of the valuable and attractive changes in education is to pay attention to the continuous growth of programs for the improvement of educational managers for reasons such as increasing the complexity of education, increasing demand from society, and also facing students. as future capitals. There are different types of training for managers, all of which are carried out in order to improve the level of knowledge, awareness, technical, professional and occupational skills, as well as to create favorable behavior with employees and students in an organization or cultural institution, either governmental or non-governmental. to be Among the different types of manager training, the mentoring method in the country seems to be a relatively new phenomenon that has not yet been comprehensively addressed at the academic level as well as in various large organizations of Iran. The purpose of this article was to design a mentoring model for principals of elementary schools in Yazd. In this research, which was conducted in a mixed way, the results showed that: the final model includes three factors: optimism, spiritual intelligence, and problem solving skills, which can have a significant impact on improving the educational level of school principals.

The general purpose of this research is to express the philosophy, foundations, goals and principles of education in Iran. The main question of the research is that education is explained based on what principles? How has education been in the past and in the new? It should be said that the process of education takes place informally from birth to the end of life through human teachings in various environments. But the major part of it is entrusted to the official institution of education and education, therefore, education can be considered from three angles: a- education as an "institution" b- education as a "production and product" C- Education as a "process".The previous article, which was carried out with a descriptive, analytical and library method, and came to the conclusion that education and training in the past consisted of information and skills that could be applied, and the duty of education and training is to transfer this information and skills. to the new generation, preparing students for responsibility in the future and success in life; But the main goal in new education and training, in addition to playing this role, is to discover the relationship between education and training and personal experiences.

The present study was conducted with the aim of structural analysis of personality traits, organizational commitment and job motivation with the mediating role of self-control in teachers and principals of elementary schools for girls.
This research, in terms of purpose, was applied; In terms of data collection method, was descriptive, of the survey type; and in terms of the nature of the data, was quantitative. Statistical population, have been including all teachers and principals of elementary schools for girls in the academic year 2022-2023 to the number of 369 people. The sampling method was multi-method sampling. The sample size, according to Krejcie and Morgan table (1970), there were 225 people. The data collection tool, was HEXACO Traits Personality (2013), Allen and Mayer organizational commitment questionnaire (1990), Herzberg job motivation questionnaire (2004) and Tangney, Baumeister & Boone self-control questionnaire (2004). To analyze the data, in addition to descriptive statistical techniques, the following inferential statistics techniques were used Step by Step Regression and Structural Equation Modeling.
The research findings showed, relationship between personality traits, organizational commitment, job motivation and self-control of teachers and principals was positive and significant (P<0/01). Furthermore, the mediating role of self-control in the effect on personality traits, organizational commitment and job motivation of teachers and principals was confirmed.
It is concluded that, to improve the professional performance of teachers and school administrators; the institution of education must take steps in order to strengthen personality traits and setting the stage for an organizational commitment and job motivation; and also optimizing self-control.

The aim of this research was to identify ways to improve the entrepreneurial behavior of principals in schools. The field of this research was the first secondary schools of Birjand city. In order to achieve this goal, the researcher has investigated the principals' perception of the factors that enhance and inhibit entrepreneurial behavior with the method of case study research and with a qualitative approach, and has provided solutions to improve entrepreneurial behavior in schools. The participants in the research included four principals of the first secondary school who had been able to perform significant activities in the field of educational entrepreneurship. In order to collect the required data, semi-structured interviews and document analysis were used. The data was analyzed using the coding method in two stages of open and axial coding. The results of this research showed that the most important factors driving entrepreneurial behavior include motivation, risk-taking, teamwork, training, and support. Also, the inhibiting factors include structural barriers, communication barriers, and time constraints for entrepreneurship in schools. Effective solutions to improve the entrepreneurial behavior of principals in schools including investing in the field of entrepreneurship, paying attention to operational learning, determining the vision and cooperation of the education institution with other institutions were identified. These solutions, which are based on the experience of successful school principals, can help policymakers and planners in promoting entrepreneurial behaviors in the education system.

The purpose of this study was to investigate the relationship between Principals' Instructional Leadership and school culture. The research method was descriptive-correlational and based on structural equation modeling in terms of data collection. The statistical population of the study was all public school teachers in the first secondary school of Ardabil province in the academic year 2018-2019 with a volume of 3064 people (1684 males and 1380 females). The sample size was estimated at 346 people according to Krejcie and Morgan sample size determination table, which increased to 418 people (236 men and 182 women) considering the drop in subjects. The statistical sample of the study was selected using stratified random sampling method. Data were collected through questionnaire of Principal Instructional Management Rating Scale Hallinger (2013) with (AVE=0.66 & CR=0.90) and questionnaire of School Culture of Grunert and Valentine (1998) with (AVE=0.62 & CR=0.90). The research data were analyzed by structural equation modeling method and AMOS24 & Smart PLS3 softwares. The results showed that there is a significant positive relationship between the variables of educational leadership of principals and school culture. According to the results of this study, the educational leadership of the principal has a direct impact on school culture; Therefore, educational leaders must develop a school culture to improve school effectiveness.

The present study has studied the difficult experiences of primary school principals in Urmia with a qualitative approach. The method used was descriptive phenomenology. The researcher used thematic analysis method to analyze the data, thus identifying 88 difficult experiences of primary school principals and in the areas of students, parents, educators, school management, offices and educational districts, upstream and class decision makers. Were classified. In order to meet the objectives of the research, hierarchical analysis, Friedman test and t-test were used. The results showed that the student domain with a coefficient of 0.318 has the highest priority and the upstream domain with a coefficient of 0.078 has the lowest priority. Also, the index of "dependence of many projects on specific people and their silence after changing the position of the owner of the idea" was among the experiences with the highest priority and the index of "multiple circulars and plans for implementation at the school level" were among the experiences with the lowest priority. In this study, the status of all indicators except a few indicators such as lack of motivation and indifference of teachers to the education process were more favorable. At Last, the results and findings of this study emphasized the need to pay attention to the difficult experiences of school principals and efforts to address the challenges of school principals, as well as the importance of documenting and benefiting from the experiences of school principals.

The purpose of this research was to develop a model of the resilience of primary school principals. This research was a qualitative study carried out by applying the grounded theory approach. By purposeful sampling method, twelve experts of educational psychology and educational administration were selected. Semi-structured interviews were conducted until the theoretical saturation was reached. Data collected were analyzed by MAXQDA 2018. Open coding yielded 180 preliminary codes classified into 20 thematic categories. In selective coding, the resilience of primary school principals was identified as the central phenomenon. The model of the resilience of primary school principals is a valuable conceptual map for directing a wide range of educational provision. Among efforts to support primary school principals in order to cope with hardship and crises, a systematic perspective would be of high importance.

The aim of this study was to identify the components of principals' quantum skills in implementing blended learning. The research method was qualitative of the meta-synthesis type. Data has been collected by reviewing the scientific documents and sources related to the research topic in the last 31 years (1990 up to 2021). For this purpose, the related keywords were searched in the valid scientific databases and finally 31 sources were selected for the final review. In order to increase the credibility and dependability, the documents were coded separately and the percentage of agreement between the two coders was 0.89. After reviewing and analyzing the content of resources by the coding method, the quantum skills of principals in 3 dimensions of quantum knowing, quantum action and quantum trust were extracted with 17 components. In the dimension of quantum knowing, the components of education and awareness, open flow of information, professional development and the nature of blended learning, in the dimension of quantum action, the components of leadership, management, spiritual environment, educational infrastructure, human resources, technical support, technology infrastructure and financial resources, and in the dimension of quantum trust, the components of self-organization, creating the atmosphere of trust and confidence, situationism, monitoring and feedback and motivating were extracted.

In order to achieve greater efficiency and effectiveness and finally achieve the set goals, organizations must pay enough attention to their human resources and take the most effective step in realizing the goals of the organization by respecting the values and needs of the employees.

The aim of this study was to investigate the effect of organizational justice on organizational commitment with the mediating role of positive organizational behavior of primary school principals. The present study was quantitative in terms of data collection method. The target population of this study was all principals of primary schools in Zahedan that 114 people were selected as a sample by stratified sampling method. Data were collected using three questionnaires of organizational justice, organizational commitment and positive organizational behavior. Content validity was used to determine the validity of research instruments and Cronbach's alpha coefficient was used to determine the reliability, which was estimated to be 0.93, 0.85 and 0.91, respectively. Stepwise regression test and structural equation modeling (SEM) were used for statistical analysis of data.

The results showed that organizational justice has a positive and significant effect on the organizational commitment of primary school principals at 99% confidence level (P <0.01). The results also showed that positive organizational behavior in the relationship between organizational justice and organizational commitment at the 95% confidence level plays a mediating role (P <0.05). The results of stepwise regression test showed that among the components of organizational justice, the component of interactive justice was able to predict organizational commitment and also among the components of positive organizational behavior, the component of self-efficacy is able to predict organizational commitment of primary school principals.

It seems that effective steps can be taken to improve the level of organizational justice in offices and schools by examining structural obstacles such as by-laws and instructions that contradict organizational justice.

The purpose of this study was to present and validate the competency model for principals of entrepreneurial schools. The method of the present study was integrated (qualitative-quantitative) and applied in terms of purpose. In the qualitative part, the participants included some experts and school principals in the field of entrepreneurship. Based on the principle of theoretical saturation, 8 people were selected and interviewed by purposive sampling. In the quantitative part of the research, the respondents included school principals. Sample size was selected with Sample power 320 software. The research tool was a researcher-made questionnaire that was designed based on the qualitative results of the first stage of the research. Based on Cronbach's alpha coefficient, the reliability was estimated 0.86. To analyze the data in the qualitative part, the coding method was used and in the quantitative part, the structural equation method with the Smart Pls approach was used. Findings showed that causal conditions (vision, goals, mission, and values) have a significant relationship with the competence of entrepreneurial school principals; (T values ​​equal to 0.075, 3.892, 2.153 and 2.888, respectively), background conditions (network communication and organizational culture) affect the competence of school principals (T value equal to 2.114 and 2.628), interventionist conditions (personality traits) affect the competence of entrepreneurial school principals (T value 3.310), background conditions (communication network) And organizational culture) affected strategies (T value equal to 2.805 and 3.048), interventionist conditions (personality traits) affected strategies (T value equal to 7.588), and strategies affected performance management (T value equal to 318/18). Also, the overall GOF index of the fitting model was 0.534.

The aim of this research was to develop a healthy school model and compliance of schools from the perspective of teachers and principals. This mixed method study used phenomenological approach for the qualitative phase and survey-descriptive approach for the quantitative phase. Its target population in the qualitative phase included educational team leaders, principals, education experts and curriculum specialists. Principals and teachers of schools in Kohgiluyeh and Boyer-Ahmad and Fars provinces constituted the statistical population in the quantitative phase. Seventeen individuals were selected by criterion-based purposive sampling for the qualitative phase, and 300 individuals were selected by stratified random sampling for the quantitative phase. The research tool was a semi-structured interview in the qualitative phase and a researcher-made questionnaire with 5-point Likert scale in the quantitative phase. The results were categorized into three sets of basic, organizing, and comprehensive themes and organized into a network of themes. The results included 37 subcategories and 7 categories, namely 1- physical environment, 2- managerial characteristics, 3- human resources, 4- school culture, 5- communication and social participation, 6- emotional-psychological-social environment, 7- curriculum elements. The results of one-sample t-student test showed that the average status of the aspects such as managerial characteristics, human resources, curriculum, participation and social communication is significantly higher than the average of the population in a good status.

The present study was conducted with the aim of pathology of the process of implementing the lesson study (lS) in primary schools and providing a framework for overcoming its challenges.This research was conducted in a qualitative manner with an approach based on data theory. Potential participants included principals and teachers of schools in West Azerbaijan province. Using purposive sampling method and theoretical saturation technique, 12 school principals and 18 teachers who had a history of participating in the project were selected. Data were collected using a semi-structured interview protocol. Calculation of reliability and validity of the data was done using two methods of reviewing the participants and reviewing non-participating experts in the research. Data were analyzed inductively, by theoretical coding method. Findings obtained from interviews of principals and teachers were classified in 5 themes: 1) Sharing knowledge and experience of teachers 2) Culture of team and group learning 3) Culture of thinking and research 4) Development of professional knowledge of teachers 5) Improving teaching methods and improving student learning. Five central categories were extracted from the challenges and problems experienced by principals and teachers. 1) Psychological and environmental space governing individuals 2) Artificiality of teaching 3) External to internal motivation 4) Unequal participation of members in the project implementation process 5) Insufficient knowledge and skills about the project. Also, at the end, the conceptual framework of interaction, challenges and strategies for more effective implementation of Lesson study in primary schools were presented.

Research in the field of education in recent decades has shown that decentralized education systems perform better than educational systems that are centrally managed and organized. One of the reasons for the growing interest in decentralization in education lies in the fact that it devolves decision-making and responsibilities downwards to schools and facilitates the development and implementation of a school-based curriculum. In line with this increasing interest in school-based curricula, the present study aimed to not only identify the categories related to the implementation of the school-based curriculum but also examine the challenges facing the implementation of school-based curricula. To this end, the views of stakeholders (i.e., principals and teachers) involved in the process of implementing school-based curricula in high schools in Kermanshah, Iran, were explored. This research sought to address the following questions: 1- What are the categories related to the implementation of a school-based curriculum? 2. To what extent does the principals’ and teachers’ lack of awareness impede the implementation of a school-based curriculum? 3- To what extent does principals’ and teachers’ lack of professional competence hamper the implementation of a school-based curriculum? 4. To what extent do principals’ and teachers’ esoteric beliefs hinder the implementation of a school-based curriculum? 5. To what extent does the lack of financial resources and educational facilities of schools affect the implementation of school-based curricula?

This research utilized an exploratory-sequential design with an instrument development model. The statistical population included official documents, regulations, instructions, and by-laws in the qualitative section and teachers and principals of high schools in Kermanshah in the academic year of 1401-1400 in the quantitative section. The sample size consisted of 50 principals and 100 teachers who were randomly selected. Qualitative content analysis was used as a tool in the qualitative part of the study, and a researchermade questionnaire was used to collect the quantitative data. Qualitative data were analyzed using thematic networks while quantitative data was analyzed by independent t-test and the Friedman test Results Findings showed that the absence of institutionalized organizational culture, lack of financial resources and required hardware, the absence of an appropriate legal mechanism, lack of specialized skills and ability in principals and teachers to implement a school-based curriculum, the absence of rules and regulations for the implementation of school-based curricula, and lack of knowledge, awareness, and training on the part of principals and teachers in the implementation of school-based curricula were among the identified challenges facing the implementation of school-based curricula in the education system of Iran. Overall, the results showed that the attitudes toward school-based curriculum planning were positive, but it is necessary to address the challenges by adopting coherent policies and effective strategies.

Decentralization, as one of the solutions to tackle the current problems besetting educational systems, should be considered by education policy-makers. In this regard, attention should be paid to various types of decentralization, especially the school-based curriculum. In order to implement a school-based curriculum, its respective culture should be institutionalized in the education system at the school level. To achieve this, education system decision-makers have to foster the development of a culture that renders it not only possible but also necessary to benefit from the creativity of teachers and principals in implementing the school-based curriculum.