school management

The purpose of the current research was to design a management model in schools in multi-ethnic areas. For this purpose, the foundation data method with the Strauss and Corbin approach was used. The statistical population of the research was managers and teachers of multi-ethnic areas of Razavi Khorasan province. The research data was collected using semi-structured individual interviews, the statistical sample included 14 school principals in multi-ethnic areas, 8 teachers in multi-ethnic areas, and 4 university professors and experts in the field of educational management, who were selected in a targeted theoretical manner. became The data were analyzed using the three-step coding method of Strauss and Corbin (1990). The findings of the research show that participatory and constructive management based on multiculturalism acts as a central phenomenon and that individual, organizational and social contexts have an influence in this sector. Also, the causal conditions included creating peace in the school environment, valuing the roles of multicultural management, creating a cultural background. The intervening factors included the level of participatory leadership, the level of facilitation in the direction of multi-ethnic education, the level of multicultural professional knowledge and awareness, and the considered strategies were to strengthen the culture of collective participation in schools, improve managerial skills and competencies, and school-oriented in multi-ethnic areas.

The present study aimed to identify the motivations and barriers women face in pursuing school management positions and to determine strategies that could facilitate this pathway. This research employed a qualitative approach with classical grounded theory as its methodology. The field of study focused on female teachers who were candidates for managerial positions in Kurdistan province's school. Using purposive sampling and based on the theoretical saturation principle, 18 participants were selected for the study. Data were collected through semi-structured interviews and analyzed via open coding and categorization. Research validity was ensured by adhering to the four criteria: Credibility, Dependability, Confirmability and Transformability. The findings revealed 241 open codes and 18 sub-concepts, which were categorized under three main themes: motivations, challenges, and strategies. The motivations included constructive innovation and transformation, personal growth and development, women's managerial competence, effective communication and collaboration, nurturing and developing students, and organizational justice and equality. The challenges highlighted societal stereotypes regarding women's management, lack of legal frameworks supporting women in management roles, role overload, women's resilience issues in managerial positions, unfair appointment practices, and lack of support from higher-level organizations. Finally, the strategies encompassed societal cultural development regarding women's managerial capabilities, provision of welfare facilities, merit-based appointments within a transparent process, and fostering a culture of gender equality.

The culture of planning in the school and achieving the predetermined goals and missions is central to school management. The current research was conducted with the aim of designing an optimal school-centered management model in education. The statistical population of the research includes principals, assistants, teachers and other personnel of schools in Fars province, which are more than 50000 people. Research information was collected in two qualitative (interview) and quantitative (researcher-made questionnaire) sections. In the qualitative section, after semi-structured interviews with the interviewees and through open, central and selective coding, 20 main categories (decentralization, delegation, responsibility, empowerment, commitment, flexibility, participation, organizational culture, accountability, independence, trust and respect, economic and Facilities, social, talent and creativity of students, type and conditions of school, educational content, meritocracy, justice, mission and non-discrimination) and 60 sub-categories were identified for school management. 100 questions in the questionnaire for the components (5 questions for each component) were designed and distributed and collected among 382 people from the statistical population. The results of the research showed that all the above components are effective on school-centered management. Due to the large amount of information through exploratory factor analysis (with factor loading equal to 0.5), the number of 30 questions were placed in three main factors (independence and facilities, selection of competent, social and justice-oriented managers, sharing of information and goals in the organization). They explained 40.6% of the total variance. The general fit indices of the school-centered management model indicate an acceptable fit and high validity of the designed model.

Taking the fundemnentals of ontology, epistemology and methodology into consideration, EA like other academic fields is widely influenced by the overall evolution of scientific paradigms.The first studies of EA were formed by "positivism school" in the early 20th century and since then interpretative, critical and post modern paradigms ensued. any studies have been done by EA researchers using these paradigms. The current article aims at applying and promoting the concepts derived from critical paradigm in the field of EA consisting two parts. The first part describes background and evolution of the theoritical approach involved in EA, followed by an indication of critical paradigm in the field of EA.The second part is devoted to presenting and summarizing one of the most authentic books in the field of critical paradigm in EA titled "Paradigms and Promises: New Approaches to Educational Administration" written by William Foster in 1986 and translated into Farsi by Dr Ali Alagheband in 2021. The article concludes by presenting some further applications of critical paradigm in the field of EA.

The most positive step towards matching aspects of the physical environment with the behaviors of users is to improve pupils' mental health and pay attention to the effect of color in classrooms. As the future builders of the country, it is essential that pupils have a very high mental health level, so this study evaluated the effect of color on their mental health. The approach of this research is "applied" and interventional. In order to measure the child's strengths and weaknesses, a questionnaire (SDQ) that has five subscales of emotional symptoms, behavior problems, hyperactivity-attention deficit, communication problems with peers and pro-social behaviors has been used. Based on the results, it can be said that male students' hyperactivity symptoms before and after coloring are distinct, since the significance level for boys is lower than that of 0.05. However, the significance level for girls is greater than the significance level of 0.05, which means that with 95% confidence, there is no difference between the mean hyperactivity symptoms of female pupils before and after coloring. As a result, the coloring of the classes affected the signs of hyperactivity of male pupils, but it did not affect the signs of hyperactivity of female pupils.

The evolution of scientific theories takes place over the time, and Educational Administration (EA) as a field of study is of no exception. Therefore, understanding the conceptual developments in this field requires looking at it as a historical realm. The purpose of this article is to study of EA conceptual map through criticizing historical book of "The history of educational administration viewed through its textbooks". In order to achieve this goal, using the method of critique, the book has been examined from both external and internal aspects. Findings indicate that the mentioned book, despite having many positive features, suffers several shortcomings in answering its questions and achieving the goals and failed to draw a comprehensive map of the EA history. The article concludes by extracting lessons from EA global legacy for domestic researchers. The evolution of scientific theories takes place over the time, and Educational Administration (EA) as a field of study is of no exception. Therefore, understanding the conceptual developments in this field requires looking at it as a historical realm. The purpose of this article is to study of EA conceptual map through criticizing historical book of "The history of educational administration viewed through its textbooks". In order to achieve this goal, using the method of critique, the book has been examined from both external and internal aspects.

Although the educational functions of mosques have decreased due to the establishment of schools and educational centers, it is necessary to establish profound interactions between them to complement the growth and education of the youths. This is necessary because mosques play important roles in the growth and excellence of individuals. Employing thematic analysis method, this research aims at identifying the requirements of the mosques for establishing a long-lasting and effective relationship with schools. The researchers interviewed the educational authorities of 14 mosques across the country, including Tehran, Isfahan, Ahvaz, Qazvin, Qum, Islamshahr and Varamin, all of whom had successful experience in communicating with schools. The interviews ended in 48 basic themes, ten organizing themes, and four comprehensive themes. Finally, the analysis resulted in four dimensions and ten components coinciding with organizing themes and comprehensive themes. The dimensions included interaction, programming, human, and communication arrangements. Consequently, if the cultural bodies of the mosques are successful in these four dimensions and their components, they can do well in establishing a proper and constant relationship with schools.

This study compares current situation and optimal status of non-governmental schools in Karaj city. Performance is defined in terms of activities of school principals، teachers، and the degree of availability of facilities. All 550 parents affiliated with Islamic Azad University، Karaj branch were included in statistical population for the study and 226 parents were selected randomly as statistical sample based on Morgan table. Gathering data were carried with two types of questionnaires، one for reviewing of current situation and another for determination of optimal status. Validity of the questionnaires was achieved by review of 24 experts and their reliability was determined by Cronbach Alpha، 0. 85 and 0. 90 respectively. The results showed that there was significant difference between current situation and optimal status of schools in the fields of school management performance، performance of school teachers، facilities of schools، training and extracurricular activities with 99 percent confident.