Analyzing the Professional Performance 0f Educational Leaders from the Perspective of Principal Teachers and Teachers of Rural Elementry Multi Grade Schools

The aim of this study was to describe and analyze the professional performance of educational leaders from the perspective of Teachers principals and teachers of rural elementry multi grade schools,

using interpretive paradigm and qualitative approach, a conventional qualitative content analysis method was follwed. Out of the total number of principals and teachers of elementry multi grade schools in the areas of Nazar Kahrizi, Charoymagh, and Hashtrood, 18 were selected as participants through purposeful sampling as participants. A semi-structured interview was used to collect data. Data analysis was performed manually using communication analysis. Data accreditation strategies were performed using supervisory review methods, participatory review, long-term presence in the research context, and researcher triangulation.

The two positive and negative performance clusters were obtained with the main category of "facilitation function", "communication constraints", and "non-fulfillment of role expectations", respectively, along with the sub- category and related themes.

The results showed that the negative performance of leaders is more significant than their positive performance; Therefore, it can be said that despite the change of the title of the guiding teachers to the plan of educational leaders, this plan has some shortcomings in practice. Studying the achievements of research can be a beacon for appropriate action and reform in the area multi grade elementry school supervision and guidance.