Journal of School administration
Volume:5 Issue: 2, 2018

The present study aimed at investigating the relationship between secure base leadership and schools’ staff happiness with mediating role of psychological safety. The method was descriptive-correlational one. The population was all of the staff (teachers and administrative staff) in Tehran public schools consisted of 373 were selected by multistage cluster sampling technique. In order to collect data, Edmondson''s psychological safety questionnaire (1999) and 2 researcher-made questionnaires of secure base leadership developed according to documents analysis of the results and interviews and happiness on the basis of Oxford (1990) have been used. Reliability of the questionnaires has been approved and the validity calculated by Cronbach''s alpha that were 0.81, 0.98 and 0.88 respectively. The result showed that there is a positive relationship between secure base leadership and psychological safety and staff happiness. The obtained experimental pattern from data analysis was fairly congruous with the conceptual model of the research.

This study aimed to analyze comparatively dimensions and factors affecting Shiraz school teachers’ organizational behavior. The present study was a descriptive-survey. Research population included 632 elementary schools in the four districts of Shiraz that 59 schools were selected by multistage cluster sampling. The data were collected using Torkzadeh and Dehghan Harati’s scale (2016) which were distributed and collected 630 copies after calculating their reliability and validity. The results of this research showed that the dominant dimension of teachers’ organizational behavior is the individual dimension. On the other hand, although there was no dominant factor in the teachers’ organizational behavior, the results of Friedman test indicated that from the teachers’ perspective, the ability factor has the highest priority rank and the policy factor has the lowest priority rank. In addition, organizational behavior factors showed a significant difference only with the demographic characteristics of the gender and employment status. However, there was no significant difference between the dimensions of organizational behavior with any of the demographic characteristics and between organizational behavior factors with other demographic characteristics.

The aim of this study was the Role of Talent Management on High schools Organizational Health of Ahvaz Secondary Schools. The method of study was descriptive-correlation. Population was all principal, assistants and secondary school teachers from Ahvaz Educational Administrate district 2 (N=1283). Through simple random sampling selected sample that include 295 people from the mentioned schools of Ahvaz. The tools were questionnaires of Talent Management derived from Swim model (2009) and Organizational Health Inventory for Schools of Hoy and Feldman (1987). Data were analyzed using statistical tests of correlation coefficient and multiple regression analysis with stepwise method. The results showed that significant correlation was observed among Talent Management and its components with Organizational Health. Also multiple regression analysis with stepwise method showed that from the Talent Management components, only performance management of employee and reward & recognition of employee have predicted of Organizational Health, so that 0/17 of the total variance of Organizational Health was explained by these components.

The present research aims in identifying inappropriate interactions of school principals with teachers to improve organizational behavior in educational settings. A descriptive phenomenology was applied. The research field includes high school in Sanandaj. Purposeful sampling method was used and participants were invited in a snowball manner. Data collection tool was a semi-structured interview protocol which was performed with 25 teachers. During a three stages coding process for the analysis of data, the major and minor categories of the process of formation of mistreatment of school principals with teachers were obtained. For data validation, two methods of review by participants and review by non-participant experts were used. Coding results demonstrated that different types of inappropriate interactions of school principals with teachers included verbal levels and non-verbal Factors affecting the inappropriate interactions of school principals include organizational factors (administrative), environmental factors, personal and psychological factors, and school factors. In order to cope with inappropriate interactions, teachers use two active and inactive strategies. The consequences of principals’ inappropriate interactions consist of destructive impact upon teachers’ emotional and psychological condition, disturbing teachers’ relationships, disturbing decision making and Classroom disruption

The research method was descriptive – correlation. The statistical population of this study consisted of all primary school teachers for public schools for girls area One is city of Urmia There were 340 people. By using simple random sampling 180 person Based on the Cochran formula were selected as statistical sample. The data were collected through three standard questionnaire; organizational climate Halpyn and Kraft (2000), individual accountability questionnaire Hachvartr (2005) & questionnaire Padsakf organizational citizenship behavior (1990) were used. To determine the validity of content and Cronbach's alpha coefficient was used to assess the reliability of that in order α= 0/84, α= 0/77, α= 0/89. The results showed that organizational climate on individual accountability of teachers & organizational citizenship behavior Them significant positive effect. Individual accountability has a direct effect on organizational citizenship behavior (0/36) is positive and significant. The results also reflect the indirect effects of climate on organizational citizenship behavior mediated by Individual accountability (0/18) is positive and significant. From practical research tips This point can be noted managers and educators By creating a positive and constructive Climate in schools that emphasizes teacher's accountability field for Outbreak Citizenship Behaviors & spontaneous By teachers provide

The purpose of is The present study aimed to identify the markers of a successful educational leader in the school and within the framework of the qualitative approach using the phenomenological strategy. The statistical population of the study consists of professors of educational management of faculties of educational sciences of public universities and high school teachers in Tehran during the academic year of were selected through targeted 1122-1121 . Of these, 01 sampling to achieve theoretical saturation. Data were collected using semi-structured interviews. In order to analyze the data from the interview, a temporal analysis was used. The findings of this study showed that the successful educational leader for secondary schools in Tehran has 03 indicators in five categories: direction, cultural management and organizational climate, educational monitoring and evaluation, management on learning process - learning in school, and professional growth and development.

The present study was conducted to identify and measure the components of development of high school teachers in Tehran province. The method of the study is applied- descriptive survey in terms of the purpose. In terms of time, it is among cross-sectional studies which used mixed method. According to purposive sampling method and saturation principle, the population in qualitative section includes 14 academic and educational experts who have executive record in decision making. In qualitative section, data were collected by interview and to ensure the tools’ validity, the views of educational experts were used. In quantitative section, the researcher-based questionnaire was used and face validity, content and construct validity (convergent and divergent validity) were measured. To determine the reliability of the questionnaire, Cronbach's alpha coefficient and combined reliability were also used. The results show the study tools were reliable. Data analysis in qualitative section, was done by content analysis and in quantitative section, it was done in two sections, descriptive (Mean, frequency,…) and inferential (Structural Equation Modeling) using SPSS. The results of the study indicated that the teachers’ development include 8 dimensions and 74 components involve pedagogical and subject knowledge, self-maturity, basic competencies, social-emotional competencies, moral-spiritual competencies and professional identity

The main purpose of this study is to investigate the stability and direction of relations among transformational leadership, organizational justice and organizational health in schools of Sabzevar. Regarding this purpose, the research is among practical studies. As a result, findings of present investigation can be applied for all schools and educational systems, particularly in the city of Sabzevar. In the basis of required data gathering, the study is descriptive and correlational in which variables relations are analyzed through research purpose. The study population contains all primary, middle school teachers of Sabzevar, engaged in teaching during school year 2015-2016. From 4892 samples, 357 were selected by Morgan table and 365 questionnaires were distributed by stratified random sampling in midyear 2016. Content and construct validity were considered to measure questionnaires validity. In addition content validity was confirmed by experts in scope of behavior and educational management. In order to measure stability, a primary sample including 40 questionnaires was pretested. One sample T-test, Kolmogorov - Smirnov test, Confirmatory Factor Analysis and structural equation modeling were used for inferential statistics. The results show that transformational leadership, both directly and indirectly through organizational justice plays a key role in development of organizational health. Also findings imply that organizational justice has significant, positive and direct impact on organizational health.

School students as customer and product of educational system make the management of schools different and more complex than other organizations. The purpose of this study is to identify the dimensions and behavioral indicators of school principals in quantum context. In this research, content analysis is done with a qualitative approach. The number of documents studied was 41, which was selected from valid scientific databases and between 2000 and 2017. A total of 8 teachers and administrators of the schools and professors of the university were selected through targeted sampling and interviewed in a semi-structured way. In order to investigate the validity of the findings, the methods of aligning data resources and researcher Self review is used for determining the reliability of the agreement between the two encoders. Content analysis and open and axial coding were used for data analysis. The findings showed that the behavioral characteristics of managers included 8 dimensions of vision, thinking, feeling, knowing, trusting, acting, communication and learning, which were obtained from 29 domains and 95 indicators. Then, it distinguishes learning from school management from management in other environments. This research can lead to the development of a questionnaire, to examine the status of school administrators at the present time.

Factors affecting the performance of school principals and determine how important they can be used in strategic decision making and Increase the efficiency and effectiveness of the education system. This study aimed to combine the quantitative results of research in the factors affecting the performance of school principals in Iran. was usedIn order to collect the required data from a coded form and to analyze data analysis and comprehensive meta-analysis (CMA2). were identified Among the works carried out and in the relevant scientific research bases, 19 study and 43 hypothesis and 34 variables.Meta-analysis results showed that there is a significant difference between the effect sizes obtained and variables job satisfaction effect size 0/71, stability management with effect sizes 0/62, management experience effect size 0/56, and creativity with effect size 0/52,To have the highest impact Respectively, have the highest impact on the performance issue principals Iran.

The purpose of this study was to study teacher leadership, construct and validate the scale of its measurement in schools. Research method was descriptive and statistical population included all High School Teachers in Yasuj City, 740 persons in academic year 2016- 2017. We used theoretical and empirical basis of research for designing a scale of 43 items to measure teacher leadership in dimensions of "knowledge and ability", "developmental vision", "ethics", "accountability", "influence", "participation", "Creating a positive environment " and " appreciation ". Content validity of the questionnaire was confirmed by experts. The sample size was selected totaled 252 persons based on Krejcie and Morgan(1970) table and researcher-made questionnaire was distributed among them. After obtaining content validity and being Significant of the Bartlett test (P≤ 0.05), divergent validity was investigated using exploratory analysis and findings showed that 8 factors totally explain 60 percent of variance test, and all items except items 6, 7, 32 and 38 had acceptable factor loading according to their own factors, and finally 39 items Confirmed. The Construct validity of questionnaire was investigated through first and second order confirmatory factor analysis and The results showed that all dimensions of the questionnaire have significant correlation coefficients (t≥ 1.96), also, The results showed that all factors have a significant loading factor with the teacher leadership. Furthermore, the results indicated that the Cronbach's alpha coefficient of the total teacher leadership scale and all its dimensions were more than 0.70, indicating the desirability of the reliability of the designed questionnaire.

The purpose of this research is to identify the effect of virtuous leadership on teachers’ organizational performance and with the mediation of organizational learning. The research method was descriptive - correlation and based on structural equations model. Statistical population included all elementary schools teachers at the Hamadan province of the number 8567 people and sample size of 368 subjects was determined based on the Cochran formula. For collecting data was used from the three questionnaires with items: virtuous leadership, organizational learning and organizational performance. For appointment of the questionnaires validity used of the Confirmatory Factor Analysis, and to assess the reliability used by Cronbach's Alpha coefficient, was estimated 0/93, 0/85, and 0/91 respectively. After collecting the data analyzed by SPSS and LISREL. Results showed that: virtuous leadership has an effect positive and significant on teachers’ organizational performance and organizational learning. In addition, the indirect effect virtuous leadership on teachers’ organizational performance with intermediary of organizational learning is positive and significant. Accordingly, for enhancing of teachers’ organizational performance, schools leaders and administrators can focus on components of virtuous leadership and for facilitate this process utilize of the organizational learning.

This research was conducted to determine the effects of structural factors of spiritual leadership on spirituality at work regarding mediating role of organizational justice among high school teachers in Sanandaj City. The research based on the purpose, is a applied one, and based on nature and method of conducting the research, is a descriptive-correlational study. The population of this research was all of high school teachers in Sanandaj city, consisted of a sample of 384 people selected through simple random sampling. Meanwhile, 342 people of them submitted questionnaires filled completely. To gather the data, data of 3 standard questionnares of spiritual leadership, organizational justice and spirituality wrer used. so that the measure for the spiritual leadership questionnare was. /89, organizational justice was. /85 and spirituality at work was. /90. To analyze the data, Pearson correlation coefficient, multiple regression, structural equation test (to confirm the fit of conceptual model of the study) was used. The results showed that the direct regression effect of spiritual leadership on spirituality at work was. /67, indirect regression effect was. /13 and general regression effect of spiritual leadership on spirituality at work was. /80. Accordingly, it can be said that effect of structural factors of spiritual leadership and organizational justice on spirituality at work among high school teachers is significant and organizational justice conveys a meditating role between structural factors of spiritual leadership and spirituality at work among high school teachers.

Today, in addition to economic capital, cultural and symbolic capital, social capital is another name. This concept refer to links and relationship between members of a network as a valuable resource and by making norms and mutual trust that helps to reach goals members. Social capital is useful at school for school effectiveness that is why it is essential to maintain and achieve social capital for school. The aim of this study was to investigate of application of the aspects of social capital in schools in Tehran. The research population is the school administrators. A phenomenological qualitative research method is used. 15 persons of research population, Nodal targeted were selected for in-depth interviews. To analyze the data, Strauss and Corbin coding method was used and by open and axial coding 10 main categories were obtained that include: recruitment decisions worthy and desirable human resource, professional training for teachers and administrators and coaches, maintenance human resource, strengthen professional ethics of teachers and administrators, administrative and fiscal autonomy of schools, educational facilities management, strengthening organizational culture of school, strengthen and encourage student's group activities, pay attention to the student's needs and their individual differences and review practices evaluation and teaching. Also, these main categories, has 39sub-categories.

Current study aims to investigate the moderating role of teaching experience sharing in the impact of innovative culture on teacher's psychological and cognitive reactions (job satisfaction, organizational dynamism, perceived organizational performance). Research method was descriptive – correlation and structural equation modeling was used especially. All of elementary schools teacher of Ilam city were made population of the study that from them 250 individual teachers were selected via stratifying sampling method and Kerjeci and Morgan's (1997) table. In order to data collection five standard, validate and reliable questionnaire were used. Structural Equation Modeling used to test the model and findings first show that perceived innovative culture significantly and positively affects employees’ job satisfaction and perceptions of organizational dynamism and organizational performance. Moreover, organizational dynamism perception plays an important mediating role among three employee-level outcomes by converting job satisfaction into organizational performance perception. We also find support for the direct, positive effect of a perceived teaching experience sharing process on job satisfaction but not on perceptions of organizational dynamism and organizational performance. Most importantly, findings on the significant moderating role of a teaching experience sharing contribute to innovation theory by emphasizing the importance of the innovation/schooling interface: bundling teaching experience sharing and innovative culture together enhances employees’ positive attitudes and perceptions. This result also suggests that the teaching experience sharing process shows only a weak effect on job satisfaction and no effect on perceptions of organizational dynamism or school performance.