Journal of School administration
Volume:8 Issue: 1, 2020

From time immemorial, various experts have emphasized the role and place of nature in education, especially in childhood. One of the practical experiences in using nature to learn children is the experience of establishing nature schools. The school of nature is similar to the idea of ​​experienced forest schools outside of Iran. The first Iranian nature school, "Kaveh Konj", was launched in 2014 in Mashhad. According to statistics provided in February 2019, 61 nature school are working in our country. Considering the fact that the establishment of nature schools in Iran is a new and different experience with the official education system of the country and has been less studied in academic studies, this article aims to provide learning resources, teaching-learning features, Evaluation methods and the role of children and facilitators in nature schools. The present study was carried out using a qualitative method of phenomenological type. In order to carry out the research, among the nature school facilitators who were engaged in the academic year of 2018-2019, 12 were selected as samples and semi-structured interviews were conducted; besides collecting data through interviews with facilitators, the observation and visiting of the nature schools of the sample member and the study of previous studies and related resources existing in relation to the nature schools were also used. The purpose of this research is to answer the following questions: 1) What is the nature of materials and learning resources in nature schools? 2) What are the characteristics of teaching-learning in nature schools? 3)What role do facilitators play in the learning process of nature schools learning? 4) What role do children play in the learning process of nature schools learning? 5) What are the assessment methods of how children learn in nature schools?  Summary of the answer to the first question: The nature of the learning resources that exist in the schools of nature, with the idea that there are traditional schools, varies greatly. The learning resources used in nature schools are more natural than natural materials such as wood, rope, wood part of a tree, sand, and so on. Though in cases of abnormal materials such as hut, magnifier, magnets, computers, books, but they decide on their use of their children. Summary of answer to second question: The use of experience, multiple senses, and the use of games in learning, interacting with non-aged children, the lack of emphasis on learning learning and teaching directly from teaching-learning features in nature schools.  Summary of the answer to the third question: A good facilitator in the first stage should be a strong and sensitive observer in order to be able to see the child well and see and record his changes and activities, and then adjust his actions based on what he has seen and experienced. A facilitator is sometimes required to observe for a long time patiently the behavior of a child and have no intervention, and Sometimes it may be his thrill and play with him and in some situations it is possible to disclose that by providing data the window opens the window of information for children. In other words, facilitating the role of not giving information but providing opportunities for children to experience the richness of their environment. He listens carefully to the advisor, hears heartily and responds to their questions as indirectly and as straightforwardly as possible. Summary of the answer to the fourth question: Children an important role in the school of nature, because all activities of the children are carried out by themselves; They are free from judgment by anyone, so that they can execute, discover, touch, and experience what is in their minds. Summary of the answer to question 5: The method of evaluation in the schools of nature varies with the evaluation method in the traditional schools. The results of an interview with facilitators can be found that there are no examinations and grades in the nature school, and therefore there is no competition and ranking among children. In a conclusion, according to the results of this study, it can be seen that the school of nature is a place where children from 3 to 12 years old can spend time from nature to the observation of their time from day to day of the week. According to some facilitators of these schools, in the interviews conducted, nature schools do not have an approved educational program, and there is no curriculum there. In these schools, there are people who have an eye on observing children's environmental experiences and contributing to their experience in nature. Recent research results suggest that the school's nature is working to provide a rich platform for creating diverse and varied experiences for Helping to boost children's talents, although the vacancy of this issue is felt strongly in current school curricula, but the lack of presentation of specific curriculum areas, especially for children using these schools as alternative to traditional schools, can be It will challenge these children in the future. It's also a meme The position of these schools simply because extra-curricular activities are reduced. In order to overcome this concern, joint training of specialist education specialists, in particular curriculum studies with school principals and the use of global experiences, especially the experience of forest schools, can be effective in developing a curriculum and improving the quality of these schools. Given the fact that the establishment of nature schools in Iran has not been taking place for a long time, this could be the subject of research for future researchers. Examples are the comparison of nature schools with traditional schools, the impact of these types of schools on children's learning and the comparison of nature schools and schools Forest and comparative studies in this field can be the subject of future research. In this study, as in any other research, there were some limitations. A summary of this limitation could be as follows: - The lack or lack of research and the lack of similar work on nature schools - Distribution of nature schools and access problems - The lack of cooperation of some schools

Today, in order to achieve the organization's progress in various aspects of the valid and successful participation of employees in decision making and organization’s affairs seems necessary. Which has led to increasing the productivity and competitive power in national and international arenas. The desirable solidification of participatory management has led to the development of individual staffing capacities, the creation of a sense of self-belief, accountability and commitment.The aim of this study is to investigate the effect of managers coaching qualifications on participatory management of Nahavand schools by the Structural equation analysis method. The statistical population of the study was all school teachers in Nahavand city (650 people) who were selected by random sampling method. A sample of 242 were selected as a sample and responded to a questionnaire consisting of participatory management and coaching qualifications measures. Validity of the questionnaire was verified by experts and confirmatory factor analysis as well as its reliability confirmed by using Cronbach's alpha method. The results showed that the effect of coaching qualifications on participatory management is positive and significant. 36 percent of the variance of participatory management is explained by the research model. The impact of general qualification, organizational qualification, executive qualification, and skillfulness qualification on participatory management is positive and significant. 40 percent of participatory management is explained by the research model (coaching qualification components). For the tested model of subsidiary hypothesis, the absolute fit index of GOF was 0.63. That the value obtained for this fit index is indicate the appropriate fitness the tested model. Employees in education are under pressure in their work activities, which can be found in less professional backgrounds (Jarvis, 2002), which, coupled with personal, familial and social pressures, has created a sense of exhaustion in them and Leads to job absenteeism, frequent absences, job switching, job insecurity, job insecurity and unemployment (Mirkamali and Gholamzadeh, 2012), and given the pyramid structure of the education organization and the characteristics of today's organizations And the teacher's job of achieving collaborative management is often inevitable, in addition to the positive psychological, physiological and psychosocial effects that it has. It also affects students and the educational system. Therefore, the purpose of this study was to investigate the effect of managerial competency competencies on participatory management of schools in Nahavand. The results showed that the impact of coaching competencies on participatory management is positive and significant. And 36% of the variance of participatory management are explained by the research model. The research hypothesis was: 1-"The general competencies of coaching managers on the participatory management of schools in the city of Nahavand has an impact". 2-"Organizational competencies of coaching managers have a significant impact on the participatory management of the schools in the city of Nahavand". 3- "The executive competencies of coaching managers on participatory management of the schools in the city of Nahavand have a significant impact". 4- "Competency competencies of coaching managers have a significant effect on participatory management of schools in the city of Nahavand". All of them were approved. The results of this study, the weakness and inability of managers without mastering coaching competences and vice versa, have made school administrators' success in curiosity, free association, description and development of thoughts and imaginations, critique of others' thoughts, support for others' thoughts and the growth of creative talents with their domination. Shows the coaching qualifications. In general, the present research provides an important contribution to understanding the role of coaching competencies in employee participatory management and has important implications. Employees are the most important factor in determining the quality of education that students receive, and managers and policy makers are responsible for employee and teacher involvement in decision making. The success of teachers, students, schools, community and, ultimately, the country's comprehensive development, satisfaction and job motivation of education staff is very important. Based on the importance of teacher education and its impact on the comprehensive development of today's children and tomorrow's future makers and considering the role of motivation in every job, especially in education jobs, it seems necessary to identify the decreasing factors of employee motivation and seek to Removing barriers. The education and the total staff of its members play a very important role in the development and development of each country and in the education and upbringing of its future. To create the ideal cultural conditions in which the field of thought and research is provided and the teaching and learning process is desirable, requires that the employees have a strong and spirited spirit and at least have difficulties and difficulties in the career and social life Have. 

The School Smartization Project has been implemented in Iran since 2011 in response to rapidly accelerating technological change in the world. School smartization is still at the beginning of its journey and seems not to be moving ahead with technology developments and needs to develop faster. The purpose of this study was to present a model for improving the quality of education in school smartization with IoT and cloud computing approach. Given the rapid movement of advanced societies to improve the quality of education through the development of ICTs in the country, planning has become essential in order to transform the education system in line with the information society. Therefore, educational experts believe that educational systems should implement a change plan to accommodate learners rather than unilaterally transferring information. Therefore, education in today's world has a different meaning to the past, one can never look at the students and their upbringing with their past attitudes and old biases. The evolution of science and technology has undeniably underscored the need to transform the educational process. Today's education systems must train forces that are capable of understanding the complex world, capable of inventing, managing, and acting logically. It seems that the implementation of school smarts with the approach of computing and internet access can remove administrative barriers and take positive steps towards better implementation of school smarts that ultimately leads to improved quality. Students will be educated in schools. The purpose of this study is to present a model for improving the quality of education in school smarts with cloud computing and IoT approach with the data base approach.

This study was conducted using a qualitative method with the basis of data theory. Initially, the literature was coded with content analysis, and in the second part of the research, experts were selected in a targeted manner in three areas of intelligent, IoT, and cloud computing. The transcripts of the interviews were opened after the implementation in the Microsoft Word file using MAXQDA10 coding software. In the second part, the open source code from the research and interview literature was merged and the main categories were extracted using axial coding. This research is a qualitative research with a data base method. The sample of this study consisted of 26 experts in school intelligence, IoT, and cloud computing who were selected by purposeful sampling until theoretical saturation. The first part of the research literature was studied and the content analysis was done by open coding. In the second stage, the interview was conducted with the interviewees and after the time and place of the interview, the interview was conducted.

The results of the data analysis model template are: contextual conditions with 3 main categories and 7 subcategories, causal conditions with one main category and 6 subcategories, intervention conditions with 4 main categories and 13 subcategories, strategies with 9 main categories and 28 subcategories and outcome with two main categories and 8 subcategories. The data were accepted by reviewers' handwriting and long-term researcher engagement with the participants. Also, the most diverse sampling (smarts, IoT and cloud computing) increased the validity of the data. The verification capability was verified by the researcher's impartiality, agreement on codes and themes, examination of transcripts of interviews, codes and classes extracted by two experts. Reliability of the data was ensured through expert opinions and re-reading of the entire data, and also the ability to transmit data through interviews with different stakeholders and provide direct citations provided a rich explanation of the data.

The proposed model is based on data theory and also on the recognition of subcategories and discovering the relationship between subcategories and the formation of the main categories and identifying the central category, the model of improving the quality of education in school smartization with IoT and cloud computing approach is presented as a paradigm. The purpose of the present study is to present a model of education promotion in school smarts with IoT and cloud computing approach. For this purpose, experts were interviewed in the three areas of intelligence, IoT and cloud computing. Interviews were analyzed during open, axial, and selective coding steps, and finally a model was presented accordingly. This model was presented by identifying the factors influencing school smarts as well as identifying the factors affecting IoT and cloud computing in education, in the form of categories, and finally communicating between the categories. Much research has been done on school smarts. Smart schools are one of the major achievements in the development of information technology in education programs whose benefits and effects will not only have an impact on the educational environment but also a new development along with real-life experiences of students and their environment tomorrow. Khedmatgozar (2015) also found in his research that the use of IoT can help improve employee performance in two parts: data collection and entry and exit management, including six specific areas. In general, IoT can be a reliable basis for generating knowledge process data, particularly knowledge discovery in physical and digital environments, which is consistent with the results of the present study. In their research, smart surveillance systems such as CCTV are important in enhancing the social security of the city and enhancing the performance of governments in controlling non-surveillance environments. The results of these studies are consistent with the results of the present study. In recent years, cloud computing is becoming an important technology in the IT field. Experts in the field believe that cloud computing will transform processes in the field of information technology. The results of this study showed that the use of cloud computing can have a positive effect on improving the quality of school education in the process of smart. Cloud computing as another emerging technology can be helpful in education. The rapid development of cloud computing technology provides new ideas for continuous education and training. Sepehr, Bozorgi & Sedghi (2016) in their research showed that due to the shortcomings and weaknesses in electronic service delivery, cloud computing, taking advantage of various technological advantages, can provide better services and facilities for the libraries of medical university universities. Provide Tehran with the results of the present study.

The purpose of this research is to Study of the position of Pedagogy, andragogy and heutagogy educational Approaches in high school teacher's professional development. Heutagogyis a form of self determined learning by an autonomous learner with practices and principles rooted in andragogy where the learner chooses what is to be learned and even how they would like to learn it. In terms of the purpose the present study is applied research and it was carried out in mixed method. This study is a descriptive survey research in quantitative side and we applied systematic review in qualitative phases. The statistical population included all Khozestan teachers. Using a Morgan table, 380 people were selected randomly as the research sample. The study used the researcher-made survey questionnaire as a principal tool for gathering data. This questionnaire made based on systematic review results. Face validity, content validity were used for studying validity and the reliability of it was calculated via Cronbach's alpha. The quantitative data have been analyzed by descriptive and inferential tests. The results of this study showed that among the different approaches in-service teacher education, Pedagogy approach is desirable; whereas Andragogy and Heutagogy approaches is not desirable. By the way, the position of the Heutagogy approach in in-service teacher training.is worse than other approaches. Andragogy and Heutagogy will also help diagnose and address learner's problems and obstacles to effective learning that is happening at the institutional level.  Teachers need to update their knowledge and skills on curricula, psychology, and pedagogy of the learners and new research on teaching and learning; hence, they need appropriate in-service training. In-service teacher training programs refer to the short term education modules that have been specially designed for professionals already working as teachers. These programs might include refresher courses, teaching workshops or even institutional visits to help the teachers gain information that can prove helpful to them in rendering their lessons in an improved and interesting manner. The in-service teacher training courses help to remind the teachers about these experiences and make it possible for them to connect more effectively with their wards. This not only helps to improve the teacher-student relationship but also enhances the quality of education by making the teachers competent enough to address the varying learning needs of the students. There is need to have a well-planned in-service education program with clearly defined objectives growth and improvement of instruction and leadership skills.  In-service training shall be implemented according to a through, comprehensive and well organized plan than includes goals, objectives, strategies, activities, materials, assessment plan and program evaluation procedures that are well defined and coordinated with each other. Teachers are facing new challenges and changes in the education world and it’s important for teachers to equip themselves with new knowledge and skills by attending in-service training in order for them to play an important and effective role as an educator. Besides that, the effectiveness of in-service training is important to ensure that the training is suitable and bring positive effect to the teachers. The importance of in-service training should be looked in various perspectives. It promotes a very flexible environment and allow teachers to adapt with the working situation and it is also one form of motivation for employees or employers and it will continue to increase creativity in teaching and learning process. It also enable teachers to acquire new understanding and instructional skills to develop their effectiveness in the classroom. In-service training places teachers at the center of any improvement effort and assumes that the work of the teacher and the visions that teachers have about improving their work   Four principles that educators should consider in teacher’s in-service training: 1. since teachers are self-directed, they should have a say in the content and process of their learning. 2. Because teachers have so much experience to draw from, their learning should focus on adding to what they have already learned in the past. 3. Since teachers are looking for practical learning, content should focus on issues related to their work or personal life. 4. Learning should be centered on solving problems instead of memorizing content. Pedagogical approach is to simply lead a learner through a series of foundations and steps slowly building on previous knowledge sets, acquiring prescribed subject matter.  This relies on the instructor as the most influential factor to their success. The heutagogical approach encourages learner to find their own problems and questions to answer. An important concept in heutagogy is that of double-loop learning. In this style of learning, learner not only think deeply about a problem and the actions they have taken to solve it, but also reflect upon the problem-solving process itself in-service training. A heutagogical approach in teacher’s in-service training is only possible when the curriculum is flexible and takes into consideration the learners’ questions, motivations, and how thinking shifts as a result of what they’ve learned. Assessment is an important part of all instructional approaches, including heutagogy. However, in this style of learning, learners design their own assessments rather than undergoing standard tests in teacher’s in-service training. Teachers are encouraged to work together—in person and digitally—to achieve a common goal, they can solve problems and reinforce their knowledge by sharing information and experiences, practice concepts, and experimenting. This active involvement and ownership of the learning path and process increases learner self-motivation, eventually leading to development of capability. Capability then emerges from a sense of self-efficacy, where learners feel confident in coping with and performing in new and unfamiliar situations and contexts. A heutagogical approach in teacher’s in-service training recognizes the need to be flexible in the learning where the teacher provides resources but the learner designs the actual course he or she might take by negotiating the learning. Thus learners might read around critical issues or questions and determine what is of interest and relevance to them and then negotiate further reading and assessment tasks. Regardless of your preferred instructional approach, the goal is to prepare teachers for success in their career and the skills and experience teachers gain from self-determined learning are among the most important.

The role of school principals as ethical leaders in creating social adjustment of students is a problem that we examine with a quantitative approach in this research. The main purpose of this research is to investigate the relationship between the ethical leadership of school principals and the social adjustment of primary school students in Aliabad katol city. Research methodology is applied and descriptive-correlational. The statistical population of the study is the 4th grade male students of primary schools in Aliabad Katol The sample of the study was 310 students. 284 students answered the questionnaire completely. The sampling method was determined by random cluster sampling. The data were collected through two tools of the standard social adjustment questionnaire of Sinha and Singh (1993) on the two-dimensional scale, and ethical leadership of Brown and et al. (2005) on the Likert five-dimensional scale. For data analysis, using SPSS software, Spearman correlation coefficient was used due to inequality of data variance and logistic regression. The results of the research showed that there is a direct relationship between the ethical leadership of principals and social adjustment (r = 0.34). Also, the results of logistic regression analysis showed that (R2 = 0.12), social adjustment changes were predictable by ethical leadership, which had the highest share in one of the dimensions of ethical leadership with the name of ethical person (β = 0.42). The results of this study show the importance of ethical leadership in social adjustment of students in primary schools.

It is impossible to achieve the goals of education in any society despite the psychological, social and behavioral disorders among the students. Phenomena such as bullying and victimization at such an age and the emergence of a series of social patterns and classes within the school can negatively threaten their social health during this period of childhood and adolescence transition (Lester, 2012). Scientific attention to the bullying phenomenon began with the work of Dan Alveus in the late 1970s. Alveus defines bullying at school as a negative and repetitive activity that targets an individual or group of students and is characterized by a kind of power imbalance between the bully and the victim (Alveus, 1993a). However, recent studies have shown that the prevalence of bullying in school, in addition to the psychological, behavioral and academic status of students, has a significant relationship with their negative perception of the classroom and the school as a whole, and some researchers acknowledge that any program Improving this situation and students' perceptions will not be effective without proper anti-bullying interventions by school management (Hammig & Jozkowski, 2013).

The research method of the present study was quasi-experimental with pre-test-post-test design and control group. The statistical population included all boys' secondary schools in Sanandaj in the 97-96 academic year. For the selection of schools, the experimental group and the control group, considering that several studies have shown so far that the probability of bullying in schools with low socioeconomic classes is higher (Bolandhematan, 2010, Tippett & Wolke, 2014),

The training program used in this research is part of a package that has been designed and validated for the first time in Iran under the title of "Integrated Anti-Bullying Training Program" in the form of a doctoral dissertation and based on a combination of existing anti-bullying programs and resources (Hosseini, 2017). This comprehensive anti-bullying program includes written educational sessions for four groups of school management factors, teachers, students and parents, and in the present study, educational sessions have been used for the school group and the teachers' group.

After selecting the schools, the experimental and control groups and making the necessary arrangements, the preparations for the exams and the implementation of the educational program were prepared. The Rovaia etal., 2004 Student Questionnaire Assessment Questionnaire (Rovaia etal., 2004) was first developed as a pre-test at the level of both schools for all students. In the main phase of the research, seven 90-minute training sessions were held for the school management group, including the principal, the deputy principal, the deputy principal, the tutor, the principal, and the school counselor.

To analyze data, in addition to descriptive statistics, in the inferential section, to examine the overall score of students' perception of school and classroom atmosphere, as well as to examine social dimension scores and learn this perception, use multivariate analysis of covariance (Mankova). SPSS statistical software was used.

The obtained data were analyzed by multivariate analysis of covariance and statistical software. The findings showed a significant effect of anti-bullying program on improving the perception of experimental school students in the social dimension at the school management level and in the classroom (P <0.05). But there was no noticeable change in students' perceptions when learning. Considering these findings, it is suggested that school management and teacher training be included in the priority programs of education and training in order to implement anti-bullying interventions and, of course, improve students' perception of school and classroom atmosphere. The results of this study showed that the implementation of the anti-bullying program designed to improve students' overall perception of both the school atmosphere and the classroom atmosphere, especially in the social dimension, has been effective. Explaining the effectiveness of the anti-bullying program on improving students' overall perception of the classroom and school atmosphere, it should be noted that the type of student's perception of the educational atmosphere is affected by all past and present experiences in this environment. In the field of peer aggression, the school and classroom variable that is measured by students 'perceptions of it has always been recognized as an influential component, and research has established a two-way relationship between the prevalence of aggression and bullying in schools and students' negative perceptions of space. Educational acknowledgment (Beaudoin & Roberge, 2015). One of the main effects of anti-bullying programs is similar to the current program among students. They are being bullied. This confirms that school and teacher management can have a positive effect on students' sense of belonging to the school and improve their perception of the educational environment by engaging in anti-bullying programs (Backus, 201). Given that school principals are the most influential in combating bullying at school, it is recommended that all principals be taught in a comprehensive anti-bullying course how to prepare and install school bullying rules and charters at the beginning of the school year. To raise issues for teachers and educate them and to involve them in combating this phenomenon, to inform students and educate them by using the available forces, including school counseling, to create an atmosphere of confrontation with any bullying in the school environment and to have a certificate of these trainings. One of the requirements of post management is to be managed. In the research dimension, considering that this is the first anti-bullying program designed in Iran, it is suggested that other researches with the same program in other regions of the country and in more schools both to examine its generalizability and to examine its effectiveness on dependent variables and There are many other things to do inside the school.

The functions of business schools in talent education have led to the necessary use of them in advanced countries. This has helped to improve the need for business schools in Iran. On the other hand, the use of land use planning in business school development makes it possible to plan well for business school implementation and activities. This has led to the research on designing a feasibility model for business schools based on land preparation so that operational strategies can be developed in different regions of Iran to develop and improve business schools. Conducting the present study can provide appropriate solutions for the development of business schools. On the other hand, due to the lack of growth of business schools in Iran, the present study can determine the native conditions in accordance with Iran for development of these schools. Also, the present research can promote public knowledge about business schools and ultimately lead to the concern for business schools development at different levels of the country. On the other hand, failure to carry out the present study can lead to major uncertainties in the direction of business schools growth. Failure to do the present research also leads to lack of appropriate solutions for the development of these schools and also fails to establish business school development plans. Failure to do research will also not be able to take advantage of the variables affecting the development of these schools and will undoubtedly reduce the efficiency of business schools. Lack of research in this area has led to insufficient information to improve the efficiency of business schools. On the other hand, lack of research in this area has reduced the necessity and attention to the development of business schools in Iran. However, today's business schools are not on the path to development and they are not very effective.The present study was conducted by designing a feasibility model for business school development. The present study is a mixed research that was done in qualitative and quantitative methods. The research design is a consecutive exploration project. The statistical population of the present study in the qualitative sector was comprised of entrepreneurship specialists and business as well as managers and experts in the field of education. Accordingly, 13 individuals were selected as the qualitative research sample. The statistical population in the quantitative sector also included entrepreneurship and business professionals, managers and experts in the field of education, as well as academics related to the field of entrepreneurship and education, who had sufficient experience and expertise in business schools. According to preliminary estimates, the population of the small statistical population was 250 people. Based on random sampling method, 148 individuals were identified as the research sample. The research tool consisted of semi-structured interviews and a researcher-made questionnaire. In the qualitative analysis part of the research, open, axial and selective coding was used. Also, in the quantitative analysis section, the interpretive structural modeling method and structural equations are used. The whole process of data analysis was done in SPSS and PLS software. The qualitative results of the research showed that 39 attributes were extracted through interviews which were classified into 7 categories including motivational, technical, human, legal, planning, organizational and cultural aspects. According to the results of the qualitative part of the research, seven motivational, technical, human, legal, planning, organizational and cultural aspects of business schools are needed. The identified aspects illustrate that it is important to take into account the varied conditions and characteristics of business schools on the path of improvement and development. In this way, to improve and expand business schools, some aspects of motivational, technical, human, legal, planning, organizational and cultural aspects are well understood. The results showed that due to the suitability of Cronbach's alpha indices, hybrid reliability, convergent validity, R2, Q2 and GOF, the present model is well validated. Business school development is identified as one of the major issues facing employment, economics, entrepreneurship and business issues. 

In school management, strategic thinking has become a necessity. Undoubtedly, the strategic thinking of school principals empowers principals, provides them with the right training, and provides the necessary framework for expanding their insights and increasing their knowledge level. The purpose of this research was to study the strategic thinking of school principals and constructing and validating the scale for measuring it. The research method was mixed and carried out by exploratory (tool development plan) with sequential approach. In the qualitative section, a methodology based on grounded theory is used. In the quantitative part, the research method was descriptive-survey. The statistical population in qualitative section consisted of faculty members and PhD students of the department of educational management who were selected by non-probability and purposeful sampling method and in the quantitative section were school principals in Songhor in the academic year 1396-97. In this section, the whole census sampling method was used. Data were collected using qualitative part of semi-structured and in-depth interviews and quantitative part of researcher-made scale of 41 items. The validity and reliability of the instrument were evaluated in the qualitative section with the criterion of acceptability and capability. In the quantitative section, the content validity was confirmed by faculty members' opinion. The validity of the researcher-made scale construct was assessed by factor analysis and the internal consistency coefficient of the instrument was verified by Cronbach's alpha method before and after implementation. The data analysis method in qualitative section was the grounded theory method based on a forward-looking approach. The approach to the future took place in three steps of open coding, axial coding, and selective coding. The steps and process were categorized and analyzed with the help of Maxqda software. The data analysis method in quantitative part was exploratory factor analysis. In this section, Kaiser, Meyer and Alekin sampling adequacy index, Bartlett test, and principal component analysis by varimax method, Scree Chart and Pearson correlation coefficient were used in SPSS software. In the qualitative section, after analyzing the interviews, 178 open source codes were extracted. The open source codes were grouped together and reduced to 24 codes in the form of secondary codes and then 7 axial codes were compiled. Codes saturated in the twelfth interview and theoretical adequacy was obtained. The seven main themes of school principals' strategic thinking are: creative thinking with four concepts: intellectual independence, mental flexibility, challenging previous assumptions and continuous search for innovative ways; intelligent opportunity with three concepts: human resources improvement, finding new opportunities, giving importance and attention to ideas; futurism with six concepts: having an ideal vision, understanding the challenges and threats, visualizing the future impacts of technology, identifying future-appropriate needs, identifying recurring patterns, and subjective and practical flexibility to face future uncertainty; environmental Intelligence with three concepts: conversation with successful schools stakeholder analysis and attention to competitor performance; technological thinking with three concepts: understanding the need for multimedia; creating and strengthening a management information system and providing context for strengthening the research spirit; systematic thinking with three concepts: seeing the positive dimensions of different positions; understanding of learning and education relationships and understanding of all parts of the school in relation to each other; intuitive thinking with two concepts: understanding the mission of the educational institution and understanding the relationships between phenomena. After identifying the main categories of school principals' strategic thinking in the qualitative section, a number of items were considered for each of these categories and a 41-item scale was formulated and adjusted. The scale was set within the Likert spectrum and consisted of five options ranging from very high to very low, and was distributed and collected among school principals and entered the factor analysis phase. The findings showed that the Kieser-Meier-Alkin indices and the Bartlett test confirmed the prerequisites for exploratory factor analysis. The initial share table showed that all 41 items had variance above 0.5. Seven factors had a value greater than one and totaled 41 items representing 7 factors. The first factor had the highest share (19.57% with a specific value of 19.22). In total, all 7 factors with eigenvalues greater than 1 were able to account for about 68% of the variance in item-related items. The varimax-rotated factor matrix showed that the six items had the highest correlation with the third factor, the thirteen items had the highest correlation with the first factor, the five items had the highest correlation with the second factor, the five items had the highest correlation with the fourth factor, The four items had the highest correlation with the fifth factor, the four items had the highest correlation with the sixth factor, and the four items had the highest correlation with the seventh factor, considering the concept and direction of the items with creative thinking, foresight, technological thinking, system thinking, environmental intelligence, intelligent opportunity, and intuitive thinking were named. Each of the scale items had a correlation of more than 0.50 with a factor in which they were located and a correlation of less than 0.50 with the other factors, and none of the items had a high correlation with more than one factor. It was of divergent validity of the scale. The results of Pearson correlation coefficient showed that all the components of the scale have a positive and significant relationship with each other. Also, each of the components with the whole scale has a positive and significant correlation. This result indicated the convergence of factors with the total score of the questionnaire. Internal consistency coefficients of the items and scale factors using Cronbach's alpha indicated that the calculated reliability coefficients were at satisfactory level (above 0.70) and Cronbach's alpha coefficient for the whole scale was also 0.94 that Indicates appropriate scale reliability. Given the lack of a scale for school principals 'strategic thinking, it can be argued that with the designed components as an acceptable standard and criterion for measuring school principals' strategic thinking can be measured and at certain intervals based on these components, assessed the status of school principals’ strategic thinking and compared and analyzed the gap between the current and desired situation in schools.

Ensuring a quality education system is the main pioneer in socio-economic, cultural, and political developments in each society. Analysis of factors shaping growth and development in advanced societies means that all these countries are benefiting effective and efficient education. Given the undeniable importance of education and its relationship with development types in human societies as well as the nature of education goals, each society has particular attention and sensitivity to schools and how to manage them; therefore, school activities and performance are directly and indirectly monitored, evaluated, and judged. Considering their sensitivity as well as significance of education quality and its impact on children’s future, parents are eager to send their children to schools having good and effective performance according to their research. This tendency goes so far that they accept costs and difficulties of commutes and transports to use certain school services. Despite the importance of effective schools as thriving environments with value-creating processes facilitating grounds to achieve strategic goals in each country; enough studies have not been conducted hitherto to identify metrics to assess such schools in Iran. This study was to explain the concept of effective schools, identify their indicators, investigate perceptions and living experiences of a group of successful executives and thematic experts, and then analyze convergence or divergence of opinions to propose measurable indicators of effective primary schools and ways to improve their quality. The present study was based on a qualitative research approach using descriptive phenomenology. Criterion sampling method was also used to select the participants. Data collection was also fulfilled through semi-structured interviews via exploratory approach. To guide the interviews in an organized and effortless manner, a protocol was set. The interviews were performed in three forms; face-to-face, written, and social networking i.e. Telegram and then recorded. In order to observe research ethics and to fulfill initial obligations to ensure anonymity, findings from interviews were classified without participants’ names and encoded. The interviews varied from 40 to 90 minutes. The face-to-face interviews were conducted during the day, set according to interviewees’ preferences. After collecting the forms for data analysis, they were immediately reviewed after each interview to adjust and complete them and also encode them. Within the data analysis, seven-step Colaizzi’s method was employed. Moreover, three methods of external audit, review of results by informants, and long-term immersion were utilized to make the findings much credible. In-depth analysis of opinions by experts, administrators, and university teachers about factors associated with school effectiveness resulted in identification of 6 factors i.e. individual factors, school interactions, educational factors, managerial factors, environmental factors, culture and school climate; 16 criteria, and 111 indicators. Based on interviewees’ perspectives, individual factors were comprised of 4 criteria of administrator’s characteristics, teacher’s characteristics, student’s characteristics, and parents’ characteristics; school interactions encompassed 2 criteria of parent-school and society-school interactions; educational factors were made up of 4 criteria of teaching quality and teacher education, educational content and curriculum, students’ performance evaluation, and students’ tasks; managerial factors had 2 criteria of educational and executive leadership; environmental factors contained 2 criteria including school architecture and physical properties and aesthetic principles of school space; and culture and school climate had 2 criteria including culture and education and school climate. According to participants’ opinions, an effective school could pay much attention to upbringing along with in-depth and sustainable education and also teach students to live better in the future and have individual and social skills. These schools also aim to make favorable changes in students in the form of ethical, theological, scientific, political, cultural, and economic objectives. So, an effective school can lead students towards these goals and also help them to get the least amount of expected results. What are emphasized in effective schools as performance indicators are not scores and one-dimensional goals, but there should be attempts to get the maximum from the minimum facilities. Tools and educational facilities, parents, and teachers should be also used to improve education in students and to grant the highest quality to students in cognitive and metacognitive domains through adopting right financial policies. As metacognition and skill training are raised, parents and teachers can be similarly engaged in decision-making in the general policy of school annual planning. Almost all the participants pointed out the constructive and effective role of interactions between administrators, teachers, parents, and students; teachers’ involvement in decision-making, extensive relationships between schools and parents, as well as effective society-school interactions. Teachers also emphasized that creating an effective school needed avoiding focus on students’ scores but concentrating on students’ actual learning via frequent evaluations. In order to improve the quality of existing primary schools, it was proposed to consider plurality (different cultures, ethnicities, languages, religions, and geographies) in the development of objectives and contents of textbooks. Educational content should be task-oriented, skill-centered, based on students’ needs, innovative, and also on the basis of characteristics as well as cognitive, psychological, and physical structure in students and according to the time assigned. Moreover, it is of double importance to develop a reward system for effective schools before their formation. Instead of too much attention to assessment of school effectiveness, there should be a focus on creation and development of effective schools to improve school atmosphere, leading to effectiveness and efficiency. Overall, formation of effective schools is not consistent with common approaches of positivism in content development and increased volume of books and subjects. To pave the grounds for the establishment of effective schools, qualitative approaches to interpretation are necessary. The main recipients of research results on school effectiveness are teachers since they can have access to rich conceptual information that can make varied student-to-student and program-to-program consequences understood. So, it is recommended to pay enough attention to the constructive role and value of teachers in the domain of school effectiveness. To create effective schools, there is also a need to have lively environments to provide grounds for fostering learners with high self-esteem who interact constructively with other students and get actively involved in decision-making. Considering the comprehensiveness and fitness of the factors, indicators, and criteria identified for the status of primary schools; it seems that using them can provide grounds for developing a useful tool to measure the quality of effective primary schools, specify their status, and propose improvement strategies.

The purpose of this mixed research is to design and validate the model of competency of the educational managers based on the teachings of the Holy Quran. In the qualitative phase, by carefully studying the text of the Holy Quran and its related interpretations, especially the translation of Tafsir al-Mizan and Tafsir Nemooneh and using the Content analysis, dimensions, components, and competency indicators of educational managers were identified as 4 dimensions, 32 components, and 184 indicators. Then using a semi-structured interview with 15 experts, dimensions, components and indicators identified, modified and corrected and the model of competency of educational managers with 4 dimensions, 34 components and 167 indicators were developed. In the quantitative phase, data were collected using a questionnaire and completed by 60 experts. Sampling was done in both phases, targeted, and based on the Snowball sampling method. Quantitative data was analyzed using Structural equation modeling with Partial least squares method (PLS) and the Validity and stability of the model and its fitness indicators were calculated and the developed model was validated. The results of this study showed that the competency model of educational managers has 4 dimensions, 29 components and 131 indicators: 1- Value dimension with 5 components: A. God-Centeredness with the following indicators: True worldview (monotheistic), Belief in God's sovereignty and His absolute ownership, Convinced belief in God's righteousness, Belief in divine supervision, Believe in God's help and divine assistance. B. Right-Orientation with the following indicators: Confidence in the truth of God and His commands, Believe in the truth of the creation of the universe, Believe in the truth of the promise of God, Practical commitment to following the right in all management activities, Inviting and ordering to the right and patience to realize it, Avoiding the mixing of the right and the wrong and the lack of concealment of the right. C. Justice Seeking and the fight against oppression with the following indicators: The uprising for justice, Fight against oppression, Do not oppressing and rejecting oppression. D. Belief in resurrection and in the afterlife with the following indicators: Believe in the Day of Judgment, Belief in physical and spiritual resurrection, Belief in the existence of a letter of deed, Believing in an accurate and fair audit, Belief in testimony of witnesses, Belief in the existence of heaven and hell. E. Guardianship-Centeredness with the following indicators: Belief and practical commitment to the God-Centeredness, Belief and practical commitment to the Prophet Muhammad-Centeredness, Belief and practical commitment to the Imams- Centeredness, Belief and practical commitment to the Velayat-e Faqih, Avoid accepting centeredness other than God. 2- Attitude dimension with 5 components: A. Attitude to being with the following indicators: Purposefulness of the being, God is at the head of the being, Beauty is the attribute of the being, Genetic guidance, Unseen and martyrdom are two effects of the being. B. Attitude to Man with the following indicators: Man is the caliph of God, The originality of the soul and its immaterialness, Human dignity, Human perfection, The purpose of creation, Educability of Man, Need for religious guidance. C. Attitude to world and the hereafter with the following indicators: Wanting the world and the hereafter together, Belief in the supremacy of the hereafter towards the world, Despising absolute worldliness and avoiding it, Using the world for the life of the Hereafter. D. Attitude to management with the following indicators: Management is lending, Management is a duty, The goal of management is human growth and perfection, The intention and motivation of management is Divine proximity, Management is a favor, not a dominion and chairmanship. E. Attitude to monitoring and control with the following indicators: Supervision of the God, Supervision of divine agents and angels, Recording thoughts and deeds by the God and his angels, Belief in the monitoring and recording of thoughts and actions by the agents of world, Accurately recording and monitoring. 3- Characteration dimension with 10 components: A. Sincerely with the following indicators: Sincerity in religion, Sincerity in practice, Sincerity in speech. B. Moderation with the following indicators: Moderation in religion, Moderation in practice, Moderation in speech. C. Hope with the following indicators: Hope for God's help, Hope for grace and mercy of God, Hope for Improving the economic situation. D. Piety with the following indicators: Obeying God and performing obligations and duties, Avoiding God's disobedience and Leaving sins and prohibitions. E. Trust with the following indicators: Knowing that God is adequate and trust, Seeking success from God, believing in the domination of God and His predominance, believing that Satan is not dominant, Deep faith in God's help, leaving affairs to God. F. Remembrance of God with the following indicators: Heartfelt remembrance, lingual remembrance, Continuity of remembrance , Avoiding negligence and forgetfulness. G. Thanksgiving with the following indicators: Continuous reminding of the blessings of God, lingual praise of God, Doing worship assignments such as prayer, Proper use of blessings. H. Honesty with the following indicators: Honesty in speech, Honesty in promise, Honesty in the covenant, Honesty in practice. I. Patience with the following indicators: Tolerance of hardship and calamities and etc. (Patience in misery), Tolerance of doing duties and tasks (patience in obedience), Patience and resistance to sin (patience in sin), M. Commitment to the covenant with the following indicators: Commitment to the covenant with God, Commitment to the covenant with others. N. Bailment with the following indicators: Belief in the talent of human trusteeship, Believing that management is lending, Observance and maintenance of trust, 4- Knowledge dimension with 9 components: A. Planning ability with 5 indicators. B. The ability to organize with 5 indicators. C. Ability to make the right decision with 4 indicators. D. The ability to motivate with 5 indicators. E. Ability to monitor and control with 8 indicators. F. Leadership ability with 6 indicators. G. Ability to empower with 4 indicators. H. Ability to evaluate with the following indicators: Motivation and intention, Good deed, Good work, Piety, Observance of justice, High precision, Suitability, Applying encouragement and punishment. I. Ability to create an optimal organizational culture with the following indicators: Capability culture, Trusteeship culture, Guardianship-Centeredness culture, Jihad culture, Trust culture, Piety culture, The culture of worship and servitude.

Regarding the fact that managers in educational centers are not appointed on the bases of specific criteria and proficiencies and the very fact that majority of them lack required empowerment for handling educational management ;This study aims to provide a model to empower primary school principals in Khorramabad city. The methodology used in this study, is qualitative methodology through phenomenological method .The study population included of all primary school principals the khorramabad city in 95-96 years. The number includes 142 people , both men and woman . To estimate the sample size. The snowball technique was used. Participants in this study include 20 principals having more than 12 years of experience andProvincial Graduate School Administrators in the fieldof education Collecting data tool, was semi-structured interviews and for data analysis. content analysis method was used. In analyzing the findings, the researcher first delved into reviewing and revising the text and content of interviews to extract meaningful expressions and concepts. Then the researcher analyzed, interpreted, and coded The results showed that two factors (organizational factors, and personal factors) have the greatest impact on the empowerment of Khorramabad city's primary school principals. Accordingly, the researcher presented the empowerment model on the basis on analysis of the interview.

The purpose of this study was to investigate the relationship between destructive leadership and teachers' desire to quit serving with mediating role of organizational injustice. This study is an applied and correlation research method based on structural equation modeling. 255 teachers of Zahedan city were studied by stratified random sampling method. To collect information, three questionnaires were used: destructive leadership (Adapted from Khorasani Toroghi, 2018) organizational injustice (Adapted from Niehoff & Moorman, 1993), and desire to quit serving (Kim & Leung, 2007). For data analysis the Pearson correlation coefficient and structural equation modeling were used by SPSS and Lisrel software. Based on results the amount of correlation coefficient of destructive leadership with teachers' desire to quit serving (r=0.293, p<0.01), destructive leadership with organizational injustice (r=0.392, p<0.01), organizational injustice with teachers' desire to quit serving (r=0.356, p<0.01) was significant. The direct effect of destructive leadership on teachers' desire to quit serving (β=0.29, t=3.68), direct effect of destructive leadership on organizational injustice (β=0.42, t=4.63) and direct effect of organizational injustice on teachers' desire to quit serving (β=0.25, t=3.17) was significant. The indirect effect of destructive leadership on teachers' desire to quit serving was also significant with the mediator role of organizational injustice (β=0.105). Thus can conclude that destructive leadership is positively and significantly associated with teachers' desire to quit serving both directly and indirectly with the mediating role of the organizational injustice. 

Teacher development has always been a concern of the education system because teachers are the main focus of education. New methods have been identified and introduced that will enable teachers to develop more effectively. Individual development is one of the new ways that can be used in the development of teachers and educators. This method of development helps teachers develop their own partnerships and interactions between the individual and the organization. In this way, both the individual and the organization must be prepared to enter the process of personal development. Not only preparedness but both must formulate mutual commitments and expectations in the form of an individual development plan. This is done by writing an individual development plan. A personal development plan is a document written between the teacher and the principal so that both can agree on an individual development. What is important in this agreement is the role of the teacher in executing and supporting the principal.

The present study aimed to provide a model for individual development of elementary school teachers in exceptional schools to achieve the appropriate conceptual framework and develop its theoretical and practical bases. An individual development plan is the latest human resource development method that can streamline the development process to the individual level and create understanding and alignment between the individual and the organization. Under this program, elementary teachers and their principals can develop personal development. Individual development does not mean addressing the personal level of development but represents a mutual responsibility and commitment to development. Individual development is a mutual desire for growth and development, and what it means to be individual is the individual's responsibility and commitment and desire for development. Individual development can lead to personal and professional results. So one can say that individual development is an individual responsibility, desire and commitment to development that is supported through the organization. The present study also sought to identify this issue among teachers of exceptional children. By clarifying the dimensions of individual development, it is easy to design and implement a teacher-to-teacher development plan between the role of teacher and school-based decision maker.

This research has been carried out with a qualitative approach and using the method of data generation. The research participants included experts in personal development and exceptional scholars in Hamedan province, among whom 17 were selected as informers through targeted sampling, where the analyzes reached theoretical saturation. Data were collected using semi-structured interviews. The interview consists of five key questions that are extracted from the identified bases of research literature. For this purpose, previous studies were reviewed and five key questions were identified. Each of the interview questions deals with one dimension of individual teacher development and tries to identify the dimensions and components of the interviewee in addition to describing each dimension. The data analysis method is coding that has been performed at three levels of open, axial, and selective. Open codes were first extracted and then coded together by common sense, then axial codes were combined with the rationale that the researcher found through the axes, thereby making selective coding the ultimate model of individual development. Exceptional teachers were formulated.

The findings showed that the individual development of exceptional teachers included six key components including individual factors (10 components including intrinsic motivation, self-efficacy, locus of control, hope, self-regulation, flexibility, critical thinking, self-concept, job commitment, and foresight), developmental process. Individual (including 9 components including status recognition, identifying tasks and competencies, individual and organization understanding, targeting, resources and planning, planning, implementation, self-assessment and remediation plans); organizational factors (5 components including delegation of authority, performance management system) , Organizational support, managerial empowerment, and organizational culture; Personal development (including talent development, competence, modern training, and teamwork); personal development outcomes (including creativity, resilience, self-healing, self-esteem, self-learning, self-esteem, and self-reliance) and professional development outcomes (including four components including self-knowledge, teaching). , Commitment and professional communication). Based on these findings, teachers and schools can provide in-depth guidance on various aspects of individual development so that as teachers become educators, schools as learning organizations grow and develop gradually. What is important in individual development is attention to all these dimensions, and any dimension that is not taken into account will go beyond the function of individual development. Sometimes a teacher makes a great effort, but because the principal and the school do not support him, the result of his effort does not get anywhere. Sometimes the school provides a lot of support for the development of its teachers, but the teachers do not grow significantly. Individual development plans respond to these disparate behaviors and align teacher and school goals, so all aspects of individual development are needed.

The core of individual development has been the process of individual development. The process of individual development has been emphasized in various researches, as Ghrbanian (2019) have pointed out in researches such as McCann (2009), Occupational Health and Wellness Organization (2017), Harish and Jackson (2016) and other research on development process. He saw someone. It is fundamentally a process perspective on the development of an individual that can be identified and applied to its implementation steps. Using individual factors, strategies can be developed to increase teachers' readiness to enter individual development. Organizational factors allow schools to gradually prepare themselves to support and support individual development. Obviously, it is the interaction of the teacher and the school that will enable development. The process of individual development will enable individual development to be carried out efficiently, and strategies outline the various ways teachers can develop individual development. Personal development outcomes help the individual develop the goal of personal development and the teacher knows where to reach. Career outcomes will also help teachers understand what aspects of career development they need to develop. Individual development requires attention to all five dimensions simultaneously because failure to pay attention to each dimension causes the individual development process to be impaired or to reduce its speed and quality. Individual development in schools and among teachers will be pervasive when both teachers and schools and principals are interested and committed to development together.

A Study of Relationship between School-Based Management Style with Career Success and Job Compatibility Abstract This study investigated the relationship between school-based management style with career success and the first Secondary Schools Teachers job adaptability in Hamedan city academic year 1396-1397. The method of research was descriptive and correlation type. The statistical population consisted of all Teachers with a volume of 966 people who were selected using stratified random sampling method and 278 people were selected based on Krejcie and Morgan table. For collecting the research data, three questionnaires were used: questionnaire of school - based management, that Dadipour et al (2008) questionnaire was used to measure school-centered management it has three components and 33 items. Career success: to measure this variable, we used the Golparvar and the gazavi (2010) which has 2 dimensions and 12 sentences. And job compatibility questionnaire that the questionnaire is from Shahrabi Farahani (2012), which has36 questions and aims to measure job compatibility and its factors. Questionnaires justifiability was calculated based on their content justifiability and also their ending were calculated according to Cronbach's alpha90/, 0/89 and 0/86 respectively. Data were analyzed by SPSS software. Descriptive statistics and inferential statistics such as Pearson correlation coefficient and simultaneous multivariate regression analysis were used to analyze the data. The results showed: There is a positive and significant relationship between school-based management with career success and the first Secondary Schools Teachers job adaptability at the level of 0.01. Among the dimensions of school -based management, the only dimension of the mission was the ability to predict the career success of teachers. In addition, the dimension of mission and commitment has affected teachers' job compatibility and has predictive power.

In today’s turbulent business environment, gaining competitive advantage is one of the basic priorities of educational organizations. Management accounting practices can provide the ground for this important goal. The purpose of this study is to investigate the relationship between management accounting practices and gaining competitive advantage at secondary school level. This research is an applied study and in terms of data collection method is descriptive. The researchers made questionnaire used to collect data based on five-point Likert scale. The population of this study is the teachers and mangers of the secondary school of Sanandaj. To analyze data, descriptive and inferential statistics (confirmatory factor analysis and Friedman test) were used. According to the research findings, there is a positive and significant relationship between the competitive advantage and management accounting practices. The research results show in the competitive advantage section, the variables of social responsibility, resource management, differentiation strategy and cost leadership strategy are ranked first to fourth. In the management accounting practices section, the variables of activity based management, key performance indicators, total quality management, balanced scorecard, benchmarking are ranked first to fifth. In order to make the best use of management accounting practices for gaining competitive advantage, modifying and reviewing the management structure of secondary schools is necessary.

This study aimed to analyze the impact of knowledge management strategies and knowledge maps on the productivity of knowledge to achieve the innovative behaviors in the Khorramabad schools. The purpose of this study, in terms of collecting data is descriptive. Statistical society of research are managers and teachers of khorramabad schools that have selected with using random stratified sampling method and also with using chronbach formula have selected 207 numbers as statistical sample. The research data is collected through standard questionnaires that to analyzing they used structural equation modeling and software of SPSS 21 and AMOS 23. and The results show that knowledge management strategies have significant positive impact on the productivity of knowledge and innovative behaviors in the schools. to Also the finding of the research data shows that knowledge maps have significant positive impact on the productivity of knowledge and innovative behavior. In addition to, researches findings indicate that knowledge management strategy of outsourcing includes and transferring of knowledge to others have most effect on knowledge productivity and creation of innovative behaviors. In regard to tested model can conclude that Knowledge source map has most effect on productivity of knowledge and causes creation of innovative behaviors in schools.

The purpose of this study was to design a good model of life skills in high school talent centers. The pattern of life skills is an attempt, in the shadow of that, to encourage adolescents to use their creativity and to find effective ways to solve conflicts and problems in their lives. Life skills can also lead to personal actions, actions related to others and actions related to the environment, leading to greater health and greater health, more physical, mental, and social comfort. The significant effectiveness of the life skills model, including individual and social skills, requires executives, policy makers and educational planners to incorporate these trainings into school curricula. To the extent that life skills are considered key to success for young people tomorrow. In addition, given the importance that life skills have for dealing with everyday problems and the impact of its education on health, mental health, academic achievement and, in general, the improvement of individual and social life, as well as the important role that schools in preventing social harm, they will learn and improve mental health, so care must be taken in the education process. The present study was carried out with qualitative method and theory based on data. Data were collected using interviews. The statistical population consisted of scholarly and executive scholars in the field of brilliant talent schools. The field of study and the possession of relevant scientific papers, having managerial positions and executive experience in the field of brilliant talent schools were among the indicators for selecting the expert list. Sampling method was non-random sampling with purposeful selection with maximum diversity or heterogeneity. In this strategy, the researcher begins by identifying people who have the information related to the topic of the research, and so-called informants, and then selects a range of similar individuals in a manner that all types of people along or Enter one or more dimensions in the research. The sampling process in qualitative research is usually continued as long as the new interviews do not add further information to the previous cases, and the researcher will see repeat patterns of data. After providing the interview guide, the statistical sample was referred and the required data were collected using semi-structured interviews. Due to the novelty of research and possible data constraints, a triangulation approach was used to collect data. Triangulation refers to the process of using different approaches and resources to collect data in the research. Regarding the use of triangulation method (using multiple sources), in this research, various sources were used for data gathering, and then the concepts, categories and class were deduced. In this research, after saturation of 11 interviews with experts. Data collection was done in the form of a library and field. After completing the findings, the land model was designed based on the Glazer's approach. Primary codes have been collected based on connectivity in a collection and have received a conceptual label. Subsequent concepts are also assigned, according to the message they contain, to categories that each of these categories has their own specific meaning and according to the concepts they support. Differ from each other. In other words, open codes are converted into axial codes by common concepts. Finally, in this research, Guba and Lincoln (1989) metrics were used to discuss the validity and reliability of the instrument. For this purpose, during the coding, the review was carried out, the classification or confirmation of the results was carried out by referring to the subjects and confirmed by several experts. Eventually, all encoding process was performed using Max-Kyodata software version 2018. Based on the findings, 111 open-source codes were obtained from the interviews and were divided into four categories: 1. Objectives of education (Improving social skills, improving interpersonal skills, improving communication skills, preventing disorders and psychosocial problems, increasing social capital, rewarding national capital, familiarizing students with moral competencies, familiarizing students with competencies Social, problem solving, individual empowerment, coping with high-risk behaviors, physical health literacy, promotion of critical thinking, promotion of civic education, promotion of psychological abilities, promotion of academic literacy, reduction of anger and anxiety); 2. Content (beliefs , Identification, interaction and empowerment), 3) teaching methods (Training in the form of inviting scholars - Academic and educational outcomes - Participatory learning - Using active learning methods - Supplemental and extracurricular activities - Participation of students in knowledge production - Training in practice - Conducting workshops - Brain presentation - Analysis Situation and Case Study - Lecture - Role Playing - Educational Games) 4. Evaluation methods (View performance process - Self-evaluation - Valuation by peers - Executing assignments and activities - Family appraisal - Performing a project or research individually or collectively). Based on the results of this research, it is suggested that the resources of practical and practical life skills be provided and provided to the general public, especially teachers and students. Talk about life skills, in addition to the right to education, in other areas, such as premarital education or child-rearing skills, to be educated and promoted. This research, like all researches in the field of humanities, has been subject to some limitations, some of them are presented. In this regard, Krishna (2014) showed that coaches have gained a new experience in terms of course content, planning, preparation, assessment, and dealing with background factors in the classroom. It also showed that coaches in schools did not have enough support for teaching and learning new life skills, and that educators were very much encouraged by new skills in life skills and transfer of it to students. This study presented the optimal model of life skills for high school students. Therefore, its results can be generalized to other There are no graduates. Future researchers are recommended to study comparative educational skills of life skills in different countries, designing the optimal life skills model for students of different levels and designing the optimal life skills model for students in ordinary, non-governmental and non-profit schools. And investigate. According to these results, it is suggested that the model should be used to develop students' healthy personality, to provide and maintain mental health of students.

The purpose of this study was to identify the components and indicators of non-governmental theoretical secondary schools from the perspective of strategic factors through a qualitative method and case study in Shiraz. One of the major strategies of the fundamental transformation document of education, is the development of educational capacities and capabilities for an active and constructive presence on international and regional scene in pursuit of the goals and missions of the constitution, document of future perspective, general policies of the Supreme Leader and five-year plans. Non-governmental schools that work as one of the educational capitals to achieve two important goals of increasing people's participation and educational justice can enhance the position Iran in assessing the quality of the world and the introduction of the pattern of Islamic education by improving the quality of services and providing a variety of educational opportunities. Improving the quality and creating the opportunities for students and society depends on the goals, motivation and performance of the founders of these schools. According to the fundamental transformation document of education, the strategy for improving performance, enhancing the quality and strengthening the incentives for rational and scientific competition between schools is creating a ranking system in schools and educational institutions. In order to create and formulate an appropriate ranking system, one can identify the essential components and indicators. Meanwhile, although the economic, political, social, and technological components of society and the environments of far from school can play a determinative role in introducing opportunities and even create sudden changes in schools, But the contributors of the action field and stakeholders who feel the challenges faced by schools to upgrade, are able to provide researchers with useful information about school ranking components. The present research also aims to collect and analyze the views of the strategic factors of schools in order to identify and introduce the components and indicators of school ranking. The method of this study was qualitative case study. The potential contributors to this study were nongovernmental school experts and five elementary school members, including: the director, the council of school, the council of teachers, the council of parents association and coaches and the council of student who were selected through targeted sampling and a criterion-centered technique. In order to determine the sample size, according to the multilevel approach of sampling, the task of collecting information up to the stage of the emergence of order and non-proliferation, was taken with the participation of 28 of the above strategic factors. The data collection tools was an open interview with the participants, which was conducted with the question "What are the components and Indicators for ranking of nongovernmental schools?". Data analysis method with interpretive analysis approach was done by the method of thematic analysis. So initially, by assigning the initial codes derived from the quotes of the contributors, the basic themes were extracted and categorized with the organizer and inclusive themes and finally thematic network was drawn up by the researcher. To validate data, feedback methods to participators, researcher's review and positioning and aligning them with scientific resources, educational plans, endpoints, style sheets, documents and other related organizations were used. The reliability of the findings was also examined by using the opinions of the committee members including experts of non-governmental schools and the committee of the dissertation. The findings of the research show that from the perspective of strategic factors there are nine major components in the ranking of non-governmental theoretical secondary schools, including: student ergonomics, school equipment and facilities, educational services, social services, humanity capital management, school management, data base, participation of strategic factors and outputs. In these nine components, 28 indicators were obtained for the ranking which their fields are briefly summarized below. Ergonomics is an interdisciplinary science that establishes the mutual connection of technology, environment, and human physical needs. Students' ergonomics focus on the level of health, safety, conducive and comfort of students and the quality of the conditions for doing school activities and learning. It tries to make school conditions more conducive to the physical conditions of the students so they do not have to adapt themselves to inappropriate conditions. Ergonomic of students includes school design, physical school design and designing the conditions for student’s activities. Equipment and facilities affect learning indirectly and include library equipment, specialized laboratories, saloons, buffets, smart and sports equipment. Educational services are the main tasks of educational organizations. School is the most basic center for providing these services. The school tries to create more academic and practical opportunities for students to improve their life skills and capabilities. Educational services include educating, training, and technology using. Social services are carried out in accordance with the social responsibility of the organization and have a significant impact on the loyalty of customers and stakeholders to the organization and include scholarships and discounts, employment and physical and psychological care. Human capital management is one of the major issues of organizations in the third millennium, including salaries and benefits, employee maintenance and staff training. School management includes manager status and management functions, is the most important factor in school changes. The success of managers' performance depends on their skills, knowledge, attitudes, abilities and competencies. Database holds the organization's information set and includes organizational documentation and knowledge. Participation and satisfaction of strategic factors in decision making is one of the major discussions of nongovernmental schools, including fivefold school pillars, educational experts, local officials and graduates. Outputs include intermediate and final outputs which sensitize managers and stakeholders to shortcomings, bottlenecks, and pitfalls of the organization's perennial movements. The results of this study show that from the perspective of strategic factors, school as the main focus of the provision of educational services and opportunities has important responsibilities to students and society. Each of these components has a particular function at the school, but in coordination with them, the local school will be a suitable place for education and training of adolescents. Therefore, in the ranking of nongovernmental schools, these components need to be considered in terms of their impact on student learning and the expectations of the beneficiaries of the school

The purpose of this study was to investigate the relationship between the components of school self-efficacy and organizational trust with the development of elementary teachers' careers with the mediating role of leadership perception. The research method was a descriptive-correlational one which was analyzed using structural equation modeling technique with Spss and Amos software. The statistical population consisted of all 1400 elementary school teachers in Urmia city who were selected by multistage cluster sampling method using Cochran formula. Measurement tools included Organizational Confidence Questionnaire Popen's (2003), Woolfolk Teacher Self-efficacy Questionnaire Tschannen-Moran (2001) & (2016), Perceived Leadership Behavior Questionnaire Schriesheim(1987), Professional Development Questionnaire Behdani (2016) Questionnaire, whose validity and reliability were confirmed. Confirmatory factor analysis and Cronbach's alpha were used for its validity and reliability. The results showed that teacher self-efficacy, trust and leadership perception were positively and positively associated with teacher professional development, but self-efficacy had no direct and significant effect on professional development. The indirect effect of trust and self-efficacy on career development is positive and significant through leadership perception, and leadership perception also plays a mediating role in the relationship between trust and self-efficacy with career development.The teacher is regarded as one of the most influential elements of the education system. In fact, teachers as curriculum administrators can address the shortcomings and shortcomings of the curriculum, or even if the curriculum is best developed if the teacher does not have the necessary effectiveness and efficiency, Make those desirable curricula absurd or ineffective. Therefore, considering variables affecting teacher performance has always been one of the most important concerns of researchers in education and behavioral sciences.Teaching is a conscious and purposeful activity that requires the use and integration of specific movements and activities in specific cases and contexts, based on learners' knowledge and understanding and making changes to them by the teacher, designing, implementing and Evaluation is needed, so educators need to recognize the challenges of going beyond mere information transfer to effective education. Teacher career development is one of the variables considered in teaching, which is in fact an attempt to enhance teachers' capacity to teach effectively and to be armed with new skills, attitudes and knowledge. Teachers 'professional development emphasizes improving the quality of teachers' knowledge and skills to improve student learning. Therefore, we need to focus on lifelong learning of teachers as well as lifelong learning, from college to education. In service, be part of the permanent plans for the professional development of teachers. The teacher is emphasized because he is the principal enabler of education and the transcendent goals of education systems in various dimensions must ultimately be achieved through him. The constant, face-to-face interaction of the teacher with the students puts him in a privileged and unique position that no other human element in the organization enjoys. Improving student and school performance will occur when principals and teachers have full aristocracy knowledge. These teachers must be involved with educational and learning activities along with dynamic engagement with colleagues and high occupational commitment. Attending in-service classes, pursuing higher education in your field, awareness of political, economic, social, and psychological knowledge can be a sign of student engagement. Educational organizations in every society, like other organizations, are trying to achieve their goals, and this provides the ground for studying and studying the professional development of teachers. So career development is in fact a lifelong journey for lifelong learning, a journey that continues throughout a teacher's career and enhances his or her skills, knowledge, and attitudes. This continuous learning will gradually improve teacher performance in the classroomOne of the most important and effective components in educational organizations is the culture of organization which is one of the aspects of professional development. In general, organizational culture affects all aspects of the organization and its management tasks and how employees are led and nurtured. Throughout one's life, a growing sense of self-efficacy keeps the momentum going, and energy and freshness in the person. When self-efficacy is low, individuals susceptible to depression, withdrawal and painful self-doubt, and self-efficacy as a personality variable play an important role in coping with life's problems. Teachers can use teaching methods and practices effectively and efficiently to lead to optimal learning, which is one of the components of teacher self-efficacy and educational strategies. By fully recognizing the traits, talents and abilities of their students, they must employ a range of teaching and learning methods and strategies that will ultimately lead to effective, quality education. Other constructs considered by researchers in relation to career development and leadership are trust. Social psychologists define trust as the expectation of individuals to behave in the course of social interactions by emphasizing contextual factors that may increase or decrease confidence. Personality psychologists view trust as a belief, or expectation, or emotion rooted in one's personality or primary psychological capacity. As a result of this gap, decisions often face administrative problems because employees are hard-pressed to execute decisions, and managers, on the other hand, do not trust employees. The result of mistrust will be the emergence of behaviors such as rumor, conflict, and inefficiency in the organization that take too much energy from the organization and most efforts to increase productivity will not yield the desired results. The fact is that employees in their organizations do not feel secure and cannot build relationships with others. For this reason, it is very important to establish a relationship between employee and organization and rely on trust. Managing Problem Solving By offering suggestions based on this, listening to the ideas of the staff and having a stake in a positive solution affects the trust in the organization and management.Another aspect of teachers' professional development is the opportunity for education. According to (Desimon, 2009. P182) the development of teachers 'careers is to embrace educational opportunities as formal and informal learning opportunities that deepen and expand teachers' professional competence, including knowledge, beliefs, motivation. And their self-regulation skills Many factors affect career development. Although studies have shown that schools can be supportive environments for professional learning, researchers have largely overlooked the role of individual factors in explaining teacher learning.