Journal of School administration
Volume:8 Issue: 3, 2021

The approach of this research was a series of exploratory discoveries. In the qualitative part, the researcher based on the content analysis of related sources and semi-structured interview with expert professors, identified the indicators of the three-branch model in school excellence and presented a conceptual model. Tested from the qualitative stage. The statistical population was the qualitative part of the professors of educational sciences and the informants of the school management excellence plan, 20 of whom were selected using a targeted approach. The statistical population in a small section included all school principals implementing the excellence program of Kurdistan province with 1440 people, which according to the Cochran's formula, 469 people were determined using random cluster sampling method. To collect the data, a researcher-made questionnaire was used, the Formal narrative, content and structure validity of which was confirmed by professors of educational sciences, and its reliability was obtained with Cronbach's alpha coefficient of 0.86. Exploratory, confirmatory, and pathway factor analysis tests were used to analyze the data. The research data were analyzed using AMOS and SPSS statistical software. The results showed the development of a model of excellence in school management performance in the form of a three-pronged model and 15 general categories, which include: background factors (financial resources, physical resources, parents), structural factors (organizational structure, strategy, recruitment and technology) Behavioral factors (organizational culture, leadership style, staff and human relations), and excellence in school performance (participation, creativity, human resource capability, social institutions). Structural equation modeling in the conceptual research test of research indicates its optimal fit according to fitness indicators, its validity is confirmed and can be generalized to the statistical community. In the study of the effect of three-branch model factors on school management excellence, the results showed a positive and direct effect of structural and behavioral factors and a positive and indirect effect of background factors on school performance excellence.

This study aims to identify the dimensions and components of talent management in schools in Tehran. The present study was applied in terms of purpose, qualitative in terms of method and content analysis in terms of research method. Participants in this study, based on the rule and principle of theoretical saturation, included 8 experts available in the field of talent management in Tehran, who were selected by purposive sampling. The data collection tool is a semi-structured interview. Data were analyzed using MAXQDA 2018 software. Data validation was performed by participants using the verification method. Based on the research findings, the dimensions and components of talent management in schools include; Talent-supporting laws and regulations, having a talent management perspective, talent management financial resources, creating an atmosphere of talent support, establishing soft infrastructure, establishing hard infrastructure, scientific and academic system, quality of teaching and learning and talent management. Today, the school and its activities are constantly being judged by public opinion. The school is the only organization that has a direct relationship with the external environment and its customers are all sections of society. "Schools and their work are always subject to public judgment," it said. This is especially true in countries where people care about education and its consequences. Therefore, schools and their administrators must be aware of the sensitivity of school-community relations to public opinion and public reaction. ”The first priority of education today is to have capable and talented principals to run schools effectively. To this end, identifying talents can facilitate effectiveness. Talent management in education refers to identifying and employing effective teachers and administrators for all schools and classrooms and equipping them with the educational and leadership skills needed to dramatically improve student achievement. Talent management in schools and familiarizing students, teachers, and parents with the unique abilities and talents of students, introduces and recognizes the abilities, desires, and limitations of students, thereby helping the individual to make more sensible and realistic decisions. Healthy life, succeed. Necessity and importance of talent is an important factor in the success or failure of people in jobs and organizations, without having talent in a field will not achieve progress or the process will be very slow. Therefore, knowledge of the amount and type of talent and selection of talented people. It will help the organizations to have a good forecast of the future considering the talented forces in the organization and in this way they can improve their organizational performance. Talent management creates a two-way commitment between employees and the organization by creating the right environment, the result of which is nothing but improving individual and organizational performance. By identifying the capabilities of employees and putting them in the right place and using these capabilities and developing them and timely and appropriate appreciation of the desired performance, both employee satisfaction and the organization achieves its goals according to Due to the importance of this issue, it has been selected to conduct this research. Undoubtedly, no one can have as much influence over what goes on in schools as a teacher. The teacher can turn education into a process of joy and success, or a fruitless process and become the main architect of the education system and succeed. Every education system depends on his knowledge and professional skills. Their performance is not the same. Certainly, teachers are successful in their serious responsibility to have a positive attitude towards their job and profession in the first place. The importance of positive job attitudes in the teaching profession and its role in students' academic performance has been repeatedly reported and confirmed. In fact, teachers show initiative and love for their work in order to achieve the goals of teaching and learning through the work they do. Therefore, it is necessary for the education system to emphasize the education of people who are able to solve unpredictable problems creatively. Education is evolving in most developed countries, and efforts are being made to break through traditional education frameworks and use new methods to make education more effective and efficient, and thus nurture students' minds. Recent advances in industry, computers, and telecommunications Increasingly learning has become a self-taught state, thus cultivating creative thinking and ultimately creating creative effects by engaging thoughts for learning independence. In general, teachers need to create opportunities to solve problems that require creative thinking. The concern, claim, or in other words, the primary intuition of the researcher, was to discover the basic dimensions and components of talent management in gifted schools. So that this concern was worthy of attention and research and can play a role in optimizing and effectiveness of the talent management process in gifted schools by teachers and principals. On the other hand, such a concern can be very important for the statistical community such as teachers and principals, because the purpose of talent management is to provide a platform for strengthening the relevant talent of gifted school staff, their use in teaching and the job of teachers and principals. It can be very important in schools. Therefore, based on such initial intuitions and concerns, the researcher tried to study talent management in the statistical community of teachers and principals of gifted schools in Tehran. In this regard, conceptualization was discussed. A total of 9 dimensions in this study as effective dimensions on talent management in gifted schools in Tehran include; Rules supporting regulations for talent, having a vision for talent management, financial resources for talent management, creating an atmosphere of talent support, establishing soft infrastructure, establishing hard infrastructure, scientific and academic system, quality of teaching and learning and talent management were identified. Always remember that making small changes can make big, fruitful and effective changes in students. Therefore, today's society needs creative, dynamic, innovative, flexible and responsive forces that the identification, recruitment, training, support and retention of these elites can begin through talent management of gifted schools and educational institutions that play a key role in the formation and flourishing of talent. 

The main purpose of this study was to identify barriers to entrepreneurship education in Kermanshah schools (schools) from the perspective of Kermanshah city's leading teachers. This is a qualitative and phenomenological research. The statistical population of this study includes all experts in Kermanshah city who specialize in entrepreneurship education. Based on the purposeful sampling method, semi-structured interviews were conducted with 15 teachers with at least 10 years of experience in technical and vocational education and familiarity with their entrepreneurial education and expertise was performed. In this study, in order to achieve the validity of interview questions from supervisor teachers, mentors and consultants, as well as entrepreneurship specialists, in order to ensure the reliability of the research data through repeated study, continuous data comparison, summarization and Classification of information was used without any changes in the data. The method of analysis used in this study is the Strauss and Corbin method. According to the results of the interviews, 19 concepts were obtained in 63 themes. Findings from the experiences of the teachers showed that there was insufficient interest and motivation to study, the weakness of the scientific students of their branch, the lack of knowledge of the industry in the technical and professional branches, their status. Inappropriate physical schools, employing non-specialist learners in entrepreneurship education, employing inappropriate teaching-learning methods, low budget allocation to technical and professional branches, low quality and quantity of equipment and educational facilities are major issues. Problems and obstacles are the development of entrepreneurial knowledge and skills.  To explain the research findings, it should be said that some factors in the field of the most practical methods and techniques of entrepreneurship education, such as the use of exploratory and problem-oriented methods and techniques, the use of techniques similar to training courses, the need for entrepreneurship education with scientific and applied methods, the use of objective methods In entrepreneurship education to create experience, organizational factors in creating independent entrepreneurship, using motivational speech technique, fostering creativity, using the personal experiences of the teacher in entrepreneurship education and also creating a positive attitude towards entrepreneurship, as well as factors such as lack of interest and motivation. Adequate education, weak academic strength of students in his field, poor condition of educational equipment in terms of quantity and quality, poor physical space of vocational schools, lack of teaching-learning methods appropriate to the subject of entrepreneurship, lack of expertise in the field of entrepreneurship, including Obstacles to the development of entrepreneurial knowledge and skills in students. Given the obstacles and problems raised, suggestions in line with these obstacles and to improve entrepreneurship education programs such as: starting entrepreneurship education from elementary school, building an entrepreneurial think tank in vocational schools, allocating sufficient funds to technical branches His profession and skills, further connection of these trainings with production and service centers and comprehensive support of the government for job creation and entrepreneurship were provided by managers and teachers, and finally suggestions for improving the entrepreneurship training program are presented: based on the field of interest. Student enrollment, effective incentives to discover students' talents, direct contact with industry, market and products and services, budget increase, new and correct training for instructors, employment of professional instructors and entrepreneurs in this field, comprehensive support the government of job creation and entrepreneurship, creating the necessary equipment and facilities, supporting entrepreneurs and creating a work environment commensurate with the skills learned.

This research aims to develop a localizing model of branding skill training and individual and social entrepreneurship in Educational system of Iran. The research method is combination and research design is also a mixed explorative research method. In qualitative section, twenty professors of educational management, entrepreneurship and public management disciplines in Islamic Azad University of Mazandaran and Senior and middle managers of Mazandaran Province Education Department were interviewed by using "samples containing rich information" with Delphi method and by using semi-structured questionnaires. The results suggested that the internal factors underlying the brand had dimensions of: manager's risk-taking, financial, social and legal infrastructures, strategic planning, support of senior managers of the organization, educational quality and culture and environment of the schools, external factors underlying the brand had dimension of: the brand power of the organization, government support, motivational plans of Upstream institutions and macro strategies, Internal Consequences of Branding had dimensions of: students motivation, entrepreneurial trend in school, encouragement and support of talent students and their creation and innovation and external consequences of branding had the dimensions of: brand equity of the organization, community and Public Opinion Satisfaction, attracting talented and innovative students, total desirable performance and the social responsibility of the organization. In the quantitative part of research, a researcher-made questionnaire by multi-stage relative classified sampling method has been distributed among 364 teachers of girls' and boys' secondary schools of Mazandaran and data were analyzed explorative and confirmatory factor analysis with SPSS and AMOS software. The results from quantitative section showed that the effect of all the internal and external factors underlying brand on branding skill-learning and individual and social entrepreneurship and this variable on internal and external consequences of branding has been confirmed. AhmadPour Daryani. M, Azizi. M. (2013), Entrepreneurship, Tehran: Mehrab Qalam. [in Persian] Ahmadpour, M., Salamzadeh, Y., Salamzadeh, A., Farzad, F., (2011), An analysis of the current gaps in social entrepreneurship in Iran: shackled feet, 1st International Conference on Management, Innovation and Entrepreneurship, Shiraz, Iran [in Persian] Ali- Choudhury, R., Bennett, R., & Savani, S. (2009). 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Scientific theories seek to illuminate the tortuous world of our lives. This enlightenment is accomplished by providing documented, valid, and systematic explanations of the world. Indeed, the ultimate goal of any discipline is to produce and present theories that rely on a clear, coherent, reliable, and generalizable understanding of various phenomena. Educational systems are different and the types of phenomena and problems that researchers face are different and varied. Thus, no complete theory can be presented that is universal that is true in all social, cultural, political, and economic situations. It is not possible to present a complete picture or view of organizations. Organizational metaphors or images are a tool for explaining and analyzing organizations. Thus, by considering any metaphor or image of an organization, it is possible to study and analyze different aspects of an organization in order to determine which metaphor the mechanisms of that organization are more in line or which image can be better and more understandable. Offer more acceptance than that organization. Therefore, any organization is like a riddle that every part of it must be discovered and identified in order to finally explain that riddle well. Although the management of Western schools can be explained and analyzed by relying on scientific metaphor, various studies in Iran have shown that this metaphor does not explain the current state of the Iranian educational system. On the one hand, evidence shows that many school principals do not have the competencies required to run a school. Although various studies have examined and analyzed parts of this puzzle, but a part of this puzzle is the approach of school principals to management. Research has not yet examined what source of inspiration school principals use to address their organizational challenges when they face them. In this encounter, do school principals use the accumulation of their own experiences or those of others, or do they use scientific theories? The present study was an attempt to answer the question of how school principals manage schools and what arguments do they use to justify their method? In this study, a case study method was used. The sampling method was also the marginal case method. Borderline or exceptional sampling involves the study of individuals or cases that have characteristics more or less different from the general or common context of society. Explanation building method was used to analyze the research data. Three methods were used to validate the research data. The first was, member checking. The researcher's perceptions and interpretations of the interviewees' statements were re-presented to the interviewees themselves to clarify the correctness or inaccuracy of the researcher's interpretations of their statements and to make edits if there was a misunderstanding. The second was disconfirming the data. In this method, the researcher, at the beginning, provides an initial interpretation of his data and then tries to study and examine cases that are different or even inconsistent with this initial interpretation. The purpose of this method is to provide a mature interpretation by studying different or inconsistent cases. The Third was reflexivity. In this method, the researcher provides his / her initial beliefs, assumptions, and predictions of the research topic to the research reader so that the reader can understand the researcher's biases or prejudices. Identify and, accordingly, judge his interpretations. The findings were surprising. Because the data showed that what happens in school management and is the basis of the work of principals, is only gaining experience and experimentation. As if the school is a campaign for trial and error of managerial decisions and scientific theories and theoretical knowledge of educational management are not used. The findings of this study show that in school management, more emphasis is placed on experience and science and scientific theory have been neglected. The findings show that although the number of interviewees whose field was other than educational management was higher, the number of times they cited experience as their source of inspiration was very high. Most of the interviewees were not in the field of educational management. The findings of this study also showed that the use of experience in school management has little to do with work experience, management level, and type of school. It seems that gaining experience and empiricism in any situation is the only source of inspiration for principals, and more interestingly, by relying on the same empiricism, principals can be successful and manage schools well. However, the fact that the management of our country's schools has not yet taken on a scientific and theoretical form, and that experience is still the dominant discourse in school management, is very thought-provoking and can have various reasons. First, school management in Iran is more concerned with administrative matters than with areas such as strategic decision-making, policy-making, or organizational leadership, which are inherently challenging and require the use of expertise and scientific knowledge. And it has been implemented that by relying on personal experiences or following the example of more experienced people, those things can be done and even succeeded in it. However, school management in today's world is linked to areas such as strategic decision making, policy making, educational leadership, etc., and that is why school management has become a specialized and complex knowledge that only by relying on scientific knowledge and theoretical foundations can it be successful. Secondly, our country's schools do not actually experience responding to the external environment, especially responding to social classes. Third, academic education in the field of educational management may be so inefficient that graduates of the field are not so equipped with the theoretical knowledge and scientific principles of the field that they can apply it in the practice of school management. With this in mind, it is suggested that two key issues be explored in future research. First, the mechanisms and mechanisms of response of our country's schools should be examined and studied. Because one of the reasons for this experimentation may be the inefficiency of schools' response to the external environment. Second, the pathology of university education in the field of educational management should be considered by researchers. This is because even graduates of educational management may draw their management approach from personal experience because they do not have a good grasp of relevant theories.

The mission of education is to train an informed, efficient and committed force for the country; therefore, it is important to pay attention to human resources, the more capable and mentally healthy the human resources working in different organizational and administrative sectors, especially in educational organizations, the more progress and success that country will have in various fields. In most organizations, including educational organizations, various types of harmful administrative and cultural behaviors have been identified among employees, which due to the prevalence growing its negative consequences in the organization has received special attention. One of the undermining behaviors that can occur in organizations is social undermining, which is a deliberate and purposeful effort to destroy the others reputation and refer to their ability in establishing and maintaining positive interpersonal relationships. One of the variables that affect the quality of these behaviors is the dominant type of organizational culture in organizations. Organizational culture is a set of common meanings in an organization that, while creating common beliefs and values in an organization, determines the behavior and performance of employees. Paying attention to the quality and type of organizational culture as an underlying factor for the development of positive behaviors in the organization is essential. Therefore, according to what has been said, the main purpose of this study is to predict the level of social undermining among teachers based on their perception of the dominant type of organizational culture in their workplace. In this regard, the following hypotheses are proposed. What is the dominant type of organizational culture in the study area? What is the status of social undermining in the study area? What is the dominant dimension of social undermining in the study area? Is there a significant relationship between types of organizational culture (constructive, passive and aggressive) with social undermining? Which type of organizational culture is a significant predictor of social undermining?

This study was a descriptive- relational research. The statistical population included all school teachers in Shiraz schools selected by multi-stage cluster sampling method after selecting district one from the four districts of Shiraz schools, 10% of schools in the selected district, that 102 of them answered the questionnaires completely. Field data of types of organizational culture were surveyed using a researcher-made questionnaire of typology of organizational culture, which was introduced by a committee called (beyond change management, 2010). Field data related to social undermining were also collected using a researcher-made questionnaire of social undermining. In order to calculate the validity of each type of questionnaire, using correlation analysis method, the correlation between items with the total score of each item was calculated and to measure the reliability of each dimension of the questionnaire, Cronbach’s alpha method was used which had a very high reliability.

The findings indicate that according to teachers, the dominant organizational culture in the study area is passive or defensive culture. The reason for such a result can be attributed to the dominance of formal and informal procedures and processes in schools, the lack of independence of teachers in curriculum planning, and the lack of a suitable platform for creativity. In this regard, Yasini (2018) suggested the existence of innovative culture in schools is effective on people''s perception of school dynamics and individuals perceived performance of individuals. According to another finding of this study, from the teachers'' point of view, the average social undermining of schools in the study area was equal to the minimum level of adequacy (Q2). In other words, according to teachers, there is moderate social undermining in schools, the predominant dimension of which is related to direct social undermining. One of the reasons for achieving such a result can be primarily due to the dominance of passive organizational culture in the study area. In this way, Najafi & KHaleghkhah (2019) and Najafi & Khaleqkhah (2019) stated that there is a relationship between organizational culture dimensions, i.e. mission, compatibility and commitment to participation, with organizational justice. Another result of this study indicates that not only there is no positive and significant relationship between constructive organizational culture and social undermining, but also the type of constructive organizational culture does not predict social undermining. One of the possible reasons for achieving such a result is that, organizations in which participation, freedom of action, creativity and dynamism, commitment and trust are at a high level, exchange of information within and between networks takes place at a high level of trust. Also in the present study it was concluded that there is a positive and significant relationship between passive and aggressive organizational culture. Thus, passive organizational culture predicts 0.60 of social undermining and aggressive organizational culture predicts 0.43 of social undermining. Such a result indicates that the dominance of behaviours and the spirit of perfectionism, protest and continuous resistance of individuals with decisions made in the organization, the development of a negative atmosphere of competition to achieve a superior position are among the factors that organize the quality of performance and affect the occurrence or non-occurrence of undermining behaviours. Finally, it can be said that although the dominant type of organizational culture in the study area was passive and social undermining was at the average level, but the ability to significantly predict passive and aggressive organizational culture for social undermining, indicates the obvious impact of quality and type of organizational culture is based on the amount of social undermining.

In today's schools, strong and effective leadership is considered as an essential element in changing movement and strategic innovation. Leadership seems to be at the heart of changing values, valuing actions, perspectives, and worldviews of the realities of the world around us, taking action, and building solidarity. Contemporary school management and leadership is referred to as the "people issue", which focuses on influencing the way others think, feel and behave; School management and leadership is considered as a strategic or forward-looking process that involves developing and building strong relationships with a deep insight in an effort to achieve goals (Smith & Riley, 2012). However, in times of crisis, the school leadership must be able to provide reassurance, hope, activity for effective and efficient efforts (both during and after the crisis) as well as ensuring open and credible communication with all members. Influence others and influence members of the school community. As Whitla (2003: 21) states, in the event of a crisis, school principals will need precise, sensitive, and directional leadership (Smith & Riley, 2012). Considering that so far no research has been conducted in the country in the field of crisis management in schools and the research gap in this field regarding crisis management in schools is quite noticeable; Also, given that the recent COVID-19 (Corona virus) crisis has affected all organizations, and schools are in turmoil in the face of this crisis; On the other hand, given that in these critical situations, successful principals in schools have been able to cope well with these conditions and sometimes turn this crisis from a threat to an opportunity, but so far the characteristics and factors that have made these principals successful have been identified and It has not been studied, so identifying and discovering the factors affecting the success of school principals in the face of crisis in schools is necessary to focus more on these factors on the effectiveness, efficiency, professional development of teachers and achievement of educational goals to take basic steps. It is also necessary to express the identified factors in a practical model that the presentation of this model requires localization in the form of research work; Therefore, the present study intends to investigate and discover the factors affecting the success of school principals in the face of crisis with a qualitative method and heuristic approach and to propose a practical and appropriate model for schools.

The present study is an applied research that has been done with a qualitative method and using an exploratory approach. The data of the present study were collected using semi-structured interviews. The questions designed for the interviews were formulated according to the review of documents and analysis of the research literature. In this study, the data were analyzed based on the data method and in a systematic way (Strauss and Corbin). The basis for the end of the interviews was theoretical saturation. In the present study, the coding was done line by line. The process of data analysis was open coding, axial coding and selective coding, respectively. This process was done through MaxQDA 2018 software. Formal and content validity was used to determine the validity of the interview questions, which was used by 6 experts and experts in the field of educational management. Also, in order to increase the validity of the analysis and coding, the "angulation" technique has been used to evaluate the validity and quality of the findings. In addition, using the technique of "external recognition" (Christensen, 1989 Quoted from Mohammadpour, 2010: 168) another researcher has been asked to study the emerging theory diagram and a theory limited to a particular fact and Express their views on the fact that the results in this case were also acceptable and highly credible.

At this stage, 146 open codes were counted as the final open codes, which was done in order to form categories, and a total of 20 categories were identified and extracted. During centralized coding, the categories derived from coding under 6 categories, including the central category, causal conditions, intervening conditions, contextual conditions, contexts, and guidelines. In the present study, the categories of "individual factors" and "structural factors" have been enumerated as causal conditions for the success of school principals in crisis situations. The category of individual factors had three dimensions of personality traits, principal skills and performances of principals and the category of structural factors with two dimensions of values ​​of the school and rules and regulations have been counted as conditions for achieving school principal success in crisis situations; Also, the categories of "facilities and equipment", "support in various dimensions" and "creative and innovative culture" are considered as contextual conditions that are counted as the conditions for achieving the success of school principals in crisis situations; The categories of "school internal cohesion", "nature of crisis" and "how to plan and organize" are considered as intervention conditions, which are counted as intervention conditions in the success of school principals. These components can promote or hinder the success of school principals in times of crisis; The strategies of "continuous monitoring and feedback", "goal setting", " to give direction and guidance", "applying new educational approaches" and "developing educational programs to deal with crisis" are strategies for the success of principals and lead to positive consequences for schools; Finally, In this study, four categories of "professional development", "creating social human capital", "team leadership" and "flexibility" have been listed as consequential components of establishing a successful crisis management model in schools.

In the face of crisis, it is very important for school leaders to be decisive in their decisions, to be transparent and confident, to create hope, to make an effort, and to ensure open and credible communication with all those affected by the crisis. The characteristics and leadership skills required to achieve these outcomes in a crisis are fundamentally different from what is commonly considered by school administrators as part of the school's daily activities. Overall, successful and strong leadership about the school's position for the future; And supports and empowers staff and students in the excellence and development of various skills and knowledge and strives to minimize personal and organizational harm in the school community in the face of events, feelings and the consequences of the crisis in the current situation

The purpose of this study was develop and validate the empowering model of managers in technical and vocational schools of Kerman city in 2017-2018.This research was carried out using Mix (exploratory) method. The population of the qualitative section included all Informed person in the field of empowerment of managers of technical and vocational schools who 20 participants were selected by using purposeful sampling and chain-referral methods. In the quantitative section, the population included all managers of technical and vocational schools in Kerman province who 175 participants were selected by using the sample size formula (Saraei, 1393). Data were gathered in the qualitative section by using semi-structured and in the quantitative section, using a researcher-made questionnaire that its validity was approved by the expert views, and, using Cronbach's alpha, its reliability was estimated to be 0.83 and 0.91 for the five components. In the qualitative part,5 main components and 17 subcomponents were identified as the components of empowering managers and finally, they were presented as a model for empowerment of managers of technical and vocational schools and the validity of the model was accepted by using a of confirmatory factor analysis (CFA). The results showed that empowerment can be considered as an important and effective factor in the evaluation of human resources and efficient managers as a valuable criterion. The purpose of this study was develop and validate the empowering model of managers in technical and vocational schools of Kerman city in 2017-2018.This research was carried out using Mix (exploratory) method. The population of the qualitative section included all Informed person in the field of empowerment of managers of technical and vocational schools who 20 participants were selected by using purposeful sampling and chain-referral methods. In the quantitative section, the population included all managers of technical and vocational schools in Kerman province who 175 participants were selected by using the sample size formula (Saraei, 1393). Data were gathered in the qualitative section by using semi-structured and in the quantitative section, using a researcher-made questionnaire that its validity was approved by the expert views, and, using Cronbach's alpha, its reliability was estimated to be 0.83 and 0.91 for the five components. In the qualitative part,5 main components and 17 subcomponents were identified as the components of empowering managers and finally, they were presented as a model for empowerment of managers of technical and vocational schools and the validity of the model was accepted by using a of confirmatory factor analysis (CFA). The results showed that empowerment can be considered as an important and effective factor in the evaluation of human resources and efficient managers as a valuable criterion. The purpose of this study was develop and validate the empowering model of managers in technical and vocational schools of Kerman city in 2017-2018.This research was carried out using Mix (exploratory) method. The population of the qualitative section included all Informed person in the field of empowerment of managers of technical and vocational schools who 20 participants were selected by using purposeful sampling and chain-referral methods. In the quantitative section, the population included all managers of technical and vocational schools in Kerman province who 175 participants were selected by using the sample size formula (Saraei, 1393). Data were gathered in the qualitative section by using semi-structured and in the quantitative section, using a researcher-made questionnaire that its validity was approved by the expert views, and, using Cronbach's alpha, its reliability was estimated to be 0.83 and 0.91 for the five components. In the qualitative part,5 main components and 17 subcomponents were identified as the components of empowering managers and finally, they were presented as a model for empowerment of managers of technical and vocational schools and the validity of the model was accepted by using a of confirmatory factor analysis (CFA). The results showed that empowerment can be considered as an important and effective factor in the evaluation of human resources and efficient managers as a valuable criterion.The purpose of this study was develop and validate the empowering model of managers in technical and vocational schools of Kerman city in 2017-2018.This research was carried out using Mix (exploratory) method. The population of the qualitative section included all Informed person in the field of empowerment of managers of technical and vocational schools who 20 participants were selected by using purposeful sampling and chain-referral methods. In the quantitative section, the population included all managers of technical and vocational schools in Kerman province who 175 participants were selected by using the sample size formula (Saraei, 1393). Data were gathered in the qualitative section by using semi-structured and in the quantitative section, using a researcher-made questionnaire that its validity was approved by the expert views, and, using Cronbach's alpha, its reliability was estimated to be 0.83 and 0.91 for the five components. In the qualitative part,5 main components and 17 subcomponents were identified as the components of empowering managers and finally, they were presented as a model for empowerment of managers of technical and vocational schools and the validity of the model was accepted by using a of confirmatory factor analysis (CFA). The results showed that empowerment can be considered as an important and effective factor in the evaluation of human resources and efficient managers as a valuable criterion.The purpose of this study was develop and validate the empowering model of managers in technical and vocational schools of Kerman city in 2017-2018.This research was carried out using Mix (exploratory) method. The population of the qualitative section included all Informed person in the field of empowerment of managers of technical and vocational schools who 20 participants were selected by using purposeful sampling and chain-referral methods. In the quantitative section, the population included all managers of technical and vocational schools in Kerman province who 175 participants were selected by using the sample size formula (Saraei, 1393). ). Data were gathered in the qualitative section by using semi-structured and in the quantitative section, using a researcher-made questionnaire that its validity was approved by the expert views, and, using Cronbach's alpha, its reliability was estimated to be 0.83 and 0.91 for the five components.

Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz The main aim of this study was to Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz. Research instrument of Torkzadeh and Nekoumand of Power of Response to Environment scale (2015) and consists of 19 items with a Likert spectrum, and includes three sub-scales; conceptual, structural and functional. population included all primary and secondary school teachers in Shiraz of whom 369 people were selected by random-stratified sampling method (based on the educational course) and Cochran’s formula. To measure the validity of the questionnaire, two methods of cluster analysis and first order and second order confirmatory factor analysis were used and also Cronbach's alpha method was used to measure its reliability. Results of the item analysis indicated that each items has a significant correlation with the sub-scale of corresponding dimension. Result of the first and second order confirmatory factor analysis showed that each Items had a high degree of validity for explaining the corresponding dimension and Response to Environment. Also, based on the Cronbach's alpha values, the reliability of the scale and the corresponding sub-scales is desirable. Accordingly, this scale can be used to measure schools' power of response to environment. Key words: Factor Structure Analysis, scale, Power of Response to Environment, public schools Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz The main aim of this study was to Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz. Research instrument of Torkzadeh and Nekoumand of Power of Response to Environment scale (2015) and consists of 19 items with a Likert spectrum, and includes three sub-scales; conceptual, structural and functional. population included all primary and secondary school teachers in Shiraz of whom 369 people were selected by random-stratified sampling method (based on the educational course) and Cochran’s formula. To measure the validity of the questionnaire, two methods of cluster analysis and first order and second order confirmatory factor analysis were used and also Cronbach's alpha method was used to measure its reliability. Results of the item analysis indicated that each items has a significant correlation with the sub-scale of corresponding dimension. Result of the first and second order confirmatory factor analysis showed that each Items had a high degree of validity for explaining the corresponding dimension and Response to Environment. Also, based on the Cronbach's alpha values, the reliability of the scale and the corresponding sub-scales is desirable. Accordingly, this scale can be used to measure schools' power of response to environment. Key words: Factor Structure Analysis, scale, Power of Response to Environment, public schools Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz The main aim of this study was to Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz. Research instrument of Torkzadeh and Nekoumand of Power of Response to Environment scale (2015) and consists of 19 items with a Likert spectrum, and includes three sub-scales; conceptual, structural and functional. population included all primary and secondary school teachers in Shiraz of whom 369 people were selected by random-stratified sampling method (based on the educational course) and Cochran’s formula. To measure the validity of the questionnaire, two methods of cluster analysis and first order and second order confirmatory factor analysis were used and also Cronbach's alpha method was used to measure its reliability. Results of the item analysis indicated that each items has a significant correlation with the sub-scale of corresponding dimension. Result of the first and second order confirmatory factor analysis showed that each Items had a high degree of validity for explaining the corresponding dimension and Response to Environment. Also, based on the Cronbach's alpha values, the reliability of the scale and the corresponding sub-scales is desirable. Accordingly, this scale can be used to measure schools' power of response to environment. Key words: Factor Structure Analysis, scale, Power of Response to Environment, public schools Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz The main aim of this study was to Factor Structure Analysis of Power of Response to Environment Scale in Public Schools of Shiraz. Research instrument of Torkzadeh and Nekoumand of Power of Response to Environment scale (2015) and consists of 19 items with a Likert spectrum, and includes three sub-scales; conceptual, structural and functional. population included all primary and secondary school teachers in Shiraz of whom 369 people were selected by random-stratified sampling method (based on the educational course) and Cochran’s formula. To measure the validity of the questionnaire, two methods of cluster analysis and first order and second order confirmatory factor analysis were used and also Cronbach's alpha method was used to measure its reliability. Results of the item analysis indicated that each items has a significant correlation with the sub-scale of corresponding dimension. Result of the first and second order confirmatory factor analysis showed that each Items had a high degree of validity for explaining the corresponding dimension and Response to Environment. Also, based on the Cronbach's alpha values, the reliability of the scale and the corresponding sub-scales is desirable. Accordingly, this scale can be used to measure schools' power of response to environment. Key words: Factor Structure Analysis, scale, Power of Response to Environment, public schools

The purpose of this study was to investigate the role of spiritual leadership of principals in work engagement mediated by teachers' social capital. The research method was descriptive-correlation with emphasis on structural equations. The statistical population of the study consisted of all teachers in Ilam with 1923 people, from which a sample of 340 people was selected by simple random sampling method based on Morgan table. Data were collected based on three questionnaires of spiritual leadership Fry et al., Nahapit and Gushal social capital and Shuffle and Baker's work Engagement questionnaire. Cronbach's alpha coefficient of questionnaires was respectively ./89, ./90 and ./77 obtained. The construct validity of the questionnaires was determined through confirmatory factor analysis. Data analysis was performed using SPSS and LISREL software. The results showed that the spiritual leadership of school principals had a direct positive and significant effect on teachers' work engagement. Social capital had a positive and significant direct effect on teachers' work engagement. Spiritual leadership through social capital had an indirect, positive and significant effect on the variable of teachers' work engagement. Therefore, spiritual leadership along with the mediating role of social capital has an effective role in improving teachers' work engagement. So, it is necessary to pay attention to spiritual leadership and social capital to improve teachers' work engagement. The purpose of this study was to investigate the role of spiritual leadership of principals in work engagement mediated by teachers' social capital. The research method was descriptive-correlation with emphasis on structural equations. The statistical population of the study consisted of all teachers in Ilam with 1923 people, from which a sample of 340 people was selected by simple random sampling method based on Morgan table. Data were collected based on three questionnaires of spiritual leadership Fry et al., Nahapit and Gushal social capital and Shuffle and Baker's work Engagement questionnaire. Cronbach's alpha coefficient of questionnaires was respectively ./89, ./90 and ./77 obtained. The construct validity of the questionnaires was determined through confirmatory factor analysis. Data analysis was performed using SPSS and LISREL software. The results showed that the spiritual leadership of school principals had a direct positive and significant effect on teachers' work engagement. Social capital had a positive and significant direct effect on teachers' work engagement. Spiritual leadership through social capital had an indirect, positive and significant effect on the variable of teachers' work engagement. Therefore, spiritual leadership along with the mediating role of social capital has an effective role in improving teachers' work engagement. So, it is necessary to pay attention to spiritual leadership and social capital to improve teachers' work engagement. The purpose of this study was to investigate the role of spiritual leadership of principals in work engagement mediated by teachers' social capital. The research method was descriptive-correlation with emphasis on structural equations. The statistical population of the study consisted of all teachers in Ilam with 1923 people, from which a sample of 340 people was selected by simple random sampling method based on Morgan table. Data were collected based on three questionnaires of spiritual leadership Fry et al., Nahapit and Gushal social capital and Shuffle and Baker's work Engagement questionnaire. Cronbach's alpha coefficient of questionnaires was respectively ./89, ./90 and ./77 obtained. The construct validity of the questionnaires was determined through confirmatory factor analysis. Data analysis was performed using SPSS and LISREL software. The results showed that the spiritual leadership of school principals had a direct positive and significant effect on teachers' work engagement. Social capital had a positive and significant direct effect on teachers' work engagement. Spiritual leadership through social capital had an indirect, positive and significant effect on the variable of teachers' work engagement. Therefore, spiritual leadership along with the mediating role of social capital has an effective role in improving teachers' work engagement. So, it is necessary to pay attention to spiritual leadership and social capital to improve teachers' work engagement. The purpose of this study was to investigate the role of spiritual leadership of principals in work engagement mediated by teachers' social capital. The research method was descriptive-correlation with emphasis on structural equations. The statistical population of the study consisted of all teachers in Ilam with 1923 people, from which a sample of 340 people was selected by simple random sampling method based on Morgan table. Data were collected based on three questionnaires of spiritual leadership Fry et al., Nahapit and Gushal social capital and Shuffle and Baker's work Engagement questionnaire. Cronbach's alpha coefficient of questionnaires was respectively ./89, ./90 and ./77 obtained. The construct validity of the questionnaires was determined through confirmatory factor analysis. Data analysis was performed using SPSS and LISREL software. The results showed that the spiritual leadership of school principals had a direct positive and significant effect on teachers' work engagement. Social capital had a positive and significant direct effect on teachers' work engagement. Spiritual leadership through social capital had an indirect, positive and significant effect on the variable of teachers' work engagement. Therefore, spiritual leadership along with the mediating role of social capital has an effective role in improving teachers' work engagement. So, it is necessary to pay attention to spiritual leadership and social capital to improve teachers' work engagement. The purpose of this study was to investigate the role of spiritual leadership of principals in work engagement mediated by teachers' social capital.

As a phenomenological study this paper aims to analyze the perceptions and experiences of principals and teachers of secondary schools in Sanandaj from the school management excellence program. Given the need for in-depth information on how participants perceived and experienced the nature of the School Management Excellence Program, its implementation mechanisms, effects and outcomes, as well as its potential harms, a qualitative phenomenological approach was applied to conduct the study. Participants including 29 principals and teachers of high schools who were purposefully selected and interviewed and the findings were analyzed using qualitative data analysis method. The findings showed that participants' perceptions of the nature and scope of the excellence program vary depending on their critical or conservative and sometimes praiseworthy approach which ultimately formulated in a comprehensive concept, three themes organizing level two and thirteen topics organizing level one. Accordingly, despite the fact that in their opinion, the school management excellence program has some problems in terms of nature and structure, but it also has both positive and negative effects and consequences. This finding indicated that despite the advantages such as orderliness and providing a platform for uniform implementation of high school instruction guidelines, due to the linear nature and compliance of such a program with a centralized approach, this program essentially opposes with the spirit learning processes in schools as an important cultural institutions. As a phenomenological study this paper aims to analyze the perceptions and experiences of principals and teachers of secondary schools in Sanandaj from the school management excellence program. Given the need for in-depth information on how participants perceived and experienced the nature of the School Management Excellence Program, its implementation mechanisms, effects and outcomes, as well as its potential harms, a qualitative phenomenological approach was applied to conduct the study. Participants including 29 principals and teachers of high schools who were purposefully selected and interviewed and the findings were analyzed using qualitative data analysis method. The findings showed that participants' perceptions of the nature and scope of the excellence program vary depending on their critical or conservative and sometimes praiseworthy approach which ultimately formulated in a comprehensive concept, three themes organizing level two and thirteen topics organizing level one. Accordingly, despite the fact that in their opinion, the school management excellence program has some problems in terms of nature and structure, but it also has both positive and negative effects and consequences. This finding indicated that despite the advantages such as orderliness and providing a platform for uniform implementation of high school instruction guidelines, due to the linear nature and compliance of such a program with a centralized approach, this program essentially opposes with the spirit learning processes in schools as an important cultural institutions. 

The education system is one of the most important pillars of every country's development, and this critical institution and its human products play a decisive role in the development of countries. Management in educational systems is more important and more difficult, because it deals with human achievement. And among these, school management also has a special role in society because, if we are to achieve a desirable society, we must have successful schools. And this is possible if we have successful school principals. In order to realize this goal, it is necessary to identify the problems of school management by studying the current situation in our schools. And one of their most pressing problems is exploiting the subways. Exploiting subordinates by managers can have an impact on organizational performance. Today, the most important competitive advantage of organizations is in the field of human beings. Obviously, organizations with the appropriate intellectual and human capital will outperform other competitors in the field of competition, exploiting managers of a disadvantage and as a barrier to development from existing status to desirable status. It is and can be a threat to the desired goals of educational planning, so it is a social issue that requires theoretical perspectives to identify this damage and models for explaining social problems. The purpose of this study was to present and describe the lived experiences of school staff about the reasons some principals tend to exploit subordinates in education in order to provide a clear picture of the abuses and the underlying factors of these exploitation.  Many managers seem to be inclined to do so, but there is insufficient scientific research on the prevalence of such behavior, which doubles the need to delve deeper into the depth-based approach. In this study, based on the social commentary paradigm, using descriptive phenomenological method, while analyzing the lived experiences of teachers and assistants and understanding their views and gaining a deep understanding of the phenomenon under study, it is searched the causes of managers' tendency to exploit subordinates and offenders be identified and represent it in activities. The phenomenological focus is on the experiences of life, the ones that make sense of each phenomenon for each individual and tell the person what is real and real in his or her life. In order to collect data, through purposeful sampling and semi-structured interviews 10 teachers and school principals of Mahdi Shahr, Semnan province were inter viewed. These kinds of inter views, because of their flexibility and depth for qualitative research are appropriate. The questions were prepared as an interview guide in advance and an interview protocol was developed to guide the interview process. Prior to the start of the interview, participants were allowed to record the interviews to increase accuracy and robustness of the same findings and to prevent forgetfulness of recall. Interview transcript was transcribed verbatim after repeated listening to be analyzed. Their lived experiences were then analyzed in depth using Colaizzi's seven-step strategy.  In order to increase the credibility, transferability, dependability and confirmability, peer debriefing, negative case analysis, triangulation, member check, explaining the exact details of the data collection and analysis process, long-term immersion, and "inspection and verification at coding time", were utilized. Qualitative writing involves the reporting of textual data and is characterized by vocabulary, topics, and writings. Often participant direct quotes and singular first person pronoun, or in the term "active voice" are used. Such a sound leads to more assurance that in the present study also tried to take into account the features mentioned in the writing. Accuracy and diligence in the lived experience of staff and successive comparisons led to the identification of 4 main factors and 24 sub-factors of education managers' tendency to exploit. The most frequent ones are "how to appoint managers"; "professional characteristics of managers"; "ethical characteristics of managers"; and "subordinate ethics". It should be noted, however, that the ethical characteristics of managers and subordinates were similar to those of the participants. And these four themes can provide a clear picture of the reasons for managers' tendency to exploit. The first theme is how to appoint managers having 9 themes as follows: Appointment of managers due to lack of manpower; Appointment regardless of work experience and background; Appointment without regard to related field (management); Appointment of managers unfamiliar with job duties Self-appointment due to receiving end-of-service remuneration; Appointment without interest; Appointment without specific selection and filtering; Appointment by individualism and by pleading and appointment without regard to eligibility and meritocracy. The second theme, namely the professional characteristics of managers, has five themes as follows: Navigating systemic and computer tasks; managing the backyard; lacking in responsibility; refusing to perform tasks and learning tasks and being idealistic. The third theme, namely, the ethical and personality characteristics of managers, has five themes: tyranny and dominance of managers; opportunism and abuse of manager; comparability of manager; power seeking and sense of superiority and manager and leader. Being a manager.      And finally, the fourth theme, namely the subconscious morality, has five themes as follows: Subordinate cowards; inherently oppressed employees; having emotional relationships with the manager; Subordinate commitment and acceptance of responsibility subject to working or financial conditions. The result of these factors will be the greater the productivity of the educational system in the longer term and the achievement of its transcendent goals. And given that the ultimate solutions to educational problems and problems are in the hands of educational managers, the potentials and abilities of managers need to be developed as far as possible. The results of this study can be used to develop programs to help develop and enhance the professional competencies of school principals and reduce the damage caused by neglect. Following are some practical suggestions and suggestions based on the research findings. Including: the necessity of holding short-term courses for new appointment managers, as well as meeting with experts and administrative assistants to justify their managerial and managerial duties and acquaintance with new directives, style sheets and guidelines; appropriate use of colleagues' opinions in relation to the selection of managers can be provided; while stricter management requirements, they must create the necessary attractions, both financially and spiritually, to welcome the talented and innovative people from the management post.

By changing the face of societies, everything shifted from simplicity to complexity, and industrialism created public education to produce and educate the type of adults that are needed by society (Aries, 1960). then governments built (organized) new educational policies to be imposed on schools and described them as the proper discipline and education for children to make them ready to enter the community, and they considered these training necessary for the education of children (Aali, 2012). As a result, the school, as a child, was at the forefront of the ideals of modern industrial development (Toffler, 1393: 411-426), and nothing was hidden from modern sharp eyes, and crossed all geographical boundaries and countries of the world, including Iran and captured society by goals such as progress, prosperity, and happiness (Sadeghi, 2009). The history of today's Iranian educational system also shows the sowing of the seeds of modern education and the establishment of the modern school institution during the Qajar period (Irvani, 2013) and the signs of modernity in the education of the Islamic Republic of Iran are obvious (Ahanchian and Taherpour, 2011). According to Foucault, governance that has taken control of all aspects of life controlled schools too. Educational policies in Iran lead the minds towards specific government goals that can be understood through hidden discourse ideas and can be seen through school life (Habibpour Gatabi, 2013). What seems vague in the meantime is whether the signs of governance are clear and obvious in the real life of the school (school life) or not. To discover the symptoms of governance in the studied schools, a qualitative method of descriptive phenomenology was used. In the descriptive phenomenological method, which includes three stages of direct comprehension, analysis, and description, the essence of governance symptoms in schools can be identified by using the lived experience of sixth-grade elementary school students. The boys' primary schools in the fourth district of Mashhad were selected as the research sample, and with the coordination of education, three schools whose principals were more flexible with the presence of female and young researchers were introduced. Targeted sampling was also used to select the desired individuals. The sample size was considered according to "theoretical saturation". To collect the required data, a semi-structured interview was used. Strauss and Corbin coding methods were used for analyzing the data. The coding was done in two phases, open and pivotal, and proceeded to the extraction of the main themes. The GABA and Lincoln evaluation criteria were used to validate the findings credibility, dependability, transferability, conformability. Therefore, the researcher provided the documents in all stages of the research and the ability to track and evaluate the accuracy of the steps by the supervisors and consultants. Also, recording the statements of the participants, and writing them down during the research, long-term contracts with the research environment help make the results reliable. Also, to increase the transfer capability, interviews were conducted with a large number of students to develop the data, and to describe the rich data, many sub-questions, and supplements to the main research questions were discussed in the interviews. And in coding, the necessary care was taken and the text, footnotes, and interviews were read line by line and coded more than five times. Besides, the researcher sought to achieve consensus among participants and to use this criterion to continue theoretical saturation and the emergence of a new concept. After analyzing data, ninth themes and sixty subjects were found as Wagnerian caring: imitating acquaintance (holy speech), temporal caring: temporal dungeon, environmental caring: rocky bricks, instructional-content caring: abacus minds, photography caring: physical caring, policy caring: clear walls, human telescopes, communicative caring: modern dialectics, Agora killing and political caring: technical Panak (imposed rules), and schools for the producing effective subjects. Furthermore, of producing effective subjects, sentence and submission, death of critical thinking, and non-considering the children’s rights were found as the result. It was concluded that silence culture, mug trust to educate members, and injustice rules of school were the sign of the only sound of modernism in schools. Thus, students were categorized by their personalities that were as: stuffy students, sun-worshipper students, genius students, deception of situation, rebellion forces, silent rebellions, and bootlicks. The purpose of this study was to discover governmental signs in Schools from students’ perspectives. The study was based on descriptive phenomenology and concerning the goal was applied research. The population was students of the sixth class in schools. Three schools and 21 students were selected as participants by the purposive sampling method. Semi- structure interviews and documentary analysis were used as instruments. After analyzing data, ninth themes and sixty subjects were found as Wagnerian caring: imitating acquaintance (holy speech), temporal caring: temporal dungeon, environmental caring: rocky bricks, instructional-content caring: abacus minds, photography caring: physical caring, policy caring: clear walls, human telescopes, communicative caring: modern dialectics, Agora killing and political caring: technical Panak (imposed rules), and schools for the producing effective subjects. Furthermore, of producing effective subjects, sentence and submission, death of critical thinking, and non-considering the children’s rights were found as the result. It was concluded that silence culture, mug trust to educate members, and injustice rules of school were the sign of the only sound of modernism in schools. Thus, students were categorized by their personalities that were as stuffy students, sun-worshipper students, genius students, deception of situation, rebellion forces, silent rebellions, and bootlicks.

Abstract Nowadays, the nature of education is not limited to instructional subject and its scope has spread to different sections of a society - like family, schools and local and outer communities. In fact, the participation of school, home and community is one of the most fundamental issues in every educational system, that its correct operation can provide the grounds for achieving educational goals. Thus, we have used the research synthesis method to identify appropriate strategies for involving parents, schools and community based on a combination of relevant research. In the theoretical framework of the research, the Epstein's Framework of Six Types of Involvement (2004) were used. Her six dimensions are: parenting, communication, volunteering, learning at home, decision-making, and collaboration with community. Parenting: Type 1 involvement occurs when family practices and home environments support “children as students” and when schools understand their children’s families. Communicating: Type 2 involvement occurs when educators, students, and families “design effective forms of school-to-home and home-to-school communications.” Volunteering: Type 3 involvement occurs when educators, students, and families “recruit and organize parent help and support” and count parents as an audience for student activities. Learning at Home: Type 4 involvement occurs when information, ideas, or training are provided to educate families about how they can “help students at home with homework and other curriculum-related activities, decisions, and planning.” Decision Making: Type 5 involvement occurs when schools “include parents in school decisions” and “develop parent leaders and representatives.” Collaborating with the Community: Type 6 involvement occurs when community services, resources, and partners are integrated into the educational process to “strengthen school programs, family practices, and student learning and development.” In order to achieve data at the international level, strategies for parental involvement in schools were systematically selected, content analyzed and categorized. As the first step; Inclusion criteria were considered. Accordingly, the geographical area: all over the world, the language of reports: English, the type of document: written (books, articles, dissertations, research reports, etc.) and non-written (sites, library software, etc.). Databases such as School website, Google scholar, Elsevier, Science Direct were searched from 1991 to 2017 using the keywords parent involvement strategies, parenting, communicate, volunteering, decision making, learning at home and collaborate with the community. In the screening stage, 32 studies with related characteristics were selected and presented based on the principles of data aggregation, analysis and rearrangement. According to the research findings, appropriate strategies are described based on Epstein's Framework of Six Types of Involvement. Parenting: Type 1 involvement include made a parent resource center, provide family support program, formation a school networking for Cyberspace management and Set up parent workshop. Communication: Type 2 involvement include Creating oral and face-to-face communication channels, writing and Internet communication, student performance report cards, using a school / home liaison, building a power school database. Volunteering: Type 3 involvement include Identifying parental talent, Reinforcement belief in volunteer parents, inviting volunteers to school events, conducting annual surveys, monitoring financial assistance and planning a flexible program. Learning at home: Type 4 involvement include Teachers' training focused on learning at home, parental training focused on providing Homework Guidelines and present interactive homework. decision - making: Type 5 involvement include formation a parent organization, provision a parental expectation checklist, parent/school involvement in informal opportunities and selection parental representatives in different communities and groups. Collaborate with community: Type 6 involvement include Identification of organizations related to school affairs, invite of social organizations, made a school network, and access to community resources map. Finally, According to the research findings and prevalence of coronavirus in the world, identified strategies in our research have become very important. For example, even though during the stay of students at home and closure of face-to-face education, learning at home strategies was a very effective factor in improving the performance and quality of virtual education, but Unfortunately, lack of implementation and realization of this issue in the educational system of Iran, there were problems for education in the mentioned period. Also, the lack of effective communication between schools and, social organizations provided the ground for losing the opportunity and time for proper education during the corona outbreak. Keywords: Appropriate Strategies, Participation, Schools, Parents, Community. Abstract Nowadays, the nature of education is not limited to instructional subject and its scope has spread to different sections of a society - like family, schools and local and outer communities. In fact, the participation of school, home and community is one of the most fundamental issues in every educational system, that its correct operation can provide the grounds for achieving educational goals. Thus, we have used the research synthesis method to identify appropriate strategies for involving parents, schools and community based on a combination of relevant research Abstract Nowadays, the nature of education is not limited to instructional subject and its scope has spread to different sections of a society - like family, schools and local and outer communities. In fact, the participation of school, home and community is one of the most fundamental issues in every educational system, that its correct operation can provide the grounds for achieving educational goals. Thus, we have used the research synthesis method to identify appropriate strategies for involving parents, schools and community based on a combination of relevant research

Teachers are a key element in any change in the education system. Investments in teacher education are among the most profitable investments, especially in the elementary school, which is the foundation of the education system and one of the most important and important courses. This investment promotes public education and is both individually and organizationally productive, as well as being the most important factor in the qualitative growth and development of education.To this end, education aims to increase the efficiency and effectiveness of teachers, updating teachers' knowledge and abilities in line with the development of science and technology, as well as developing ethical virtues, organizational culture, and improving human relationships, each year at a cost. It devotes attention to training its human resources. The thing that matters most here is whether these courses are effective. The purpose of this study was evaluating the effectiveness of in-service training for elementary school teachers of education department region 9 based on Kirkpatrick's model in Tehran city. It is an applied research and the research method was survey – descriptive. The study population included all the elementary school teachers of region 9 (815). Using cluster sampling and Morgan, 261 people were selected. To collect data, a researcher-made questionnaire was used, that the questionnaires validity was confirmed by a panel of experts and also its reliability (the Cronbach's alpha) was reported 0/98. Due to the non-normality of the research data, the data were analyzed by variate Binominal test, bivariate T-test, ANOVA. The result showed that the teachers' response, with mean of 3/247, is relatively favorable situation. Also, the courses were effective on teachers' learning, with mean of 3.17, and on improving the ability of teachers with mean of 3.11. But it was not effective on achieving the goals of region 9 by mean of 2.97. Generally, in-service training of region9 evaluated effective with mean of 3/121. The findings showed that the effectiveness of in-service training courses was relatively desirable. In other words, the quality of in-service training was relatively desirable, and the training programs were tailored to the needs of teachers. The result of the research showed that the on the reaction of the elementary school teachers in the Tehran-Tehran area to the in-service training provided the participants' reaction was relatively favorable. Examination of the subscales related to this question showed that the participants were willing to participate in these courses and, while partially confirming the overall quality of the courses, were satisfied, however, they indicated that they welcomed the new course. They are happy and happy to hear about the new course. The result showed that in-service training had a statistically significant effect on teachers' learning and this effect was relatively desirable. Investigating the sub-themes of this question showed that in-service training on the sub-components of recalling information and previous general knowledge, acquiring new knowledge in the workplace, expanding visibility in understanding the phenomena and scientific and social events of everyday life, enhancing knowledge Previous specializations and academic reservations, increased awareness of students' mood differences and how to behave properly, have been effective, but these courses have focused on the components of learning new knowledge outside the workplace. Setting up a successful and operational lesson plan on a daily and yearly basis reinforces the diagnostic and input evaluation of Neda meaningful students. Is the bottom. The result showed that in-service training had a statistically significant effect on improving teacher capability and this effect was relatively desirable. Examination of the sub-themes indicates that in-service trainings on the sub-components of presenting and understanding students better, performing tests and practical activities for students, asking and answering better quality tests, forcing knowledge Students think and motivate to learn, communicate effectively with students and pay attention to their individual differences, engage students more in the teaching process, motivate students, and create a vibrant and stress-free environment. In the classroom, the impact of courses has been on empowering individuals to solve problems in the role of the teaching profession. But these courses did not have a statistically significant effect on the components of continuing to focus on the lesson and paying more attention to it, improving communication and interaction with students' parents. The findings of the study showed that in-service training was not effective in achieving the goals of Tehran 9th education area. Sub-themes show that in-service training improves the students' academic knowledge, creates a spirit of inquiry and questioning in students, enhances student creativity, enhances perseverance and strives for excellence. Students were effective but did not affect students' ability to perform practical tasks and scientific tests. Moderating variables such as gender, age, marital status, degree, field of study, service history, and organizational background were studied in this study and later analyzes showed that the effectiveness of in-service training courses with Considering the moderating variables was not statistically significant. However, several factors can have an impact on the effectiveness of on-the-job training courses that can be considered in place. Based on the findings of the study and considering the importance of in-service training courses, the following is suggested: Based on the findings of the teachers 'feedback, it is suggested to maintain and increase teachers' motivation to participate in education. In-service incentives such as the positive impact of these courses on teachers' promotion of points, cash rewards for certain hours of training, an award, and so on. Considering the findings on teacher learning that these teachings did not have a significant effect on teacher learning, it is suggested that the teachers themselves be surveyed in order to provide the necessary background for enhancing teachers' academic and learning levels. Given the findings on improving teachers 'ability to say that these trainings have been effective in improving teachers' ability, it is suggested that teachers be given feedback after taking these courses in the workplace. And present the results of successful teachers' work in conferences and meetings.  Given the findings regarding the achievement of the objectives of the elementary level that these trainings have not been effective in achieving the objectives of Area 9, it is suggested that a group of experts responsible for training and educational technology and in-service training be provided at the regional level. Develop, review and analyze these trainings and how to optimize these trainings to meet the educational and educational goals of Area 9.

The purpose of this study was to investigate the role of talent management in organizational agility of schools through organizational learning mediation. This descriptive-correlational study was conducted with the participation of 327 first grade teachers in Kermanshah who were selected by stratified random sampling in terms of volume. The Questionnaires of Eheli's talent management (2007), Nifeh organizational learning (2001), and Zhang and Sharifi's organizational agility (2000) were used. The reliability and validity of the questionnaires were assessed by Cronbach's alpha and confirmatory factor analysis. The results showed that the talent management variable had a positive direct effect (0.62), a positive indirect effect (0.147) and a positive and significant overall effect (0.767) on the organizational agility variable. The organizational learning variable has a positive direct effect (0.22) and a positive and significant overall effect (0.22) on the organizational agility variable. The talent management variable with indirect path coefficient through organizational learning (0.147) and t value (3.28) has indirect, positive and significant effect on organizational agility variable. According to the general effect of independent variables, it could be said that the talent management variable (0.767) has the most effect and the organizational learning variable (0.22) has the least effect on organizational agility variable. In other words, it can be said that talent management mediated by organizational learning enhances the organizational agility of school teachers. The purpose of this study was to investigate the role of talent management in organizational agility of schools through organizational learning mediation. This descriptive-correlational study was conducted with the participation of 327 first grade teachers in Kermanshah who were selected by stratified random sampling in terms of volume. The Questionnaires of Eheli's talent management (2007), Nifeh organizational learning (2001), and Zhang and Sharifi's organizational agility (2000) were used. The reliability and validity of the questionnaires were assessed by Cronbach's alpha and confirmatory factor analysis. The results showed that the talent management variable had a positive direct effect (0.62), a positive indirect effect (0.147) and a positive and significant overall effect (0.767) on the organizational agility variable. The organizational learning variable has a positive direct effect (0.22) and a positive and significant overall effect (0.22) on the organizational agility variable. The talent management variable with indirect path coefficient through organizational learning (0.147) and t value (3.28) has indirect, positive and significant effect on organizational agility variable. According to the general effect of independent variables, it could be said that the talent management variable (0.767) has the most effect and the organizational learning variable (0.22) has the least effect on organizational agility variable. In other words, it can be said that talent management mediated by organizational learning enhances the organizational agility of school teachers. The purpose of this study was to investigate the role of talent management in organizational agility of schools through organizational learning mediation. This descriptive-correlational study was conducted with the participation of 327 first grade teachers in Kermanshah who were selected by stratified random sampling in terms of volume. The Questionnaires of Eheli's talent management (2007), Nifeh organizational learning (2001), and Zhang and Sharifi's organizational agility (2000) were used. The reliability and validity of the questionnaires were assessed by Cronbach's alpha and confirmatory factor analysis. The results showed that the talent management variable had a positive direct effect (0.62), a positive indirect effect (0.147) and a positive and significant overall effect (0.767) on the organizational agility variable. The organizational learning variable has a positive direct effect (0.22) and a positive and significant overall effect (0.22) on the organizational agility variable. The talent management variable with indirect path coefficient through organizational learning (0.147) and t value (3.28) has indirect, positive and significant effect on organizational agility variable. According to the general effect of independent variables, it could be said that the talent management variable (0.767) has the most effect and the organizational learning variable (0.22) has the least effect on organizational agility variable. In other words, it can be said that talent management mediated by organizational learning enhances the organizational agility of school teachers. The purpose of this study was to investigate the role of talent management in organizational agility of schools through organizational learning mediation. This descriptive-correlational study was conducted with the participation of 327 first grade teachers in Kermanshah who were selected by stratified random sampling in terms of volume. The Questionnaires of Eheli's talent management (2007), Nifeh organizational learning (2001), and Zhang and Sharifi's organizational agility (2000) were used. The reliability and validity of the questionnaires were assessed by Cronbach's alpha and confirmatory factor analysis. The results showed that the talent management variable had a positive direct effect (0.62), a positive indirect effect (0.147) and a positive and significant overall effect (0.767) on the organizational agility variable. The organizational learning variable has a positive direct effect (0.22) and a positive and significant overall effect (0.22) on the organizational agility variable. The talent management variable with indirect path coefficient through organizational learning (0.147) and t value (3.28) has indirect, positive and significant effect on organizational agility variable. According to the general effect of independent variables, it could be said that the talent management variable (0.767) has the most effect and the organizational learning variable (0.22) has the least effect on organizational agility variable. In other words, it can be said that talent management mediated by organizational learning enhances the organizational agility of school teachers.

Nowadays, the nature of education is not limited to instructional subject and its scope has spread to different sections of a society - like family, schools and local and outer communities. In fact, the participation of school, home and community is one of the most fundamental issues in every educational system, that its correct operation can provide the grounds for achieving educational goals. Thus, we have used the research synthesis method to identify appropriate strategies for involving parents, schools and community based on a combination of relevant research. In the theoretical framework of the research, the Epstein's Framework of Six Types of Involvement (2004) were used. Her six dimensions are: parenting, communication, volunteering, learning at home, decision-making, and collaboration with community. Parenting: Type 1 involvement occurs when family practices and home environments support “children as students” and when schools understand their children’s families. Communicating: Type 2 involvement occurs when educators, students, and families “design effective forms of school-to-home and home-to-school communications.” Volunteering: Type 3 involvement occurs when educators, students, and families “recruit and organize parent help and support” and count parents as an audience for student activities. Learning at Home: Type 4 involvement occurs when information, ideas, or training are provided to educate families about how they can “help students at home with homework and other curriculum-related activities, decisions, and planning.” Decision Making: Type 5 involvement occurs when schools “include parents in school decisions” and “develop parent leaders and representatives.” Collaborating with the Community: Type 6 involvement occurs when community services, resources, and partners are integrated into the educational process to “strengthen school programs, family practices, and student learning and development.” In order to achieve data at the international level, strategies for parental involvement in schools were systematically selected, content analyzed and categorized. As the first step; Inclusion criteria were considered. Accordingly, the geographical area: all over the world, the language of reports: English, the type of document: written (books, articles, dissertations, research reports, etc.) and non-written (sites, library software, etc.). Databases such as School website, Google scholar, Elsevier, Science Direct were searched from 1991 to 2017 using the keywords parent involvement strategies, parenting, communicate, volunteering, decision making, learning at home and collaborate with the community. In the screening stage, 32 studies with related characteristics were selected and presented based on the principles of data aggregation, analysis and rearrangement. According to the research findings, appropriate strategies are described based on Epstein's Framework of Six Types of Involvement. Parenting: Type 1 involvement include made a parent resource center, provide family support program, formation a school networking for Cyberspace management and Set up parent workshop. Communication: Type 2 involvement include Creating oral and face-to-face communication channels, writing and Internet communication, student performance report cards, using a school / home liaison, building a power school database. Volunteering: Type 3 involvement include Identifying parental talent, Reinforcement belief in volunteer parents, inviting volunteers to school events, conducting annual surveys, monitoring financial assistance and planning a flexible program. Learning at home: Type 4 involvement include Teachers' training focused on learning at home, parental training focused on providing Homework Guidelines and present interactive homework. decision - making: Type 5 involvement include formation a parent organization, provision a parental expectation checklist, parent/school involvement in informal opportunities and selection parental representatives in different communities and groups. Collaborate with community: Type 6 involvement include Identification of organizations related to school affairs, invite of social organizations, made a school network, and access to community resources map. Finally, According to the research findings and prevalence of coronavirus in the world, identified strategies in our research have become very important. For example, even though during the stay of students at home and closure of face-to-face education, learning at home strategies was a very effective factor in improving the performance and quality of virtual education, but Unfortunately, lack of implementation and realization of this issue in the educational system of Iran, there were problems for education in the mentioned period. Also, the lack of effective communication between schools and, social organizations provided the ground for losing the opportunity and time for proper education during the corona outbreak.

The purpose of this study is to study the development of educational administration. The statistical population of this study was educational administration faculty members who were interviewed after 10 theoretical saturation. A qualitative and phenomenological research method was used in semi-structured interviews to identify 227 basic concepts, 45 themes and 25 main codes. Research Findings on Weaknesses and Challenges on Lack of Vision and Statement of Comprehensive and Integrated Educational administration Mission in Higher Education, Weaknesses in the Structure, Content and Methods of this Field, Uncertain Future of Education Graduates, New Fields And similarly refers to the rivalry and the lack of active engagement between the Ministry of Science and Education to exploit the capacities of educational management. In the area of strengths and opportunities, some findings also indicate the interdisciplinary nature, applicability and comprehensiveness of the field, and the many entrepreneurial and research opportunities in this field. Thus, 18 strategies include WO strategies (SO). (Adaptive), ST (contingent) and WT (defensive) strategies were determined. The purpose of this study is to study the development of educational administration. The statistical population of this study was educational administration faculty members who were interviewed after 10 theoretical saturation. A qualitative and phenomenological research method was used in semi-structured interviews to identify 227 basic concepts, 45 themes and 25 main codes. Research Findings on Weaknesses and Challenges on Lack of Vision and Statement of Comprehensive and Integrated Educational Management Mission in Higher Education, Weaknesses in the Structure, Content and Methods of this Field, Uncertain Future of Education Graduates, New Fields And similarly refers to the rivalry and the lack of active engagement between the Ministry of Science and Education to exploit the capacities of educational management. In the area of strengths and opportunities, some findings also indicate the interdisciplinary nature, applicability and comprehensiveness of the field, and the many entrepreneurial and research opportunities in this field. Thus, 18 strategies include WO strategies (SO). (Adaptive), ST (contingent) and WT (defensive) strategies were determined. The purpose of this study is to study the development of educational administration. The statistical population of this study was educational administration faculty members who were interviewed after 10 theoretical saturation. A qualitative and phenomenological research method was used in semi-structured interviews to identify 227 basic concepts, 45 themes and 25 main codes. Research Findings on Weaknesses and Challenges on Lack of Vision and Statement of Comprehensive and Integrated Educational Management Mission in Higher Education, Weaknesses in the Structure, Content and Methods of this Field, Uncertain Future of Education Graduates, New Fields And similarly refers to the rivalry and the lack of active engagement between the Ministry of Science and Education to exploit the capacities of educational management. In the area of strengths and opportunities, some findings also indicate the interdisciplinary nature, applicability and comprehensiveness of the field, and the many entrepreneurial and research opportunities in this field. Thus, 18 strategies include WO strategies (SO). (Adaptive), ST (contingent) and WT (defensive) strategies were determined. The purpose of this study is to study the development of educational administration. The statistical population of this study was educational administration faculty members who were interviewed after 10 theoretical saturation. A qualitative and phenomenological research method was used in semi-structured interviews to identify 227 basic concepts, 45 themes and 25 main codes. Research Findings on Weaknesses and Challenges on Lack of Vision and Statement of Comprehensive and Integrated Educational Management Mission in Higher Education, Weaknesses in the Structure, Content and Methods of this Field, Uncertain Future of Education Graduates, New Fields And similarly refers to the rivalry and the lack of active engagement between the Ministry of Science and Education to exploit the capacities of educational management. In the area of strengths and opportunities, some findings also indicate the interdisciplinary nature, applicability and comprehensiveness of the field, and the many entrepreneurial and research opportunities in this field. Thus, 18 strategies include WO strategies (SO). (Adaptive), ST (contingent) and WT (defensive) strategies were determined. The purpose of this study is to study the development of educational administration. The statistical population of this study was educational administration faculty members who were interviewed after 10 theoretical saturation. A qualitative and phenomenological research method was used in semi-structured interviews to identify 227 basic concepts, 45 themes and 25 main codes. Research Findings on Weaknesses and Challenges on Lack of Vision and Statement of Comprehensive and Integrated Educational Management Mission in Higher Education, Weaknesses in the Structure, Content and Methods of this Field, Uncertain Future of Education Graduates, New Fields And similarly refers to the rivalry and the lack of active engagement between the Ministry of Science and Education to exploit the capacities of educational management. In the area of strengths and opportunities, some findings also indicate the interdisciplinary nature, applicability and comprehensiveness of the field, and the many entrepreneurial and research opportunities in this field. Thus, 18 strategies include WO strategies (SO). (Adaptive), ST (contingent) and WT (defensive) strategies were determined.ome findings also indicate the interdisciplinary nature, applicability and comprehensiveness of the field, and the many entrepreneurial and research opportunities in this field. Thus, 18 strategies include WO strategies (SO). (Adaptive), ST (contingent) and WT (defensive) strategies were determined.

The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components.

This research was conducted in order to provide a process model for developing the skills of educational leaders in a qualitative way. The purpose of the research, development-application and the approach used in it was the data theory of the foundation. In today's world, school management is not just about managing, organizing, supervising, and disciplining the school. Rather, educational leaders in schools must have special personal characteristics and skills in order to be able to meet and meet the growing needs of students. Because the quality of leadership in a particular school education system can affect learners' academic achievement in a variety of ways and contribute to the effectiveness of schools. In the most comprehensive definition of educational leadership, it is stated that educational leadership is considered as an influential process through which leaders, direction and direction for school, employee motivation, coordination of class strategies to improve education and learning. they prepare. A sociological approach to the pathology of school management can also reflect the impact of school leadership skills on all aspects of school performance. According to some experts, the lack of leadership in many public high schools in the United States has led to a crisis of leadership, a lack of ability to transform schools, and low academic achievement. In this regard, improving the quality and making fundamental changes in schools, not only depends on the quality and managerial and expert qualifications of principals, but also greatly affects the skills of their leadership. Education, like the Transformational Transformation Document, testifies to the high contribution of school leaders in improving the school situation. (20); Curriculum (15%); Space, equipment and technology (11%); Financial resources (4%); Research and Evaluation (6%); Leadership and management (44%) can be clearly seen that the quantitative share of the "leadership and management" sector is higher than other subsystems (44%) and this difference in quantity is definitely due to the improvement. In all aspects of this sub-system, the obvious development of the country's education, especially schools, is considered. However, despite the high importance of educational leadership in schools and its role in the quantitative and qualitative development of the school, it seems that this important issue The proper and real ones have not been properly studied, and mainly, in the relevant relevant sources, the general concept of leadership has been studied, and in fact, there is still a kind of disconnect between the proper and proper characteristics of leadership in schools. It has overshadowed the internal structures and structures of schools, and in view of the fact that in recent years the Ministry of Education has sought to compensate for this shortcoming by implementing upgrades such as the "School Management Excellence Plan".Research conducted inside and outside the country on research topics and the impact of educational leaders on the development and improvement of the teaching and learning process reveals significant facts about the excellence and quality of schools. Therefore, if in the appointment, training or promotion of educational principals, attention is paid to the skills and competencies of their leadership and management, and school principals and teaching staff are aware of the importance and effects related to these skills of principals, then a suitable ground will be provided. All the facilities and resources of the organization have been used in a desirable way, and as a result, in the long run, we will see the increasing productivity of the educational system and the realization of the goals set forth in the upstream documents of the country's educational system. The statistical population of the study includes 4 well-educated professors and experts with scientific achievements in the field of leadership and educational management inside and outside the country, managers of the Ministry of Education, staff and executive managers of Semnan province and Garmsar city and Also, principals with at least 12 years of experience in the management of secondary schools in Garmsar are in the 2018-2019 academic year. The sample size with theoretical saturation was 30 people. Snowball sampling methode’s was used to select the sample. Data collection tools were interviews, the validity of which was confirmed by the "triangulation" method, and its reliability was determined by Cope Cohen coefficient and Cryppendorf Alpha Coefficient by agreement. The statistical population of the study includes 4 well-educated professors and experts with scientific achievements in the field of leadership and educational management inside and outside the country, managers of the Ministry of Education, staff and executive managers of Semnan province and Garmsar city and Also, principals with at least 12 years of experience in the management of secondary schools in Garmsar are in the 2018-2019 academic year. The sample size with theoretical saturation was 30 people. Snowball sampling was used to select the sample. Data collection tools were interviews, the validity of which was confirmed by the "triangulation" method, and the reliability was obtained by the Cope Cohen coefficient and the Cryppendorf alpha coefficient by agreement. Open, centralized, and selective coding was used to analyze the data using Maxqda 2018 software. The results illustrated the process pattern of developing leadership skills in the form of causal factors, contextual conditions, pivotal phenomenon, intermediate conditions, strategies, and outcomes.