Journal of School administration
Volume:8 Issue: 4, 2021

Authentic leader is viewed as one that is deeply conscientious of the way he thinks and behaves and he is perceived by the others as having this conscience not only of self, but also of the moral values and the personal characteristics of the others. The authentic leader, on one hand, acts in accordance with its deep values and convictions to construct the credibility and to gain the respect and the confidence of its subordinates. On the other hand, he encourages diverse points of view and he creates a relation of collaboration among its subordinates. The authentic leadership, which is a derivation and an improvement of the transformational leadership, has acquired great relevance in the last years due to the unexpected changes that the organizations and the contemporary societies had suffered. A more complete explanation of the way in which authentic leaders function in educational institutions and other working environments is provided by focusing on research and by describing the factors of authentic leadership. Therefore, this study paid special attention to designing the optimal model of genuine leadership with regard to the activities of educational managers, organizational structure of education, output and results in the education organization and tries to make a significant difference based on specific and necessary activities in education. This organization should design. This study was conducted in Iranian education; Although numerous studies have been presented in the field of authentic leadership and other leadership styles, more or less there is a need for a model based on authentic leadership style and consistent with the functional nature of educational managers. The important issue of this research is how to provide a desirable model of authentic leadership for managers.  One of the important aspects that has been paid special attention in this research is the concept of leadership style in schools. Management in any organization acts as its core and thinking brain, and this element is of particular importance in educational units. In addition to the commonalities with other formal organizations, education has its own characteristics that require special conditions and capabilities to manage and administer. In principle, the development of any society depends on the activities carried out in education, and the influence of the school principal as an educational leader cannot be ignored. Educational organizations, especially schools, as organizations that work to educate the current generation of the country, should benefit from the latest technologies and new theories of organization and management to quickly meet the needs of their customers, students, parents and society. The role of educational leaders in transferring updated experiences and needs in this field to the educational area, as well as providing constructive and research proposals and projects, is prominent and vital. Genuine leadership in education is defined as ethical leadership practices and moral literacy in behaviors associated with school leaders. Finally, it can be said that although numerous studies have been presented in the field of authentic leadership and other leadership styles, but more or less there is a need for a model based on authentic leadership style and consistent with the functional nature of educational managers. A distinct issue in this study to design a genuine leadership model is special attention to leadership in the educational organization. Therefore, this study devoted special attention to designing the optimal model of authentic leadership with regard to the activities of educational managers, educational organizational structure, output and results in the educational organization and tries to design a model suitable for this organization. The present study aimed to design an appropriate model of authentic leadership. An exploratory sequential mixed method (qualitative-quantitative) was used. Qualitative part of the study included qualitative content analysis; quantitative part was conducted by using a survey method. To do so, qualitative part of the study identified components of authentic leadership among principals; quantitative part was performed to statistically examine qualitative data. Participants of the study included 13 professors majoring in educational administration chosen by using a purposive sampling technique. Having used a cluster sampling, the researcher selected 132 school managers from among total population. A semi-structured interview was used to collect the qualitative data. Individual interviews consisted of four open-ended questions. Concerning qualitative content analysis, three phases of open, axial, and selective coding were used.  To validate the qualitative data, criterion of acceptability was used. Also, to make sure of the validity of the qualitative data, participants’ feedbacks were taken into consideration. To verify the reliability of qualitative data a holistic method was employed.    The questionnaire involves 45 items and 11 components that has been adjusted according to five-point Likert scale . At qualitative phase, in order to analyze interview data   open coding, axial coding and selective coding were employed and at the quantitative phase, confirmatory factor analysis test by means of smart pls3 was chosen.   Having developed the questionnaire, the researcher sent a copy to a group of experts, professors, and principals. The validity of the questionnaire was confirmed based on the feedbacks and comments. It was, therefore, found that the questionnaire items were capable of explaining and measuring what needed to be measured. To check reliability of the questionnaire, it was administered to 30 managers of Khorasan Razavi schools in order to compute Cronback’s Alpha. Finally data showed a coefficient of .81 thus confirming the reliability. To analyze the qualitative data three phases of open, axial and selective coding were used.  Primary phase of qualitative data included 45 open codes extracted from the interview administered to the experts. The findings of qualitative phase consisting of 11 components (inspiring, flexibility, extroversion, commitment, deep attraction, cooperative spirit, transparency in relationship, sympathy, balanced information process, moral landscape and common landscape) were recognized. In the third phase of the data analysis, the 11 elicited concepts were categorized as the main category or theme entitled authentic leadership. To test the conceptual model of the study in quantitative part, modeling algorithm in Smart PLS was used and required analyses were conducted in three sections, e.g. measurement model fit, structural model fit, general fit (measurement and structure).  Results of factor analysis indicated a fitness of the desirable model of authentic model. It can be concluded that the 11 identified components could strengthen and develop authentic leadership among principals.

Elements of effective classroom management include establishing routines and procedures to limit disruptions and time taken away from teaching and learning, maintaining momentum and variety in instructional practices, and monitoring and responding to student activity. Successful classroom management involves much more than rules and discipline. Indeed, research into classroom management demonstrates that effective teachers are preventive and proactive about student behavior, rather than being reactive to students’ inappropriate behaviors. Additionally, the best teachers involve students in the process of establishing and maintaining rules and routines.  Classroom quality management components include creating daily procedures and procedures to limit breaks and time spent on issues other than teaching and learning, maintaining speed and variety in educational activities, and monitoring and responding to knowledge activity. Learners. Successful classroom management involves more than just rules and discipline. In fact, research on classroom management shows that effective teachers act on preventive and proactive student inappropriate behaviors. In addition, good teachers engage students in the process of creating and maintaining rules and procedures (Stronge, 2018). Nadernejad et al (2019) in their research showed that teacher-related factors such as teaching style, teacher approach, classroom management, teacher professional competence, and student-related factors such as lack of motivation caused behavioral disorders to cause students' misconduct in classrooms. The purpose of this study was to investigate the Classroom Management and Organization Teachers as an aspect of school management in predicting Academic buoyancy and Educational Performance of secondary school students.

 The research method was descriptive correlational. The statistical population includes all teachers and secondary school students in Babol city who were selected using two-stage cluster sampling method of 40 teachers and 320 students. To collect data, three questionnaires of Classroom Management and Organization, Educational Performance questionnaire, and academic buoyancy questionnaire were used. Pearson correlation coefficients and hierarchical linear model were used to analyze the data. Results The average student performance of each teacher was used to calculate the correlation between the components of classroom management with academic vitality and academic performance. All correlation coefficients were positive and significant at the level of 0.01. Thus, an increase in the management and organization of the teacher's classroom and students 'academic vitality is associated with an increase in students' academic performance. Classroom organization with r = 0.78 had the strongest relationship with students' academic performance. All three components of classroom management and organization are also positively associated with academic vitality. Class organization with r = 0.76 has the strongest relationship with academic vitality. The prediction coefficient of academic vitality is 1.60 which indicates that each unit increase in academic vitality leads to 1.60 unit increase in academic performance. The coefficients of classroom management and classroom organization are 1.10 and 0.91, respectively, which means that each unit increase in these two variables leads to a 1.10 and 0.91 unit increase in students' academic performance, respectively. The correlation squared value for the two-level model is 0.44. The calculated effect size for the three predictor variables entered into the model is 0.78, which is a large effect. The intra-class correlation coefficient is 0.12. The significance of the width of the origin and the positive intra-class correlation indicate that the hierarchical model is suitable for academic vitality.      The prediction coefficient of all three components of management and organization was positive and significant for academic vitality (P <0.05). Each unit increase in discipline results in a 0.21 unit increase in academic vitality. The coefficients of class management and class organization are 0.34 and 0.40. Therefore, each unit increase in these two variables leads to 0.34 and 0.40 units increase in students' academic vitality, respectively. The correlation coefficient for the two-level model of academic vitality is 0.32. The calculated effect size for the three predictor variables entered into the model is 0.47, which is a large effect.

The results showed that all three components of Classroom Management and Organization Teachers were positively correlated with Educational Performance. The results of the hierarchical linear model showed that academic buoyancy and two components of classroom management and classroom organization are predictors of Educational performance. The results also showed that Academic buoyancy was positively associated with all three components of Classroom Management and Organization. In addition, all three components of Classroom Management and Organization Teachers were significant predictors of Academic buoyancy. So teachers who have better classroom management and organization have better students with better Academic buoyancy and Educational Performance. Analyzing the results of this study, supported by the findings of Kane et al (2011) and Flower et al (2017), it can be said that compared to other teacher activities, classroom management activities are better Predicts students' academic achievement (Kane et al., 2011). Poor classroom management and behavior problems lead to poorer academic achievement (Flower et al., 2017). In analyzing these results, it can be said that classroom management is an important element of effective student learning and learning. All teachers - Novice and experienced, know the challenges of classroom management and know that this aspect of quality education is crucial. Based on the findings of this study, it is suggested that managers and educational planners anticipate long and short term workshops in order to familiarize and improve teachers' skills in the components of classroom management and organization. Teachers are also suggested to organize effective classroom instruction through physical classroom preparation to teach, prepare and organize materials and coherent and rational frameworks to directly and indirectly influence academic performance and Affect students' academic vitality. Sources Flower, A., McKenna, J. W., & Haring, C. D. (2017). Behavior and classroom management: Are teacher Preparation programs really preparing our teachers? Preventing School Failure, 61(2), 163-169. Kane, T. J., Taylor, E. S., Tyler, J. H., & Wooten, A. L. (2011b). Identifying effective classroom practices using student achievement data. Journal of Human Resources, 46(3), 587-613. Nadernejad, B; Abdollahi, F; and Batmani, F. (2019). Identifying the Factors of Student Misbehavior in the Classroom and Presenting its Management Strategies in Schools. Journal of School administration, 7 (4), 170-150. . [In Persian] Safari, A ؛ Abdollahi, B Sabouri, F. (2019). The impact of collaboration between school teachers on process quality improvement Teaching-Learning Process. Journal of School administration, 7 (3), 214-232. . [In Persian] Stronge, J. H. (2018). Qualities of Effective Teachers, 3rd edition, Alexandria, Virginia: ASCD

Considering the prominent role of principals in achieving the goals of organizations, especially school principals, it is very important to pay attention to and evaluate their performance. Therefore, the present study aims to provide a conceptual model for evaluating the performance of school principals. The research method is qualitative and meta-combined. Data collection was done by documentary method and by reviewing all scientific sources related to the subject of evaluating the performance of school principals (domestic 1380-1398 and foreign 1990-2011). To this end, in the last two decades, the keywords of evaluating and evaluating the performance of principals, duties of principals, performance standards of principals, characteristics and competencies of principals and professional competencies of principals (schools) in internal databases such as scientific database; SIDs, and external databases such as Google Scholar, Scopus, Emerald, Elsevier, Proquest Spinger Taylor, and Francis were examined with a complete review of 47 sources from 1123 primary sources, 8 main components, and 28 subcomponents as criteria for evaluating school principals' performance. , Identified and classified. It is noteworthy that the findings of this study as a model after going through seven steps of meta-combination and screening of backgrounds and resources obtained, finally by examining 47 sources, the components of school principals' performance evaluation were obtained. Also, after analyzing the components into 28 components and 8 dimensions, which include "Educational Leadership", "Organizational Management", "Resource Management", "Communication Management", "Professional Management", "Ethical Management", "Students' Academic Achievement" And "Client Satisfaction" were categorized. Educational Leadership: Educational leadership is an effective process of guiding the talents and energy of teachers, students and parents in achieving common educational goals, whose role is to support, strengthen and help, and ultimately cooperate with members of the organization to improve and develop education in schools. In this study, educational leadership refers to a set of core responsibilities of school principals, namely guidance and leadership, teaching learning, vision definition, professional development, motivation, support, cultural education and improving the school climate. In the role of leadership, school principals direct the activities of staff or teachers and students in order to achieve the goals of the organization, and also teach and teach them, which is the most important task of school principals, to develop students and to develop the professional profession of teachers. . In order to achieve the goals of the organization, it draws a common vision that is clear to all members of the organization and creates a common understanding of it for teachers, staff and parents. In the motivating role, it recognizes and understands the needs, behavior and personality of students, teachers and staff and guides the behavior towards the desired behavior based on feelings of respect, value, positive self-concept, cognition, self-awareness, justice and understanding the talents and strengths of individuals. Also, in the role of support, it should be the source of solving the problem and opening the work knot of teachers, staff and students. In this sense, the principal is responsible for providing the necessary information, favorable contexts and opportunities to solve the problems of teachers and students, and in the role of educational and cultural affairs, the director cooperates with extracurricular activities that are outside the official programs related to educational and cultural issues. The principal works with a foster care teacher in the school with the aim of protecting the boundaries of belief and preserving the achievements and explaining the values ​​of the country, as well as the development of students' social skills. The school atmosphere is a relatively stable quality of the school environment that is created through the relationship between principal and teachers, teachers and teachers, teachers and staff, teachers and students, or relationships between students, and is based on a collective perception of school behavior. Other schools are distinguished in terms of the effect that the school atmosphere has on the success and performance of the school should be given serious attention by school principals, and the principal in this role should seek to create a joker and effort and intimacy and camaraderie in the school. Organizational management: Organizational management refers to the general duties of principals in schools. In this model, the set of functions of managers, namely planning, organizing, coordinating, monitoring and controlling, decision-making, evaluation, implementation, their organizational management is considered. Planning is very important in management. This importance arises from the fact that effective planning affects the behavior of management and the organization in practice and deeply, and enables effective control of organizational activities. In order to be organized in the school, the principal must identify the activities necessary to achieve the goals and implement the programs, as well as group the activities according to material and human resources. And in coordination to create unity and unity between the activities of different units of the organization so that the goals of the organization are effectively achieved. Every purposeful collective activity requires supervision and control, the realities of organizational life require precise control of their activities. Organizations are subject to constant change and therefore their activities are becoming more complex day by day, the employees of the organization are human beings and their behavior is not free from error and mistake, and delegating authority to facilitate the work is inevitable. All of this points to the supervision and control of school principals and highlights its importance. Decision making as one of the important functions of management is at the forefront of all tasks and is present and influential in all other functions without exception. If we think that decision-making means choosing one of the various ways to solve a problem, we can not do any planning, organizing, monitoring and controlling without making a decision. No management and organization can achieve its ideals and goals without reviewing the results of its work and performance. Evaluation is one of the basic tasks of management that measures the achievement of goals by reviewing and researching the performance of individuals and the organization and provides the grounds for removing obstacles, modifying methods, improving forces and finally going through other stages of movement and growth in the organization. Once all the processes of management functions, including planning, organizing, coordinating, and decision-making, have been identified, it is time to implement and implement these decisions. Implement the rules of the country's education system properly in schools. Resource Management: Resource management means the management of human and financial affairs and material affairs. In human affairs, the principal deals with the administrative affairs of the students and school staff, and in financial affairs, he spends the school budget, allocates resources, saves expenses, etc., and in material affairs, he takes care of the school building and property. In the humanities, the principal is responsible for the admission, registration, grouping of students and maintenance of various statistics such as personal and academic records and information, as well as identifying the abilities and needs of students and teachers and their upbringing, as well as recruitment, employment, training and employment. Pays for their maintenance and so on. In the present study, the principal's finances mean the success rate of the principal in budgeting, resource allocation, cost savings, etc. in the school. And the purpose of material or physical affairs is to provide the necessary information in the field of educational materials and facilities, facilities, classroom equipment and forecasting future needs and facilities, etc. Communication Management: Communication management means the set of communication skills of managers' cooperation and partnership with teachers, parents and success in communicating effectively with students and communicating with outside communities. Professional management: Professional management means the ability of the principal in creativity and solving problems and problems of the school and providing appropriate solutions, receptive and demanding change and innovation in the school. Problem Solving In art management, finding ways to get from where you are to where you want to go is defined, although it is assumed that the manager does not already know how to get there. Creativity is one of the basic aspects in expanding the capabilities of knowledgeable human resources. Change in educational institutions always happens and creates opportunities for positive growth. In order for educational administrators to become real leaders, they must consider change and innovation as positive challenges for the improvement of their country's schools and educational districts, so according to this concept, one of the basic roles and responsibilities of administrators is change and innovation within the organization. In the technology component, a school principal must be able to apply new methods of information technology in performing professional and organizational tasks. Ethical management: Ethical management means a set of behavioral characteristics that lead to the observance of the common rights of colleagues and stakeholders and is manifested in issues such as justice and fairness, judgment, accountability and responsibility, etc. Fairness from the root half means equal distribution of resources, but justice from the root of justice seeks to allocate resources in an efficient, effective and principled manner and with maximum satisfaction for the parties. In this regard, a fair manager seeks to halve everything among his employees, while a fair manager seeks to find a way to best allocate resources between the proportion of efficiency and performance with the availability of resources. Now these resources can be financial resources, such as salaries, wages, or based on material and non-material rewards, the amount of attention paid to staff or training facilities. Accountability is a commitment to responsibility and is one of the basic and important characteristics of managers. Responsibility is a sense of duty and commitment on the part of management to meet the needs or interests of stakeholders. In other words, the performance of the entrusted tasks is well defined by the management in order to maintain and promote the welfare of the stakeholders and the goals of the organization. The term accountability refers to the concept of "answering". In other words, accountability is defined as taking on the results and consequences of actions and actions, if the needs and interests are not met, as well as measures to improve the situation. The rate of academic achievement and growth of students: In any education system, one of the important indicators for evaluating the performance of schools is the rate of academic achievement of students. In schools, the performance of school principals directly affects the performance of teachers and indirectly affects the academic achievement of students. Therefore, in any education system, one of the important indicators for evaluating the performance of schools is the academic achievement of students. Client Satisfaction: Satisfaction is a positive feeling that is created in stakeholders after receiving services, and this will happen if the principal at the school meets the expectations of his clients. The results showed that paying attention to the identified dimensions can help senior principals in accurately and comprehensively diagnosing the performance of school principals, and provide the basis for optimal decision-making, selection and correct selection.

School principals have a significant impact on school outcomes. The impact of top managers on increasing organizational productivity is well evident in education organizations today. Given the importance of this issue, the purpose of this study was to access the experiences of success and failure among school principals. The participants were selected using purposeful sampling method. Therefore, to understand what school principals do, this research was conducted with an interpretive approach and the qualitative method of grounded theory. Research scope was Esfahan city and the participants were 20 principals who were considered successful by students, parents and officials of the Department of Education. In this study, semi-structured interviews were used to collect data. Data analysis was performed in the form of three-step coding. The analysis of the interviews showed that the successful experiences of principals can be outlined as the following topics: human issues, financial and civil issues, evaluation and administrative affairs. Also, the results showed that successful principals manage experiences through 4 mechanisms including human, specialized, semantic and developmental mechanisms. The results of the research include useful practical points for educators; one of them is that decisions such as providing graduate education for working teachers in the management sector and paying attention to specialization, improving the economic situation and evaluation methods can provide a more favorable working environment for principals and their success.   School is one of the most important social, educational and training institutions and the main pillar of education in order to properly train students in various scientific and social dimensions and it is run according to the approved objectives of the courses as well as the rules and instructions of education (Karami & Nasiri, 2020). School principals in the role of curriculum leaders need to have a clear understanding of the core of any school-implemented curriculum. School principals do not need to specialize in all subject curricula, but they must ensure that students have learned effectively the knowledge, perception, and skills embedded in the curriculum as they are taught (Sheikh Momahmmadi and Khalkhali, 2018). Good management predicts the success of the organization. Research findings comparing management approaches with established expectations indicate that organizations performances can be explained by management techniques 18%, research and development 17%, employee skills 11%, and information technology 8% (Bloom & Van Reenen & Brynjolfsson 2017). The exploratory nature of the research emphasized the perceptions of the participants (successful managers) and the minor experiences that led to their success; therefore, according to Mason, it was assumed that the world of these managers is affected by a set of multiple realities that are themselves affected by the political, social, economic conditions and other beliefs. The main part of this model is the acceptance of the mentality and admitting the researcher's active participation in the construction and interpretation of data in a serious process with the participants and the data. In other words, the researcher was not an objective and independent observer but part of the reality that was made in the research process. Grounded theory of social structuralism motivates the researcher to search for sources and collect information, so the researcher made a purposeful choice of homogeneous type for sampling and then made a final choice based on the following inclusion criteria: while studying, the subject should be still in a managerial position; be willing to cooperate and enter the interview; allow the recording and then transcribing the interviews; have more than 5 years of management experience. In this study, in order to collect data, a centralized semi-structured interview was used and the duration of each interview was between 60 to 120 minutes. The research which focuses on a specific area of practice, requires a smaller sample size. Since the minor experience of successful managers was considered in this study, the small sample size was appropriate. Until the data was saturated, the selection of participants continued for up to 20 interviews. Research. Theoretical sampling was used when the axial code or the resulting class of a set of axial codes were ambiguous and the purpose of theoretical sampling was to purify the emerging classes, to identify their limitations and to improve the meaning and clarify the relationship between classes; the gap between classes was also checked. This helped answer the "why" questions and went beyond answering the "what" questions. For theoretical sampling, two managers were contacted again and a second interview was requested. After the face-to-face meeting, the results extracted from the data were presented to them. Here, the results were clarified and the purpose was not to validate or confirm the analysis, but the researcher sought to expand and strengthen the analysis with the help of the subject views on the field. The second interview lasted 10- 15 minutes. In the data analysis method, the initial coding was as follows: The interviews were studied and coded line by line. During that stage, an attempt was made to produce codes that were shorter, closer to the data and more abstract than the data itself. The second stage was axial coding in which the initial codes in each interview were categorized and then those with high analytical value were identified. By analyzing each interview and advancing in the comparative analysis of some axial codes, a more accurate reflection of what was hidden in the data was provided. While combining multiple layers of meaning and action, the axial codes that had high value in conceptualization received the title of classes. After analyzing the data and completing the conceptual classes, the researcher conducted a second review of the texts, which enabled him/her to develop his/her theory based on the available results and theories. In qualitative studies, the researcher has to meet a value criterion that shows evidence of accuracy in data collection and analysis. In this regard, according to the data in order to achieve validity, which is one of the value criteria, study's data and interpretations should be grounded in the study events, not the researcher's personal biases. For this purpose, after the final interpretation of the data, the final result of the data analysis was reviewed and approved by the participating managers. Also, a psychologist outside the field of educational management who specialized in the field of qualitative research monitored the entire process of collecting to analyze and write the interpretations and confirmed the accuracy of the research and analysis process. Another criterion that was investigated in terms of value was the potential to transfer the extracted concepts in such a way that external judgment was possible. This work was reviewed and confirmed by drawing final diagrams and approval of three educational management specialists in the university. Finally, the theoretical model became an educational model and its effectiveness was evaluated in an educational study. The results confirmed the effectiveness of this model in reducing depression in the managers selected for this study; thus, according to the mentioned methods, triangulation was performed generally and the value of the research was confirmed.

School-centered management has emerged in recent decades in various countries as a strategy to reform education, and there is a strong tendency to delegate authority to schools to improve the quality of education. There are many interests and experiences in different countries based on the decision-making approach to school levels, in order to increase the access of community members to guaranteed quality education and public participation in the management of schools within the framework of national policies. School-based management is the process of delegating authority and power to stakeholders in the school to perform legal responsibilities in managing, monitoring, evaluating and reviewing educational policy issues for sustainable and purposeful management. Also, school-based management includes effective educational activities in order to achieve specific standards and results of higher education in schools, in Iran, centralized management of education, lack of proper participation of principals, staff, parents and knowledge Students have been overshadowed by the education system for many years in decisions about how the school is run and how to solve its problems and limitations. The main claim of the school-centered is that the independence and authority of the schools should be increased so that they can determine their own policy and solve their own problems and problems. To be more precise, counting the people, activating teachers in the educational process, paying attention to cultural and social conditions, increasing public participation and taking into account the interests and tastes of students, and finally fulfilling the various needs in this vast country, according to the requirements. Different regions of the country are considered important issues that are emphasized by the supporters of school-based management. Obstacles and challenges facing school-based management in the country must be carefully identified and solutions must be provided to address them. This requires a lot of studies and research in different parts of the country. In this context, it is especially important to examine the views of school principals and teachers who are directly involved in these barriers and challenges. Accordingly, in the present study, the obstacles and strategies of school-based management from the perspective of principals and teachers have been studied. Hajitabar & jaii (2020) showed that all three components of teacher classroom management and organization and academic vitality were positively related to academic performance, so teachers who have better classroom management and organization have students with better academic performance and vitality. Davoudipoor, Ahanchian and saidi Rezvani (2008) have examined the implementation of the school-based management plan in middle schools (first secondary) in Mashhad. In this study, the situation of schools in this city has been evaluated as relatively favorable for the school-based management plan. Vally and Daud (2015) in their study examined the readiness of Kuala Lumpur high school principals to implement school-based management. Their findings show that Kuala Lumpur school principals have a strong desire to manage school-centered as well as human resource management. Ayeni & Ibukun (2013) by presenting a conceptual model for the implementation of school-based management and quality assurance in Nigerian high schools, the most important challenges are the lack of motivation of principals and teachers, their low level of knowledge and information, lack of They announced the government's financial support and the government's lack of cooperation with schools. Therefore, the present study examined the obstacles in the way of establishing school-centered management and provided solutions to overcome these barriers. The research strategy with a qualitative approach was descriptive phenomenology and semi-structured interview method was used to collect data. The research population includes all principals and teachers of high schools in Marivan city, which was determined by purposive sampling method of snowball and saturation rule, and 11 of them were selected as the research sample. Then, the method of receiving answers from the participants was used to determine the reliability. According to the research findings, the current conditions of schools for the establishment of school-based management are almost below average and are not suitable. Barriers presented by participants were categorized into 6 general categories, including: barriers to policy and decision-making, economic barriers, structural barriers, knowledge and information barriers, personal barriers, and cultural and social barriers. Finally, participants suggested ways to improve the deployment of school-based management; These include: paying attention to and justifying the officials related to this type of management, trying to move the educational system towards decentralization and providing the necessary grounds for it, conducting the necessary studies and researches for the implementation of school-based management, Holding appropriate meetings, workshops, seminars, conferences and training classes to increase and strengthen the knowledge and information of principals and teachers in relation to school-based management; Allocating the necessary and sufficient budget to schools, trying to strengthen the motivation and confidence of principals to take this responsibility, allocating appropriate and sufficient facilities to schools and trying to justify parents and other institutions of society and attract their participation in ways Different. The results showed that, unfortunately, despite many efforts in recent years, still little attention is paid to the school-centered management plan as an infrastructure change to improve the components of education and the education system, including principals. Teachers, students, people and society are not (Niknami, 2008) and schools continue the trend of the past. Given the global changes and advances in the educational systems of countries, this trend, which has been proven in many years by various researches of experts and researchers, will no longer work. It seems that the current changes at the national and international levels, including the rapid and widespread spread of knowledge and information, even at the local level, make the necessary grounds for the establishment of school-based management in the country. By carefully studying each obstacle and finding appropriate solutions for it, we can gradually remove these obstacles. The results of this study and similar researches in terms of identifying the major obstacles and challenges in schools on the way of school-based management as one of the most important steps in designing and implementing an innovation , It is important. In other words, the pathology or pathology resulting from the results of these studies can be a beacon for taking conscious steps of the educational system towards the realization of school-based management. Finally, according to the results of the research, based on the unsuitability of the conditions of schools in Marivan city for the establishment of school-based management and considering the importance of this type of management in today's world and the emphasis of experts on it, it is suggested Measures such as: delegating authority and decision-making power from top management to lower levels, providing the necessary facilities and budget for schools, providing and planning the necessary and sufficient training for principals and teachers in a manner Put on their agenda various activities such as holding workshops, conferences, etc., trying to attract the cooperation of parents and other institutions of the society and encouraging them to conduct relevant and appropriate studies and researches. It is also suggested that researchers conduct similar research in other parts of the country to identify more and better barriers and strategies for the establishment of school-based management in the country.

by reviewing different models of organizational excellence, it can be concluded that in addition to the fact that there are human resources in all models of excellence, but over time the share of human resources is increasing and this has led researchers to design models for excellence of human resources. it may be noted that one of the most important of these traits, which is a very general aspect of individuals, is the concept of personal excellence as a real principle in achieving happiness and perfection that can put organizations on purpose. the concept of personal excellence is spiritual aspect of character and people with high excellence, unassuming, faithful, empathetic, and feeling of intimacy with their creator. personal excellence is a personality trait associated with spiritual and spiritual ideas. the study of personal excellence in the organization indicates that personal excellence in different societies is under the influence of social political philosophy on each of those societies. accordingly, a large number of organizations managers are focused on organizational excellence in the context of their human capital, so that the issue of personal excellence can be considered as a fundamental concept in enhancing employees productivity and consequently the success of organizations in achieving their goals. In addition to a comprehensive view of all aspects of a transcendent organization, this model should have a special focus on teachers as the human capital of the education and training organization. Assessing teachers' personal excellence will determine what individual characteristics they need to have in order to excel and excel in their field of work, and clarify where the problem is in this area and where it needs to be improved. It also helps education administrators get to know their teachers better and make sure their decisions are based on facts, not assumptions and conjectures. evaluating personal excellence of teachers to improve performance and productivity as a criterion for selection of elite teachers is a category that has been neglected in the organization's processes and education management. Paying attention to this category requires access to the paradigm and models to assess it. abstract from the essential aspects of this study, there is a lack of research regarding the study of personal excellence of teachers.

The purposeof this study was to design and validate a model for assessing the personal excellence of school teachers in Razavi Khorasan province.

The present study, in terms of purpose in the field of research and development and in terms of how to collect the required data, has been carried out in a mixed exploratory research group in two quantitative and qualitative phases. In the qualitative phase, based on the analysis of qualitative data obtained from semi-structured interviews with professors of educational sciences and successful principals and deputies of schools in Khorasan Razavi province and analysis of interviews using content analysis approach and at the same time according to them with theoretical foundations; In the quantitative phase, data were extracted using a questionnaire and structural equation modeling tools and a conceptual model of the research was designed. Participants in this study consist of two parts. In the qualitative section, purposive sampling method has been used to select a statistical sample. The criteria for selecting experts are theoretical mastery, practical experience, willingness and ability to participate in research and access. A noteworthy point in determining the number of experts is to ensure the comprehensiveness of different views in the research. Therefore, in the qualitative section, 19 professors of the faculties of educational sciences of the universities of Khorasan Razavi province, successful principals and deputies of schools in Khorasan Razavi province have been purposefully interviewed. The statistical population of this research is a small number of 875 primary school principals in Mashhad. To access the statistical population, first the list of seven districts of Mashhad was separated and then it was divided into categories. Quantitative sampling method is a random stratified method proportional to the selected volume. To determine the sample size, first 30 people were pre-sampled from the statistical population and according to the standard deviation of this sample (which was 0.503) and according to the population size (875) and placement in the formula Cochrane random sampling, the minimum sample size was 267. In this study, in order to obtain credit in the qualitative stage, long-term involvement and continuous observation and review by the participants have been used. Also, each interview has been listened to and reviewed several times. After the interview, the interview data with the interviewees was checked. Also in the qualitative part, in order to ensure the data and obtain reliability in the heuristic model, the kappa coefficient or the agreement of the two coders has been used. In this study (15%) of the interviews coded by the researcher were given to one of the experts for evaluation and the results of the coding of the two researchers showed that the kappa coefficient calculated by Spss software was 0.714, which is more It is from 0.6. The assumption of the independence of the extracted codes is rejected and the interdependence of the extracted codes is confirmed. In other words, the research data has the necessary reliability. Experts have also been consulted to ensure that the codes are categorized correctly. In the quantitative part, the goal is practical. In order to obtain validity, face validity and content have been used by professors and confirmatory factor analysis. For reliability, the reliability coefficient of each category was obtained using Cronbach's alpha test.

In the first step, the results of the interviews with the content analysis approach, identified 57 open source 13 subcategories (thinking skills, intelligence, research, self-awareness, self-efficacy, teamwork, theology, decision-making skills, organizational citizenship behavior, ethical characteristics, creativity and initiative Job motivation and work-life balance) and 3 main categories (personal, psychological and organizational) and in the second step using structural equation modeling, the validity and reliability of the model were determined.

Based on the findings, it can be concluded that personal excellence is a good model for evaluating teachers' performance, so it is necessary to remove its barriers and strengthen its facilitators.

Education, as an educational and cultural institution, has a fundamental and pivotal role in the moral and cultural development of society. School, principals and teachers are the heart of education. Existence of effective and constructive moral and communication characteristics in principals and teachers enriches the school environment. Today, school principals need high leadership skills to achieve the school's educational and cultural goals. Because leaders play a fundamental role in the organization development on the path of achievement its goals and the survival of the organization. School leaders are able to influence teachers' behavior and interactions. One of the new approaches to leadership that has received a lot of attention and has addressed the weaknesses and problems of traditional leadership models is the ethical approach. Needs to pay attention to ethical leadership stems from the fact that the positive results of ethical leadership in the organization have been confirmed (Abbaszadeh, Salehi & Bahmanshi, 2015: 45). Ethical leaders also create conducive and appropriate environment for expressing opinions and ideas by opening relationships within the organization and in line with the views of employees. Ethical leadership creates an open climate in which individuals will be more willing to express their beliefs and opinions. The result is the formation of concepts such as social capital and citizenship behavior in teachers. The importance of the present study is to identify the role of school principals' ethical leadership in teachers’ social capital and citizenship behavior, because ethical leaders encourage value creation, ethical awareness, delegation of authority , shared management, appropriate climate for organizational health, honesty and trustworthiness, value ​​based decision making and fair behavior in any situation (Tutar, 2011).   Ethical leaders allow their employees to express their opinions and participate in decisions, and to use employees 'thoughts and ideas to instill a sense of trust in them (De Hoog'h' & Den Hartog, 2008). Ethical leaders are people who are committed to principles, sociable, and honest, who make balanced and good decisions, often communicate ethical principles to their followers, set clear ethical standards, and use rewards and punishments to create a healthy and rewarding environment. Create high productivity in the organization (Brown & Trevino, 2006). Ethical leadership at different levels of the organization plays an important role in the development and maintenance of ethical culture and ethical behavior (Macey et al, 2004). Today, ethical leadership is recognized as a fundamental strategy in the field of management and leadership of organizations. In general, ethical leadership includes appropriate behavior in group actions and behavior, which normatively encourages colleagues to communicate bilaterally and leads to optimal decision making (Brown, 2005). Therefore, the moral leadership of principals plays an essential role in creating interactions that lead to the formation of teachers' social capital. Organizations have measured the relationships between the above categories separately, but so far, no comprehensive and constructive study has been deployed on the relationships of the above categories. Among the categories, a theoretical framework can be stablished. Then this framework can be investigated and examined. According to the importance, precedence and succeeding of these categories in organizational studies, the ethical leadership of principals according to the theories have positive effects on subordinates. Since, teachers are the principals ‘subordinates in schools, principals’ ethical leadership, teachers’ social capital and organizational citizenship behavior are considered as independent, mediating and dependent variables. Therefore, it is necessary to investigate the factors affecting the organizational citizenship behavior by emphasizing the principals’ ethical leadership and teachers’ social capital in secondary high schools in Kermanshah. It provides information based on which the organization will be able to adopt appropriate strategies and address the desired solutions to improve human resources’ performance and productivity. Therefore, it can be argued the main issue of the present study is whether the principals’ ethical leadership has direct and indirect effects on teachers’ organizational citizenship behavior through the mediating role of social capital or not.  

According to the philosophy of research, the present study is quantitative. According to its purpose, it is an applied study. The data collection and analysis method is descriptive -correlational, especially sstructural equation modeling. The research population included all 3056 teachers of secondary high schools in Kermanshah. Of those, 341 was determined as a sample based on Morgan table. The measurements include 30-item questionnaire of organizational citizenship behavior of the Organ (1988) model; 27-item social capital questionnaire of Nahappit & Goshal (1998) model, as well as 10-item ethical leadership questionnaire of Brown, Truino & Harrison (2005) model. To determine the reliability and validity of the tools, Cronbach’s alpha technique and confirmatory factor analysis were used. Data analysis was performed by confirmation path analysis using Lisrel software.  

The results showed that ethical leadership of principals has a direct (0.45), indirect (0.254) and overall (0.704) positive effect on the teachers' organizational citizenship behavior at the level of 0.05. Teachers 'social capital has a significant positive direct effect (0.41) on the teachers' organizational citizenship behavior at the level of 0.05. The ethical leadership of principals with an indirect path coefficient due to the social capital of teachers (0.254) and the value of T (2.84) has an indirect, positive and significant effect on the organizational citizenship behavior of teachers at the level of 0.05. According to the results of the research, the following strategies are recommended to improve the principals’ ethical leadership due to its direct and indirect effect on the teachers’ organizational citizenship behavior. Principals should allow subordinates to participate in vital decision-making. Principals allow individuals to contribute to defining educational goals. By establishing ethical relationships, playing an ethical role for employees, and being serious about ethics in the organization, the ethical leader can use methods to strengthen ethical behavior and reduce unethical behavior that can affect the ethical climate of the organization and ultimately determine a fair reward and punishment system to fulfill the employees ‘educational goals

Establishing an evaluation system aimed at standardizing localization and systematizing the selection of managers can help in the importance of education and education by helping to prevent arbitrary actions, justice-centered values and meritocracy. Today, education, as one of the subsystems of society, has an important role in the process of development, growth promotion, mental and social development of the individual, and if the necessary infrastructure for the establishment of the educational system is properly designed, in the long run will lead to progress. And will develop the community.  Innovation and originality of this research is due to the fact that the lack of a coded evaluation model in the country's educational system is fully felt for the assessment of the suitability of primary school principals in a native and model-driven manner. Given the importance of the subject, the aim of research is to achieve indigenous pattern evaluation competency training managers is that the utility of educational goals, plans and programs that have goals realize, outputs, and ultimately outcomes of the programs implemented measure. In the model presented, personality characteristics, credibility, service, accountability, attitude and insight, professional knowledge, behavioral skills, ethics are included in the model at the same time, which is a very good model for integrating all aspects of the function of an educational manager. The purpose of this research is to achieve a native model of merit assessment of educational managers that can measure the desirability of educational objectives, plans and programs that need to achieve goals, outsourcing, and the performance of the program and, ultimately, the impact of implemented programs. According to these conditions, the main objectives of the present research are as follows: Identifying, weighing and determining the main criteria of merit-based assessment of primary school principals; Providing a native-based conceptual model of competency-based modeling for primary school principals; Assessing and fitting the proposed model for managers elementary schools with expert opinions. This research consists of two parts: designing a pattern and determining the desirability of the pattern. In the design section of the template, an interpretation method or a theoretical analysis was used to achieve the facts and information. In the second part, the desirability of the proposed model was examined through field studies (land-survey) and Delphi technique. The research method is exploratory (qualitative-quantitative). To this end, a questionnaire was prepared by conducting a qualitative interview and obtaining expert opinion from experts and managers in the field of education in the whole country. The validity and reliability of the questionnaire was confirmed. Participants included two groups: primary school principals from Semnan province and education specialists in the field of educational management (faculty members and Ph.D. students), totally 273 people. An organized interview form was arranged, in which the template, dimensions, components, and competency model indicators were adjusted. The form was sent to 40 field experts. The data were analyzed using a continuous comparative analysis using the Strauss and Corbin (1998) method. Data coding was performed over three stages of open, axial, and selective coding. After the first interview was completed, its coding started. At this stage, each component of the interview was attributed to the code containing the points related to the research question (open coding). The codes obtained from each question, labeled the number of the interview, were placed under the same question, and then these codes were compared with other codes with the text of the interviews, and similar codes were put together and formed the classes (coding Axial) Then, the same codes were put together and underneath a more abstract concept, which included everything, in which the main classes and subclasses were identified (selective coding). A total of 140 open source, 23 core categories and 4 selective categories were obtained. Data analysis was performed according to the nature of the research in two ways: qualitative (interpretive) and quantitative (statistical) and using t-test with two independent groups. According to the opinions of the two groups, the ethical criterion was more important than the other criteria in the role of an administrator in the elementary school. The personality criterion is ranked second with a very low difference. The task component is ranked third and finally the skill benchmark. Another noteworthy difference is the difference in the scores of different criteria with one another. It can be deduced from the coefficient of variation that, although both groups have very close opinions, the solidarity of the opinions of the group of experts is higher than that of the managers, considering that the coefficient of change of specialists in three cases is less than 2 / 0 and the coefficient of change of administrators is all above the 0.2 can be understood. According to the results, the weight of moral standards is higher and then the criteria of personality, duties and skills are in the next positions. Be a pattern relatively efficient means for calculating the competence of elementary school principals that necessarily includes four standard of ethics, character, tasks and skills offered in the weighting of ethics and character of the tasks and skills more, but no doubt all four criteria They must have a strong presence alongside each other. According to the results of detailed analysis of the questions can provide the optimal model questions will be selected in two groups of professionals and managers Comments fairly coordinated. But as a conceptual model might be better for all questions with regard to the importance of maintaining and, finally, evaluation and the director has not exceeded the limits and the opinions are relative and similar. The four competency components identified in this model can be considered as criteria and indicators for assessing primary school principals in their performance evaluation steps. According to this model, it is possible to select a number of components that are acquired and managers have fewer privileges, and by holding in-service training workshops to strengthen these components. The competencies that have earned higher points in this model will be communicated to primary school principals and their impact on these competencies and kept up to date with managers in meetings and meetings.

Education plays a vital role in refining and improving the choice and quality of lives, augmenting social and economic productivity, and also instigating the process of empowerment. Education not only helps in the development of intellectual skills and knowledge but also in the effective growth and development of the economy. Teachers take the role of parents in the school. They, undoubtedly, influence the formative years of the students. They are vested with the utmost responsibility of molding the future citizen of the country. They influence the formative years of the students. Teachers are the most fundamental resources for improving student learning and molding them into efficient and responsible individuals. Retaining teachers are an important aspect as far as the organization and the community, at large, are concerned. It is important to pay attention to the aspect of teacher retention. There are various factors that might collectively play a role in deciding whether to stay or leave an organization. The study of these factors, known as job embeddedness. Job embeddedness is the closeness of the network of relationships formed by all work-related situations within and outside the organization and from non-subjective and non-work-based factors, providing a fresh perspective on our understanding of organizational behavior. The concept of job embeddedness was first proposed by American psychologist Mitchell in 2001 and introduced into employee active resignation research. A study by Mitchell (2001) found that job embeddedness is more predictive of employee turnover than traditional attitude variables. JE comprises three dimensions: fit, links, and sacrifice. Ng and Feldman (2009) describes the organizational fit as “the degree of similarity or compatibility between the individual and organizational culture, overlap between the individual abilities and organizational demands, and match between individual interests and organizational rewards”. According to Felps et al. (2009), “fit is the individual’s perceived compatibility with the organization and with the community. The fit is defined as an employee’s perceived compatibility or comfort with an organization and with his or her environment”. According to the theory, an employee’s personal values, career goals, and plans for the future must “fit” with the larger corporate culture and the demands of his or her immediate job (e.g. job knowledge, skills, and abilities) We posit that the better the fit, the higher the likelihood that an employee will feel professionally and personally tied to the organization. Poor person–organizational fit, employees are likely to leave the organization. A person’s fit with the job and organization relates to attachments to the organization. Links are the formal or informal connections between a person, institutions, or other people (Lee, Mitchell, Sablynski, Burton, & Holtom, 2017; Mitchell, Holtom, Lee, Sablynski, & Erez, 2001). JE theory proposes that a number of links attach an employee his or her family together, that includes coworkers and non-work friends, groups, and the community in which he or she lives. The greater the number of links between the individual and the web and the more important those links is, the more a worker is bound to the job, the supervisor, and entities in the organizations such as teams (Lee et al., 2004; Mitchell et al., 2001). Sacrifice refers to the ease with which the links can be broken upon quitting work or moving to another home or community. It is the perceived cost of material and psychological benefits that would be given up upon leaving the job or community (Ng & Feldman, 2009). It is the opportunity cost of turnover, which is the perceived cost of physical or psychological convenience sacrificed when leaving a current job. Sacrifice is the perceived cost of material or psychological benefits that may be forfeited by leaving one’s job. Leaving an organization likely promises personal losses (Shaw, Delery, Jenkins, & Gupta, 1998; Taunton, Boyle, Woods, Hansen, & Bott, 1997). Job embeddedness has positive and important effects for organizations, but it is one of constructions the least studied in the education system. Managers can by taking strategies identify ways of influencing job embeddedness on organizational variables and use its results in line with organizational interests. In industrial and organizational psychology, organizational citizenship behavior (OCB) is a person's voluntary commitment within an organization or company that is not part of his or her contractual tasks. Organizational citizenship behavior has been studied since the late 1970s. Over the past three decades, interest in these behaviors has increased substantially. Organizational behavior has been linked to overall organizational effectiveness, thus these types of employee behaviors have important consequences in the workplace. Organ's (1988) definition of OCB has generated a great deal of criticism. The very nature of the construct makes it difficult to operationally define. Critics started questioning whether or not OCBs, as defined by Organ, were discretionary in nature. Organ (1997), in response to criticisms, notes that since his original definition, jobs have moved away from a clearly defined set of tasks and responsibilities and have evolved into much more ambiguous roles. Without a defined role, it quickly becomes difficult to define what is discretionary. Job performance assesses whether a person performs a job well. Job performance, studied academically as part of industrial and organizational psychology, also forms a part of human resources management. Performance is an important criterion for organizational outcomes and success. job performance as an individual-level variable, or something a single person does. This differentiates it from more encompassing constructs such as organizational performance or national performance, which are higher-level variables. Thus purpose this research was the effect of job embeddedness on organizational citizenship behavior and job performance in teachers. Research type was descriptive correlation and statistical population consisted all of secondary school teachers in Najaf Abad in academic years 2019-20 (N=1064) that by using Monte-Carlo and stratified randomized sampling 270 ones were chosen as sample. To gathering data’s used from three questionnaire job embeddedness in 12 items, organizational citizenship behavior in 15 items and job performance in 27 items in form of a five-degree Likert spectrum. Content & construction validity was used to measure questionnaires validity. Questionnaires reliability through Cronbach alpha coefficient obtained equal to 0.74 for job embeddedness, 0.88 for organizational citizenship behavior and 0.82 for job performance. Data’s analysis done in descriptive level (frequency, percentage, mean & standard deviation) and inferential level (one sample t-test, regression coefficient & structural equation modeling) by using Spss22 & Amos Graphic software’s. Finding showed mean of all of job embeddedness, organizational citizenship behavior and job performance in different components were bigger than average. Regression coefficient showed that job embeddedness have capability both organizational citizenship behavior and job performance in teachers. Path analysis showed that the effects of job embeddedness on organizational citizenship behavior and job performance in teachers are positive and significant.

The purpose of this paper was to conceptualize the phenomenon of the Iranian invisible school as a new field of study in the discipline of educational management. The research seeks to conceptualize the nature of the "invisible school" as a new field of study in educational management from a phenomenological perspective and to answer the question of whether the "invisible school phenomenon" can be identified in principle, and what is the nature of this phenomenon? This phenomenological research was carried out with a qualitative, exploratory approach. Also, in terms of theoretical saturation, among school experts, professors of educational sciences and educational management, 10 people were purposefully selected and invited to collaborate in this research by using the chain sampling method. Data were collected using a focus group. After implementing the focus group, text-based analysis strategies and analytical analogy were used to extract the data. Data were collected using a focus group. The focus group has been proposed as a valid method for exploratory studies. Empirical evidence shows that the focus group process is more efficient than other methods of collecting qualitative data in producing new theoretical constructs due to the creation of an interactive, free, informal and in-depth dialogue space. In this study, all the executive requirements of a focus group, including group cohesion, group composition, group discussion process, and group management competencies were strictly observed. The analytical deductive method is a valid tool for explaining exploratory hypotheses.External validity or transferability of findings was enhanced using a multi-dimensional strategy of data participants and reviewers. After conducting the focus group and implementing interactive and in-depth dialogues, the research questions were analyzed as follows. The results showed the constructs of "Uniformity of school relations", "Unpredictability of school life", "production of tacit knowledge in school", "school hypertext flow", "school adaptation to phenomenological reality", "school adaptability and dynamic adaptation", "tendency to power balance In School Relationships", " Living on the Gray Boundaries of School", "Individualized School Dialogues", " Self-Esteeming School Processes" can be used to explain the "invisible school phenomenon" as a new field of study in the educational management discipline. In order to form a focus group, researchers in face-to-face meetings, while explaining the goals and methods of the research, asked the guests to suggest a suitable time for the meeting. After confirming the time, a written invitation was sent to all the selected ones. The venue of the meeting was the conference room of Nikan High School, located in district one of Tehran, which had all the amenities and hospitality in an intimate and informal atmosphere. During the session, which lasted about 180 minutes, with the permission of the participants, all conversations were videotaped. After the implementation of the focus group, text-based and note-based analysis strategies combined with analytical analogy were used to extract the data. The analytical deductive method is a valid tool for explaining exploratory hypotheses. This process involves preparing data and writing verbal propositions, open, centralized, and selective coding. Criteria related to qualitative research evaluation were used to assess validity and reliability. For this purpose, the internal validity or accuracy of the extracted themes, based on the judgment of three experts familiar with the nature of the phenomenon under study, the degree of credibility of the interpretations made was appropriate. External validity or transferability of findings was enhanced using a multi-dimensional strategy of data participants and reviewers. Efforts were also made to strengthen the procedures, dependence and reliability of the findings by providing sufficient evidence and evidence regarding the phenomenon under study, and a detailed and accurate description. The verifiability of the findings was ensured by explaining in sufficient detail the process of data collection and analysis, and finally, in order to convince the readers, the key phrases of the participants in the focal group were used in the interpretation of the findings.The analysis of the extracted data was done in three phase, open, axial and selective coding. The structure of the study was based on the basic assumption that "if the possibility of simultaneous critical and in-depth dialogue based on the real experiences of stakeholders in managing school processes is provided, the opportunity to enter the real text and constructively face the main challenges of school will be better." The formulation of the focus group was also supported by this assumption. The present focus group was designed to create interaction between professional participants, to motivate deeper discussion, and to reveal the diverse, hidden, and emerging aspects of the phenomenon in question. After conducting the focus group and implementing interactive and in-depth dialogues, the research questions were analyzed as follows. The results showed the constructs of "Uniformity of school relations", "Unpredictability of school life", "production of tacit knowledge in school", "school hypertext flow", "school adaptation to phenomenological reality", "school adaptability and dynamic adaptation", "tendency to power balance In School Relationships", " Living on the Gray Boundaries of School", "Individualized School Dialogues", " Self-Esteeming School Processes" can be used to explain the "invisible school phenomenon" as a new field of study in the educational management discipline. This research was able to construct the capacity of the "school ifeworld", as well as the possibility of examining the "school realities" from the perspective of the subjects. The results of this study showed that in practice and in the real world, for a long time, an invisible structure has been formed and operates in the context of the obvious school in the Iranian educational institution, which is much more powerful than the obvious school. From an epistemological point of view, the main field of study of the invisible school phenomenon is the "discipline of educational management", because these are educational administrators who are practically in a dual professional life, between "visible school" and "invisible school". This invisible school has all the elements and aspects of an educational system, and also has considerable credibility among the school's residents. Also, the concepts that have been extensively developed in this article to explain the phenomenon of the invisible school can be used in various areas of "educational management theory and practice".

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.

One of the challenges of human resource management of organizations, especially in education and training is developing and maintaining talents. In this regard, the model of talent management in the organization with an emphasis on development and maintenance in education, has been designed as a strategy and guide to maintain talent and develop competencies effectively. In this study, the qualitative approach of phenomenology was used by Granded theory method. The research community included all experts, professors and senior managers in the field of human resources in education that the interview with 22 experts was conducted by using targeted snowball-based sampling. The research tools was a semi-structured interview. Coding method was used to analyze qualitative findings. The research results showed that "development and maintenance the talent" as the central category, "organizational factors, job factors, organizational learning and resources" as causal factors, "talent management system, research and knowledge orientation, succession and merit-based performance appraisal" as strategies, the categories of "look and attitude to talent management, and human resource management strategies" as context, "organizational structure and culture, and organizational maturity" as intervening conditions and individual and organizational consequences has been proposed in the paradigm model of talent management in line of the develop and maintain the talents in education. Education is a social institution with many individual, cultural and economic effects. One of the main factors in the growth and development of societies is education that has appropriate goals and achieves its goals. To achieve these goals and move in this direction, talented managers and employees play a decisive role. Unfortunately, despite many changes and developments, in recent years not only the efficiency and effectiveness of the education system has not increased, but also the growth of managers and employees based on their specialized abilities, capabilities and meritocracy, and this can be done in Develop talent development and disruption; Therefore, according to these points, the existence of evaluation centers in the educational organization that selects, selects, appoints and promotes principals with basic competencies is one of the necessities of the country's educational system. The need to institutionalize talent management is one of the main requirements for talent management in education. Getting used to the existing structures and procedures makes it difficult to create new structures. Managers of educational organizations need to know that a reality called the organization and the day-to-day running of its activities are built collectively. One of the reasons for the stability and permanence of administrative and organizational structures is that these concepts have penetrated and institutionalized in the language and speech of the members of the organization and in their behavior and speech. And in order to institutionalize the talent management system, such a system must become normalized, meaningful, and, over time, gain identity and legitimacy in the organization. If educators choose talented managers with the attitude of talent management and using the competencies of the center to evaluate managers, by raising the morale of employees and motivating them to work and be active in them, they will be able to achieve the organization's goals by spending less resources and better quality. Increase. Today, improper and tasteful management, along with a lack of experience and a lack of scientific competence in management, has created problems for educational systems. Unfortunately, despite many changes and developments, in recent years, not only the efficiency and effectiveness of management systems has not increased, but also the growth of managers based on specialized capabilities, capabilities, logic of the hierarchy and in other words, according to their competence. This can interfere with managerial creativity. Therefore, according to these points, the attitude of management and development and maintenance of talents in the educational organization, which are selected, selected, appointed and promoted with the basic competencies of principals and helps to develop talents in the future, is one of the necessities of the educational system. Expanding the language of talent management in education and training strengthens the legitimacy of the talent management system. Talent management system will be successful in practice when it has legitimacy in the organization and is agreed upon by the members of the organization or at least influential and key people. Legitimacy will allow the talent management system as the second core to breathe alongside the first core, the current human resource system. Legitimacy is a situation that is considered appropriate, desirable, and lasting. Every new phenomenon that arises requires legitimacy. New institutions must be established to be legitimate in the face of established institutions. As old norms, practices, and structures fail and new ones become justifiable, they become more widespread, more legitimate, and institutionalized. Addressing the important issue of institutionalization of talent management and succession management systems through the dissemination of talent management language in education can be effective in solving the challenges of establishing a succession management system; At the same time, it sends a message to educators that developing and maintaining talents is a prerequisite for managing succession management, and a sufficient condition is the implementation and establishment of such a system in the organization. Practical suggestions Focusing the talent management model on the development and maintenance of key human resources (talents) can play an important role in the success of the training strategy of the training organization. Appointments and career advancement provide a regular process for selecting and preparing the best and most qualified people for key and sensitive positions so that the available workforce is evaluated and capable candidates are identified and prepared for managerial positions. In this regard, it is possible to classify and rank talents by preparing a database, and while preparing and training them, in case of need, to appoint the most suitable person for managerial positions. Candidate Evaluation: Using a variety of exercises and tests to evaluate candidates, especially IQ tests, personality and competency, and social behavior to avoid the heavy costs of trial and error and retain the experience gained. Employees should be on the agenda in the long run; It also identifies outstanding talents and helps employees develop their career path; Encourage managers to take part in these tests.

One of the challenges of human resource management of organizations, especially in education and training is developing and maintaining talents. In this regard, the model of talent management in the organization with an emphasis on development and maintenance in education, has been designed as a strategy and guide to maintain talent and develop competencies effectively. In this study, the qualitative approach of phenomenology was used by Granded theory method. The research community included all experts, professors and senior managers in the field of human resources in education that the interview with 22 experts was conducted by using targeted snowball-based sampling. The research tools was a semi-structured interview. Coding method was used to analyze qualitative findings. The research results showed that "development and maintenance the talent" as the central category, "organizational factors, job factors, organizational learning and resources" as causal factors, "talent management system, research and knowledge orientation, succession and merit-based performance appraisal" as strategies, the categories of "look and attitude to talent management, and human resource management strategies" as context, "organizational structure and culture, and organizational maturity" as intervening conditions and individual and organizational consequences has been proposed in the paradigm model of talent management in line of the develop and maintain the talents in education. Education is a social institution with many individual, cultural and economic effects. One of the main factors in the growth and development of societies is education that has appropriate goals and achieves its goals. To achieve these goals and move in this direction, talented managers and employees play a decisive role. Unfortunately, despite many changes and developments, in recent years not only the efficiency and effectiveness of the education system has not increased, but also the growth of managers and employees based on their specialized abilities, capabilities and meritocracy, and this can be done in Develop talent development and disruption; Therefore, according to these points, the existence of evaluation centers in the educational organization that selects, selects, appoints and promotes principals with basic competencies is one of the necessities of the country's educational system. The need to institutionalize talent management is one of the main requirements for talent management in education. Getting used to the existing structures and procedures makes it difficult to create new structures. Managers of educational organizations need to know that a reality called the organization and the day-to-day running of its activities are built collectively. One of the reasons for the stability and permanence of administrative and organizational structures is that these concepts have penetrated and institutionalized in the language and speech of the members of the organization and in their behavior and speech. And in order to institutionalize the talent management system, such a system must become normalized, meaningful, and, over time, gain identity and legitimacy in the organization. If educators choose talented managers with the attitude of talent management and using the competencies of the center to evaluate managers, by raising the morale of employees and motivating them to work and be active in them, they will be able to achieve the organization's goals by spending less resources and better quality. Increase. Today, improper and tasteful management, along with a lack of experience and a lack of scientific competence in management, has created problems for educational systems. Unfortunately, despite many changes and developments, in recent years, not only the efficiency and effectiveness of management systems has not increased, but also the growth of managers based on specialized capabilities, capabilities, logic of the hierarchy and in other words, according to their competence. This can interfere with managerial creativity. Therefore, according to these points, the attitude of management and development and maintenance of talents in the educational organization, which are selected, selected, appointed and promoted with the basic competencies of principals and helps to develop talents in the future, is one of the necessities of the educational system. Expanding the language of talent management in education and training strengthens the legitimacy of the talent management system. Talent management system will be successful in practice when it has legitimacy in the organization and is agreed upon by the members of the organization or at least influential and key people. Legitimacy will allow the talent management system as the second core to breathe alongside the first core, the current human resource system. Legitimacy is a situation that is considered appropriate, desirable, and lasting. Every new phenomenon that arises requires legitimacy. New institutions must be established to be legitimate in the face of established institutions. As old norms, practices, and structures fail and new ones become justifiable, they become more widespread, more legitimate, and institutionalized. Addressing the important issue of institutionalization of talent management and succession management systems through the dissemination of talent management language in education can be effective in solving the challenges of establishing a succession management system; At the same time, it sends a message to educators that developing and maintaining talents is a prerequisite for managing succession management, and a sufficient condition is the implementation and establishment of such a system in the organization. Practical suggestions Focusing the talent management model on the development and maintenance of key human resources (talents) can play an important role in the success of the training strategy of the training organization. Appointments and career advancement provide a regular process for selecting and preparing the best and most qualified people for key and sensitive positions so that the available workforce is evaluated and capable candidates are identified and prepared for managerial positions. In this regard, it is possible to classify and rank talents by preparing a database, and while preparing and training them, in case of need, to appoint the most suitable person for managerial positions. Candidate Evaluation: Using a variety of exercises and tests to evaluate candidates, especially IQ tests, personality and competency, and social behavior to avoid the heavy costs of trial and error and retain the experience gained. Employees should be on the agenda in the long run; It also identifies outstanding talents and helps employees develop their career path; Encourage managers to take part in these tests.

 This study aimed to explain the mediating role of quality of work life in relation to the organizational structure of the school and the creative activities of primary school teachers in Malekshahi city in Ilam province. The present study is of applied purpose and descriptive-correlational in terms of data collection. The total size of the statistical population of teachers in the academic year 1339-98 was 196 which was analyzed by census method and finally the data of 185 students were analyzed. In this study standard questionnaires of school organizational structure and creative activities of teacher Heydarifard (2015) and quality of work life questionnaire of Najafi et al (2018) were used. The face and content validity of the questionnaire was verified with the opinion of a number of experts and mentors. Reliability of the research tool was determined by SPSS software using Cronbach's alpha coefficient for school organizational structure questionnaire 0.92, teacher innovation questionnaire 0.968 and work life quality questionnaire 0.899 which is suitable for this research. Data entry, descriptive analysis of demographic variables were performed using SPSS20 software and hypothesis testing was performed using AMOS20 software by structural equation method. The results showed that the organizational structure of the school has a significant relationship with teachers' innovative activities and their quality of work life at 1% alpha level. Also, the quality of work life of teachers is significantly correlated with their innovative activities at the 1% level. The variable mediating role of quality of work life was partially mediated by the relationship between school organizational structure and teachers' innovative activities. The t-test also showed that there was no significant difference between male and female teachers in terms of teachers' innovative activities. Based on the findings of the study, suggestions were made to reform the school structure, improve the quality of teachers 'work life, as well as create opportunities for teachers' creative activities. Abstract This study aimed to explain the mediating role of quality of work life in relation to the organizational structure of the school and the creative activities of primary school teachers in Malekshahi city in Ilam province. The present study is of applied purpose and descriptive-correlational in terms of data collection. The total size of the statistical population of teachers in the academic year 1339-98 was 196 which was analyzed by census method and finally the data of 185 students were analyzed. In this study standard questionnaires of school organizational structure and creative activities of teacher Heydarifard (2015) and quality of work life questionnaire of Najafi et al (2018) were used. The face and content validity of the questionnaire was verified with the opinion of a number of experts and mentors. Reliability of the research tool was determined by SPSS software using Cronbach's alpha coefficient for school organizational structure questionnaire 0.92, teacher innovation questionnaire 0.968 and work life quality questionnaire 0.899 which is suitable for this research. Data entry, descriptive analysis of demographic variables were performed using SPSS20 software and hypothesis testing was performed using AMOS20 software by structural equation method. The results showed that the organizational structure of the school has a significant relationship with teachers' innovative activities and their quality of work life at 1% alpha level. Also, the quality of work life of teachers is significantly correlated with their innovative activities at the 1% level. The variable mediating role of quality of work life was partially mediated by the relationship between school organizational structure and teachers' innovative activities. The t-test also showed that there was no significant difference between male and female teachers in terms of teachers' innovative activities. Based on the findings of the study, suggestions were made to reform the school structure, improve the quality of teachers 'work life, as well as create opportunities for teachers' creative activities. Abstract This study aimed to explain the mediating role of quality of work life in relation to the organizational structure of the school and the creative activities of primary school teachers in Malekshahi city in Ilam province. The present study is of applied purpose and descriptive-correlational in terms of data collection. The total size of the statistical population of teachers in the academic year 1339-98 was 196 which was analyzed by census method and finally the data of 185 students were analyzed. In this study standard questionnaires of school organizational structure and creative activities of teacher Heydarifard (2015) and quality of work life questionnaire of Najafi et al (2018) were used. The face and content validity of the questionnaire was verified with the opinion of a number of experts and mentors. Reliability of the research tool was determined by SPSS software using Cronbach's alpha coefficient for school organizational structure questionnaire 0.92, teacher innovation questionnaire 0.968 and work life quality questionnaire 0.899 which is suitable for this research. Data entry, descriptive analysis of demographic variables were performed using SPSS20 software and hypothesis testing was performed using AMOS20 software by structural equation method. The results showed that the organizational structure of the school has a significant relationship with teachers' innovative activities and their quality of work life at 1% alpha level. Also, the quality of work life of teachers is significantly correlated with their innovative activities at the 1% level. The variable mediating role of quality of work life was partially mediated by the relationship between school organizational structure and teachers' innovative activities.

This research is applied in terms of purpose and in terms of method, a combination of documentary and survey methods and in terms of nature, is based on the new methods of futures scientific, analytical and exploratory methods that have been done using a combination of qualitative and quantitative models. According to the nature of this research, Mic Mac structural analysis method and cross-impact analysis techniques have been used. In this regard, after holding the initial meetings of discussion with experts and specialists of educational management, as the statistical population of the study, selected through Targeted sampling and snowball sampling method, fifty - two primary variables were identified in eight dimensions. In the following, the initial variables were defined in the framework of the cross - impact matrix in Mic Mac futures software. Finally, according to the findings of the study and the high score of direct and indirect impact, the main key factors in the future of professional development of school Principals identified on the 2025 horizon. Among these factors, the existence of professional development programs is the most influential key factor in the professional development of school principals on the 2025 horizon. The continuous connection of the educational system with the successful educational systems of the world and the use of their experiences, having a vision and strategy, foresight and strategic thinking of policymakers and planners and the support of the government and parliament are in the next degrees. This research is applied in terms of purpose and in terms of method, a combination of documentary and survey methods and in terms of nature, is based on the new methods of futures scientific, analytical and exploratory methods that have been done using a combination of qualitative and quantitative models. According to the nature of this research, Mic Mac structural analysis method and cross-impact analysis techniques have been used. In this regard, after holding the initial meetings of discussion with experts and specialists of educational management, as the statistical population of the study, selected through Targeted sampling and snowball sampling method, fifty - two primary variables were identified in eight dimensions. In the following, the initial variables were defined in the framework of the cross - impact matrix in Mic Mac futures software. Finally, according to the findings of the study and the high score of direct and indirect impact, the main key factors in the future of professional development of school Principals identified on the 2025 horizon. Among these factors, the existence of professional development programs is the most influential key factor in the professional development of school principals on the 2025 horizon. The continuous connection of the educational system with the successful educational systems of the world and the use of their experiences, having a vision and strategy, foresight and strategic thinking of policymakers and planners and the support of the government and parliament are in the next degrees. This research is applied in terms of purpose and in terms of method, a combination of documentary and survey methods and in terms of nature, is based on the new methods of futures scientific, analytical and exploratory methods that have been done using a combination of qualitative and quantitative models. According to the nature of this research, Mic Mac structural analysis method and cross-impact analysis techniques have been used. In this regard, after holding the initial meetings of discussion with experts and specialists of educational management, as the statistical population of the study, selected through Targeted sampling and snowball sampling method, fifty - two primary variables were identified in eight dimensions. In the following, the initial variables were defined in the framework of the cross - impact matrix in Mic Mac futures software. Finally, according to the findings of the study and the high score of direct and indirect impact, the main key factors in the future of professional development of school Principals identified on the 2025 horizon. Among these factors, the existence of professional development programs is the most influential key factor in the professional development of school principals on the 2025 horizon. The continuous connection of the educational system with the successful educational systems of the world and the use of their experiences, having a vision and strategy, foresight and strategic thinking of policymakers and planners and the support of the government and parliament are in the next degrees. This research is applied in terms of purpose and in terms of method, a combination of documentary and survey methods and in terms of nature, is based on the new methods of futures scientific, analytical and exploratory methods that have been done using a combination of qualitative and quantitative models. According to the nature of this research, Mic Mac structural analysis method and cross-impact analysis techniques have been used. In this regard, after holding the initial meetings of discussion with experts and specialists of educational management, as the statistical population of the study, selected through Targeted sampling and snowball sampling method, fifty - two primary variables were identified in eight dimensions. In the following, the initial variables were defined in the framework of the cross - impact matrix in Mic Mac futures software. Finally, according to the findings of the study and the high score of direct and indirect impact, the main key factors in the future of professional development of school Principals identified on the 2025 horizon.

The descriptive-correlation research method is structural equation modeling. The statistical population of the study consisted of all elementary school principals of Sari city with 186 persons. According to the statistical population, the questionnaires were distributed among all principals and 162 questionnaires were collected. according to this The whole number sampling method was used, to collect research data from the three standard questionnaires of knowledge leadership of Stagdil(1974), organizational silence of Dimitris & Vokala (2007) and team reception of Soltani(2008) was used. After data collection, data were analyzed using Pearson correlation coefficient and structural equation modeling in Lisrel and SPSS software. The results showed that relationship of knowledge leadership with organizational silence is negative and significant, the relationship between knowledge leadership and team acceptability of managers is positive and significant,, relationship between team acceptance managers with organizational silence was negative and significant, also It was found that mediates the role of teamwork of managers in the relationship between knowledge leadership with organizational silence is negative and significant. the As a result, attention to the components of knowledge leadership and the team reception can reduce the organizational silence in schools.

From the perspective of environmental psychology, educational spaces are considered behavioral camps. Among the various components of this behavioral camp, classrooms can influence children's behavioral characteristics more than other spaces. Thus, from the classroom benches and how they are arranged in the space to the choice of classroom light and color, all have a special place in the interior architecture of learning environments (Kamelnia, 2010). Educational spaces are spaces that are used by students during the academic year for the teaching and learning process with the description of specific courses under the guidance and guidance of students with appropriate facilities and equipment and include theoretical, experimental and general classes. Theoretical class refers to a closed space used by a group of peers for the teaching and learning process through reading, writing and repetition under the guidance of a teacher with appropriate facilities and equipment. Experimental class refers to a closed space in which a group of students are guided by the teacher every year for the process of teaching and learning by doing practical work that is the basis of activities based on research and objective and experimental observation. General classroom refers to the educational space and package that the teaching and learning process does not require practical work and the curriculum is provided by the teacher to the students (Organization of the renovation, development and equipping of schools, 2013). Unfortunately, most of the educational spaces in the country's schools do not have the necessary compatibility with the psychological characteristics of children and adolescents, and in this regard, they can affect their social and behavioral performance, as well as their attitudes and perceptions towards education. The rules and standards for the design of educational spaces in all courses have been prepared by the Organization for Renovation, Development and Equipping of Schools and have been approved by the Vice President for Planning, and are currently the only reference available to architects and designers of educational spaces. ‌ (Tabaeian, 2011). If the school environment responds positively to the psychological and physical needs of students, users' focus on learning will increase and they will achieve the desired performance. Otherwise, improper design of the environment will cause dissatisfaction, fatigue and distraction of users. Unfortunately, many existing school buildings are not in good condition. This disadvantage includes old buildings with poor condition or new buildings that have not been built according to the correct principles of architecture (Tahertoloudel & Aminifar, 2016). The purpose of this study was to determine the difference between the views of students in public and non-governmental secondary schools with educational environment standards in Karaj. The research method is applied to the purpose and the method of data collection is descriptive-surveying. The statistical population includes 23192 secondary school students in secondary school in Karaj, selected by Multistage cluster sampling from 4 educational districts and 384 students were selected. The research tool was a researcher-made checklist for evaluating educational space and a researcher-made questionnaire for educational space adjusted to the standards of the School Renovation Organization . The educational environment includes dimensions, layout, light, color, location and temperature. Content validity was used to assess the validity and Cronbach's alpha coefficient was used to determine the reliability of the questionnaire. The coefficient of reliability obtained for the survey scale is 0.910. According to the results of the checklist in the school environment, the standards for the desk and bench, classroom dimensions and the level of sound penetration into the classroom are not well considered. The color components of the desk and the bench are standard in all schools. Therefore, in these cases more attention has been paid to the required standards. The number of students in the class, the type of class arrangement, the coloring and the heating and cooling equipment are in most cases non-standard. The type of classroom, the number of class windows, the amount of natural light, the amount of light entering, the temperature, and the adjacent places are in most cases consistent with the standards of the teaching space. According to the students' opinions, the questionnaire of the type of table and bench survey and heating and cooling equipment is in most cases non-standard. The size of the classroom, the distance to the first row, the size of the classroom, the number of class windows and their dimensions, the amount of natural light, the amount of artificial light, and the amount of light entering are in most cases consistent with the standards of the teaching space. Therefore, in terms of the type of desks, benches, heating and cooling equipment, the non-standard and the number of windows in the classroom, the amount of natural light and the amount of light entering, are in accordance with the standards of the school renovation organization. In cases involving classroom temperature, window dimensions, adjacent locations, class layout and board type, students' opinions did not differ significantly from educational space standards, but with regard to number of students, board size, distance to first row, distance between rows, class coloring , Dimensions of the window, classroom temperature, and heating and cooling The students' views are independent of the educational space standards.According to the results it is better to pay more attention to the students' opinions in developing school education standards.This shows that less attention has been paid to the opinions of students in the development of standards. International standards in the field of educational space as one of the important sources for document preparation for the School Renovation Organization, a significant number of indicators do not correspond to the social, cultural, indigenous and climatic conditions of our country and this issue is reflected in students' opinions. Therefore, in preparing the standards of educational space by the Organization for Renovation, Development and Equipping of Schools, in addition to international standards, special attention should be paid to the culture of the country, religious issues, climatic conditions and students' opinions. New standards can be developed based on a holistic and realistic view that is more in line with the conditions and requirements of the country, which ultimately leads to the effectiveness of teachers and all education officials to improve the quality of education and improve the educational and behavioral performance of students.

The present study described in descriptive and correlation method to investigate the relationship between social responsibility and the effectiveness of schools. The statistical population of the study consisted of specific schools (sharpness, brilliant talent) in Sanandaj city has been 241. Considering the limitations of access to the statistical community of researchers, researchers have been sampling from the entire community. Statistical sampling using the Morgan table of 132 selected randomly responded to research tools. The data collection tool has two standard questionnaires. For social responsibility, the Carol questionnaire (1991) was used to collect efficacy data from Hui and Missel (1991) questionnaire. The validity and reliability of these questionnaires were confirmed in previous studies For data analysis as well as data status report, confirmatory factor analysis tests, T-test, Friedman and structural equations are used. The results of the research showed that social responsibility has a positive and significant relationship with school efficacy, and in this regard, it can be claimed that the teachers and the executive staff of the schools are more responsible for more effectiveness in schools. Regarding the status of the dimensions of responsibility, the value and importance of these dimensions in terms of teachers in teachers include moral, economic, social and legal dimensions.

The present study was made with the aim of Investigating the Effect of distributed leadership on Job engagement and Self- efficacy of teachers, with the centrality of organizational-based self-esteem. The current study is a descriptive-correlational research with Structural equation modeling approach. The population of the study consisted of all elementary schools female teachers in Khorramabad city to number 850, the sample volume 233 people using Krejci and Morgan table; and with a view to a maximum of free parameters in assumed routes structural equations models study; was chosen by relative class sampling method. Data were collected through questionnaires Elmore distributed leadership, Pierce et al. organizational-based self-esteem, Schaufeli et al. Job engagement, and Tschannen-Moran & Woolfolk Self- efficacy; that construct validity and reliability using Cronbach's alpha was confirmed. The data were analyzed using the software spss 23 and amos 23. research results showed that Exogenous variable (distributed leadership) in addition to direct and significant Effect on All endogenous variables (organizational-based self-esteem, Job engagement, and Self- efficacy); By organizational-based self-esteem of teachers, has an indirect role in explaining their Self- efficacy. the results also represents direct and significant Effect organizational-based self-esteem on Self- efficacy of teachers. But Wasn't significant the Effect organizational-based self-esteem on Job engagement of teachers.

the present study tried to describe the scientific structure of educational administration from the epistemological point of view of its faculty members, with the participation of faculty members, educational administration, which had a scientific rank of assistant professor to professor, was used by 17 people. The method and method of data analysis was through semi-structured interviews that were followed according to the descriptive phenomenological research approach and using the Klaizi seven-analytical method. The research findings were classified into 6 main components and 15 sub-components, which include significant results for researchers and experts in this field. It showed that there is no consensus among faculty members in the field of educational administration about the scientific structure of this field and scientific identity. The discipline has two different worldviews in three parts: theoretical foundation, interdisciplinary nature and domain. Different components of "scientific originality"; "The end of identity"; "Interdisciplinary functionalism"; "Interdisciplinary Review"; The "coach of organizations" and the "leader of education" confirmed the existence of this difference in worldview. At the same time, this significant difference between thinking and judging from another angle, can be a messenger of the dynamics of the field of educational administration. Because the existence of such different perspectives, in addition to the need for its importance in challenging the scientific identity of the field of educational administration, will lead to its theoretical growth and development the long run.