Journal of School administration
Volume:9 Issue: 1, 2021

The present study was designed and implemented with the aim of developing a comprehensive model of cooperation between Education and Municipalities in order to achieve the goals of the document of fundamental transformation of education. In terms of purpose, the research method was applied and according to the type of data, it was a combination of exploratory type. The approach used in the qualitative part was interpretive, which was done using qualitative content analysis method and was implemented in open and axial coding to identify research components. The research field consisted of knowledgeable and knowledgeable experts who were selected as a sample by purposive sampling method and the principle of theoretical saturation. These people included principals, deputies, experts and teachers who were aware of the subject of the research and were identified according to their experience, scientific and practical background, as well as their professional and research backgrounds in this field. Qualitative data collection tools included semi-structured interviews. This interview was designed to answer the objectives of the research. According to the recording tools, the research interviews were documented and at the end of the interviews, the coding was done as open and axial coding. In the qualitative part of the research, in order to check the validity, reliability (validity), transferability and verifiability were used. For this purpose, the researcher used the validation of the research process by eight academic experts to check the reliability. In this way, the researchers provided the research process and questions in the qualitative section to these eight experts, and after the approval of the experts and elimination of their shortcomings, the research process was performed in the qualitative section. It should be noted that these eight specialists included university professors who were outside the field of research and samples of the quantitative department and had a good knowledge of the qualitative research method and the present subject. In coding using two coders, several interview samples were used to ensure the same views of the coders. Also, in order to evaluate transmissibility, three experts who were not involved in the research were consulted about the research findings. To verify the verifiability, all interviews were recorded and reviewed at the required times. In the qualitative part of the research, specialized committees were used to evaluate the reliability. Thus, the members of this specialized committee were used for parallel coding of some interviews as well as evaluation and programs related to the interviews. In order to analyze the data of the qualitative section, coding was done in the form of open and axial coding according to the method of qualitative content analysis. Thus, MAXQDA2018 software was used in this regard. In the quantitative part, the research method was survey. In a small part of the statistical population included all general managers, deputies and senior experts of the general departments of education in the western provinces of the country in 1398, whose number was estimated at about 6,000 people. Using Krejcie -Morgan table, 361 people were identified as a sample in this section. 500 people were selected to prevent a possible drop. The tool used in this section was a researcher-made questionnaire that was designed according to the objectives of the research. This questionnaire was the output of the qualitative part of the research. Thus, in two parts, including the components of the comprehensive model of education cooperation and municipalities to achieve the objectives of the Education Transformation Document, as well as the factors affecting the comprehensive model of education cooperation was designed. The number of questions in this questionnaire is 44 questions in the comprehensive cooperation model section (citizenship education 18 questions; environmental literacy 7 questions; facilities 8 questions; waste management 5 questions and participatory management 6 questions) and 30 questions in the effective factors section (organizational culture 6 questions; safety 6 questions; futurism (6 questions; systemic attitude (6 questions and political development (6 questions)). The face validity of this questionnaire was confirmed by examining the opinions of experts. The validity of the structure was confirmed using factor analysis. Finally, the reliability of the questionnaire after calculating Cronbach's alpha was 0.88 in the comprehensive cooperation model section and 0.83 in the effective components section. In the quantitative stage, data analysis was performed in two parts: descriptive statistics (mean, standard deviation, etc.) and inferential statistics (structural equations and heuristic factor analysis) using SPSS and LISREL software. In order to identify the components of the comprehensive model of cooperation between education and municipalities, to achieve the objectives of the Education Transformation Document, as well as the factors affecting the comprehensive model of cooperation in education, qualitative studies and analysis of research interviews were used. Finally, 74 codes were identified from the research interviews, which showed the dimensions of the comprehensive model and the factors affecting the cooperation between education and municipalities to achieve the goals of the Education Transformation Document. After open coding, axial coding was performed to identify the dimensions of the comprehensive model and the factors affecting the cooperation between education and municipalities in order to achieve the goals of the Education Transformation Document. Qualitative results showed that the components of the comprehensive model of cooperation between education and municipalities to achieve the goals of the Education Transformation Document include citizenship education, environmental literacy, facilities, waste management and participatory management. The results also showed that the effective factors included organizational culture, safety, foresight, systemic attitude and political development. Factor analysis was used to evaluate and validate the axial codings. Thus, factor analysis was performed in two parts, including the components of the comprehensive model as well as the effective factors. The results of factor analysis show that out of 44 available indicators (items), 5 main components can be identified. These 5 components are: organizational culture, safety, foresight, attitude and political development. Organizational culture can be considered as a common model among the people of the organization, which is composed of the following basic components: accepted values ​​and norms, individual and group assumptions and perceptions of the goals and missions of the organization and how the organization adapts to environmental conditions. Education and culture interact and interact. The relationship between these two categories is so strong that it can be acknowledged that the educational system has a cultural nature and provides the grounds for the production and excellence of culture. Culture owes its survival and excellence to the educational system. In addition to civil works, the municipality has the task of transmitting culture and values ​​to the citizens, which is a great step to make all citizens responsible by cooperating with education and delegating responsibility to students. The next category is safety, in fact, safety in schools as one of the places that are always exposed to various dangers requires the observance of tips to create security against possible dangers and critical situations. Relevant organizations and school officials are also required to familiarize, observe and educate these points so that measures are taken to minimize harm and parents are less concerned about this issue. The most important thing about teaching safety principles and preventing accidents in schools is to raise students' awareness. Of course, this is an important task for parents and school teachers another factor identified to improve cooperation between education and municipalities to achieve the goals of the Education Transformation Document was foresight. The next category is futurism. The purpose of foresight is to calculate or predict certain future events or conditions. Another systemic approach was identified to improve cooperation between education and municipalities in order to achieve the objectives of the Education Transformation Document. Systemic approach based on this view, the organization should be considered as a systematic whole and data analysis should be used to solve problems and make decisions. The present study showed that in order to improve the cooperation between education and municipalities in order to achieve the goals of the Education Transformation Document, political development should also be considered. Political development is more behavioral and fundamental. Political development is accompanied by fundamental changes and is related to the depth of change. The three factors of organization, efficiency, practical reasoning and ideological solidarity of leaders and followers are considered as tools of political development; thus, by separating and specializing the structure of the concepts of creating change and modernization in political culture, political development becomes possible. Education is one of the most appropriate ways to achieve economic development in social, cultural and political. Educational institutions should pay attention to this in their plans to protect the human environment. We should not involve politics in the field of culture or other areas, and this is one of the serious weaknesses. We believe that in the Ministry of Education there should be political discussions and understanding of political issues, but playing politics is completely different from political discussions and activities.

Humans display different behaviors and beliefs because of what they learn and follow the patterned ways of those they encounter in their daily lives. Many philosophers and social scientists believe that the fundamental difference between man and animal is culture, which is realized in manifestations such as religion, science, mysticism, art, etiquette, ethics and philosophy, in various individual and social fields. Multiculturalism is a concept that has been emphasized in recent years in education, especially the sociology of education and it means that despite the expansion of relations between countries and their movement towards a global and regional military, the issue of ethnicities and nationalities and cultural differences between them is of particular importance. The diversity of cultures is not limited to continents and countries, and in each country you can see different ethnicities and nationalities that, despite cultural differences, continue to live within the national culture. On the other hand, one of the most characteristic cultural features of human beings is language. The ability to communicate through language has affected all aspects of culture, from kinship, politics, religion and life to science and technology; Language also plays a crucial role in our ability to adapt quickly and effectively to new requirements, enabling us to codify and systematize our knowledge. Iran is a multicultural society. Archaeological and historical findings show that different ethnic groups and cultures have always lived in it for thousands of years. With the changes that have taken place in the geographical conditions and boundaries of this land, of course, its cultural and ethnic composition has also changed over time. But the facts still show that there is cultural and ethnic diversity in this land. Presence and life of different ethnicities such as Persians, Turks, Kurds, Baluchis, Turkmens, Arabs and Lors together as well as speaking Persian, Turkish, Kurdish, Lori, Turkmen, Arabic, Baluchi, Taleshi, Tati, Laki, Armenian and the existence of different dialects in some languages is another manifestation of the diversity of ethnicities and cultures in present-day Iran. The policy makers of each society take different approaches to the issue of cultural diversity, depending on the circumstances, which sometimes leads to challenges in different areas. One of the most challenging areas of cultural diversity is the field of education, which becomes more important in Iranian society due to high cultural diversity and on the other hand, the centralized educational system of planning. In our country, every year, a large number of students enter primary school with fluency in their ethnic and mother tongue and with little knowledge of Persian. This means that not all children at the age of six or seven have the same language status and their mastery of Persian is not the same, but from the past until now, our educational system has treated all these children in the same language and considers them all Persian. Teaching and learning takes place through language and all the sciences that the human child wants to learn through language. After entering school, the child begins to learn to read and write in various sciences with language, which is true for Persian-speaking children in our country, but this does not happen for children whose first language and mother tongue is not Persian. Issues related to cultural and linguistic minorities have been the subject of numerous works in recent years. But the question is, to what extent have these researches been able to provide a deep and reliable framework for scientific and macro policies? What have these studies achieved so far? What has been the overall outcome of this research? What has been their theoretical and methodological direction and approach? The present study aimed to provide a clear answer to these questions. Research The purpose of this study was to outline the research of multilingual education in Iranian schools. In order to achieve this goal, the qualitative meta-analysis method was used. The statistical population of the present study includes all researches carried out by executive bodies, dissertations and researches published in scientific and research journals and scientific conferences in Iran from 1390 to 1398. The following sources have been used to find related researches: 1- Iran Scientific Documentation Center 2- University Jihad Scientific Database 3- National Library of Iran 4- Noor Journals Database 5- Universities affiliated to the Ministry of Science, Research and Technology. At the beginning of the sampling method, snowball sampling was considered; Thus, the sources, information, articles and researches were tracked and out of 44 researches, 35 researches were selected as the research sample. In order to obtain the data required for the research, a checklist with 10 questions was designed and compiled, the completion of which required a careful study of each work and the discovery of the underlying views; Therefore, after careful study of each research and based on the coding and annotations, the components of the checklist in relation to each work were completed. The information obtained from the research was analyzed at both structural and content levels. In order to obtain the data required for the research, a checklist with 10 questions was designed and compiled, the completion of which required a careful study of each work and the discovery of the underlying views; Therefore, after careful study of each research, checklist components were completed in relation to each effect. The information obtained from the research was analyzed at both structural and content levels. In the field of structure, from 1390 to 1398, only 35 researches in the form of dissertations, scientific and research articles and conferences have been conducted in Iranian schools, and it is interesting that in the specialized doctoral program, no dissertation on the subject of multilingualism has been found during these years. The time period of the research represents a bell diagram that indicates a slow-fast-slow process. Most multilingual researchers are university professors and faculty members. The field of study is most linguistic researchers. Research Method Most researches are quantitative and rarely qualitative method has been used.In terms of content, there are many shortcomings in research related to multilingual education. Most research focuses on examining and comparing the cognitive effects and intelligence of multilingual students and has not attempted to design curricula for multilingual children. The theoretical foundations of research are based on conservative theory. The results of most studies indicate the difference between monolingual and multilingual children. But no instructions have been provided to take advantage of these differences, and only the differences are enough.

The overall purpose of this study was to identify barriers and challenges in the application of information and communication technology in Iranian schools. The research method was conducted with an approach mixed with exploratory design (in-depth and exploratory interviews with refining). The statistical population of the study consisted of all school principals in Iran (105968 people) who were selected as a sample using random-cluster sampling method based on Cochran's formula. In order to collect data by field method, a researcher-made questionnaire on barriers and challenges of using information and communication technology with 75 questions and 14 components was used. The face and content validity of the tool was approved by experts; And its convergent validity was calculated using the coefficients of mean extraction variance (AVE). Exploratory factor analysis and confirmatory factor analysis were used to analyze the data. Data analysis was performed using SPSS20 and PLS software. In this study, we seek to identify barriers and challenges in the use of information and communication technology in Iranian schools. Therefore, the main question of the present study is: "What are the obstacles and challenges in the use of information and communication technology in Iranian schools?" "And what is the share of each of these obstacles?" Therefore, in the present study, we have tried to identify the obstacles and challenges in the application of information and communication technology in Iranian schools and to determine the share of each of the obstacles and challenges and to answer the following questions. Question one: What are the obstacles and challenges in the application of information and communication technology in Iranian schools? Question two: What is the share of each of the obstacles and challenges in the application of information and communication technology in Iranian schools? the results showed that; Barriers and challenges in the application of information and communication technology with fourteen components (structural barriers, educational barriers, barriers to human resources, barriers to equipment and teaching materials, managerial barriers, barriers to teacher support services, lack of teacher cognitive readiness, lack of teacher training to teach in the new model Teaching, motivational barriers, cultural barriers, economic barriers, social barriers, organizational barriers and individual barriers) that the component of not training teachers to teach in the new teaching model has the highest share and the component of individual barriers has the lowest share. To investigate and answer this research question, a researcher-made questionnaire on barriers and challenges in the use of information and communication technology was used as a data collection tool. This questionnaire has fourteen components (structural barriers, educational barriers, human resource barriers, equipment and teaching materials barriers, managerial barriers, barriers to teacher support services, teacher cognitive unpreparedness, lack of teacher training to teach in the new teaching model, motivational barriers, barriers). Cultural, economic barriers, social barriers, organizational barriers and individual barriers) were compiled with 102 questions. In the descriptive review of the data, due to the low calculated average and non-confirmation of t-test, a single sample of the questionnaire was removed and the final questionnaire of barriers and challenges of ICT application with 75 questions through heuristic factor analysis to discover dimensions and components and their rankings were used. Kaiser-Meyer-Alkin and Bartlett fitness tests were used to determine the adequacy and necessary conditions of the data to perform exploratory factor analysis. KMO statistic is an indicator of the adequacy of variables and a value higher than 0.7 is suitable for performing factor analysis. The Bartlett test is also one of the methods for determining the appropriateness of data, and for a factor analysis model to be useful and meaningful, its variables need to be correlated. In the interview section, first the key points related to each semi-structured interview were marked in writing by listening to the recorded interviews and studying the notes taken during the interview, then the key and basic points were extracted from each interview. Then, using the classification of key points in the form of professional terms, the necessary labeling was done. Then, the labeled terms of each interviewee were organized in the form of a table and based on the relationship and proportion they had with each other, in the form of components. Twenty experts were first identified for interview and the interview process began. After the ninth person interview, 380 indicators in the variable of barriers and challenges of using information and communication technology were listed and categorized into 14 components. Preliminary studies and coding revealed that each component was mentioned and emphasized by experts at least twice, but the researcher continued the interview process until the tenth person until he was faced with data saturation. For each interviewee who was an expert in the field, a summary table was prepared and all the key points mentioned by that person in that table were summarized and categorized and the results were presented. The results of Table 1 showed that in this study, based on the information obtained through interviews with experts, 14 components of "structural barriers, barriers to education, barriers to human resources, barriers to equipment and teaching materials, management barriers, barriers to teacher support services, lack of Teachers' cognitive readiness, lack of teacher training for teaching in the new teaching model, motivational barriers, cultural barriers, economic barriers, social barriers, organizational barriers and individual barriers were identified and categorized. Finally, the process of combining the interviews was conducted and the results were presented: Each indicator was mentioned and emphasized by the interviewees at least twice and up to six times. In total, after the implementation of the index integration process, 102 indicators in fourteen components were identified and approved, which were converted into a questionnaire of experts and used to confirm their final opinion to obtain the final questionnaire. It was used to analyze the interview data through content analysis. In this project, the steps of analyzing the collected interview data have been done in two stages of open coding and axial coding. Open coding is an analytical process through which concepts are identified and their features and dimensions are discovered from within. In the open coding stage, the researcher identifies the concepts and expands them according to their characteristics and dimensions. At this stage, the researcher, from the heart of the raw data, introduces the basic categories related to the phenomenon under study by segmenting the information, forming categories of information about the phenomenon under study, asking about the data, comparing cases, events, and so on. It deals with other states of phenomena to gain similarities and differences. - In the next stage of axial coding, the researcher puts one of the categories at the center of the process under study and exploration (main dimension) and then connects the other categories (components) to it. In this regard, in this study, the main dimensions and related components have been identified. Therefore, in the first stage, the main dimensions and components were presented based on the process of open and pivotal coding of data obtained from in-depth and exploratory interviews. Conceptual codes were presented and the priority of each factor was determined based on the frequency of concepts mentioned in interviews. Concepts were the main unit of analysis for open and pivotal coding. When carefully analyzing the data, the concepts were generated through coding, directly from the participants' interview copies or according to their common uses. Copies of interviews were reviewed regularly to find the main and sub-categories and the importance and priority of these categories. Data were analyzed at sentence and phrase level for each interview and concept codes were extracted from the transcripts of the interviews. Sometimes a sentence was related to more than one concept. By extracting common conceptual codes and by refining and eliminating duplicate items, by using theoretical foundations and applying some conceptual codes, concepts were identified and specified and by refining and reducing these concepts, they were organized in the form of sub-categories (components). The results of this study showed that; Barriers and challenges in the application of information and communication technology with fourteen components include as (structural barriers, educational barriers, barriers to human resources, barriers to equipment and teaching materials, managerial barriers, barriers to teacher support services, lack of teacher cognitive readiness, lack of teacher training to teach in the new model Teaching, motivational barriers, cultural barriers, economic barriers, social barriers, organizational barriers and individual barriers).

Today, human resources are considered as intelligent element .Human resources, with their skills and creativity, play an important role in the global community. One of the best ways to respond to organizational changes and sustainability is organizational agility because the world of competition for organizations is very wide.Agility can be described in terms of management, responding to turbulent and dynamic markets and customer demands. In such a framework, the significant and crucial part of HR, the info, interaction, and yield of which is related with man and his preparation, is vital.  In a way that the decision-making process regarding the stages of recruitment, retention, empowerment and promotion, monitoring and evaluation, etc., related to human resources in education is not comparable with other organizations. For the financial development of the country, one might say that the turn of events, development and advancement of HR in education is a powerful methodology. Statement of the problem: Human resources are the most important and main capital of any organization, and the higher the quality of this capital, the more likely it is that the organization will succeed and rise. One of the most important issues in the education system and of course the rest of the organizations is the problems and organizational crises based on the requirements and conditions of each period. Researchers and experts believe that agile organizations think beyond adapting to change and seizing potential opportunities in a turbulent environment and gaining a foothold in their innovations and competencies. Customers think differently. The main question of the research is what model can be designed for human resource agility of the General Directorate of Education in Tehran? Agility: The root of agility comes from agile manufacturing, and this is a concept that has become popular in recent years and has been accepted as a successful strategy by manufacturers who prepare themselves to increase high performance. In such an environment, each organization must be able to simultaneously produce different and short-lived products, redesign, change methods, and respond effectively to changes. Organizational agility: It means the organization's ability to sense, perceive and predict changes in the workplace. Such an organization must be able to recognize environmental changes, to look at them as factors of growth and prosperity. Human resource agility: Human resource management, through efficient and effective planning, can provide the volume and composition of human resources needed for the future or enhance the capabilities of existing forces. Approach and strategy: In terms of purpose, this research is applied, in terms of nature and method, it is descriptive-survey, in terms of research philosophy, it is positivism, in terms of research approach, it’s deductive. In this study, concepts and theories related to research variables collected through the study of Persian books, articles or English thesis and articles in this field. A questionnaire used to collect information in the field section of the research (data collection) and its validity and reliability tested. Tools and The measurement tool of the questionnaire was based on a 5-item scale that had 6 components and 57 indicators, based on previous studies such as: (2018) Macheridis; Designed by Ravichandran (2018) and Seyedjavadein (2017) Validity of the questionnaire that was developed for each component as a researcher; In terms of content and structure (convergence and divergence) and its reliability was examined and confirmed by Cronbach's alpha. Management and leadership: The findings of the study showed that the current situation of the General Directorate of Education in Tehran in terms of the component of "management and leadership" and its 12 indicators shown to be desirable and correctly. Explanation of the obtained Management and leadership are the main pillars of an organization. The manager's view of the organization's financial and human resources is a tool view that, by order, advances the organization's overall goals. Teamwork and mutual cooperation: Based on the findings, with all the positive features that teamwork has on the process of the organization, in examining the current situation of the General Directorate of Education in Tehran, component and 8 indicators, was unfavorable. Explained: Today's world is a world of working groups, so in the new organizational structure, this idea have replaced the individualistic approach that prevailed in the traditional view. Because it is believed that the implementation of teamwork and mutual cooperation in the organization will enable the identification and discovery of talents hidden in human resources. Technology: Based on the findings, the current situation of the General Directorate of Education in Tehran was shown to be unfavorable in terms of the "technology" component and its 11 indicators. Explained: today’s information technology has pivotal role. Environmental pressure enters the organization from all sides.  So It is necessary to pay attention to information technology in all organization. Knowledge pilot: In terms of the "knowledge-based" component and its 13 indicators, the current situation of the General Directorate of Education in Tehran was unfavorable. Explained: In the education system, where attention to knowledge and knowledge-based is the main pillar of the development of this system, the employment and use of knowledge manpower and the existence of processes to improve knowledge and knowledge organization should be seriously considered and this system. Make optimal use of human resource knowledge and information. Training and empowerment of human resources: In reviewing the current situation of the General Directorate of Education in Tehran in terms of the component of "education and empowerment of human resources" and 6 indicators, the current situation was shown to be optimal. Explained: In an education system that needs up-to-date human resources, human resources are the most important asset of an organization, and training and empowering them is essential for organizations that want to succeed. Organizational culture: Culture is one of the most important and fundamental issues in management and organization. Explained: According to Downport, which in modern organizations, the basic solution is to move from the hard dimensions to the soft dimensions of promoting organizational productivity; Culture as an intra-organizational factor is the soft dimension that should be seriously considered.

A healthy, humane and efficient educational system considers individual differences in abilities and capabilities as normal and tries to flourish the talents of all students. Thus, in an effective education system, educational equality does not mean that all students have the same experiences, but it does mean that individuals have an equal opportunity to develop their talents. The existence of individual differences among students in terms of characteristics such as intelligence, personality, talent, academic achievement, economic and social status and learning power, is one of the most important issues that teachers face in their classrooms. For this reason, some who were really genius stood up and by providing accurate tools and methods, they were able to test their species from different aspects and reveal their differences. Undoubtedly, in all countries of the world, developed or developing, the identification and management of brilliant talents and talented people with different philosophical motives and roots is considered. In some countries, the main motivation is the growth of intellectual powers and the development of special talents. But in others, the source of the effort is the emphasis on equal educational opportunities for all, while at the same time considering the full development of individuals' talents for self-actualization and meeting the needs of society. One of the most important parts of talent development and talent management takes place in gifted schools. In developed countries, scientifically and educationally, at the beginning of a child entering primary school, he is tested for talent and then, in accordance with the identified talent, the person begins to study. A job that has no place in the Iranian educational system, and another weakness is the memory-oriented nature of the educational system, while modern educational systems are intelligence-oriented; Simply put, in advanced schools, people who have a better ability to analyze content grow better. In today's fast-paced, competitive world, what guarantees the superiority of companies and organizations over each other is the availability of talented human resources, especially at management levels. But the challenge that is faced today in organizations across the country is to attract, develop and retain these talents. On the other hand, improving the human resources to increase the productivity of the organization is always considered by every organization. According to management and organization experts, performance appraisal is a good way to improve human resources (Schooley. 2010: 4). Talent management includes the dimensions of attracting, selecting, engaging, developing and retaining employees, which at the center of these dimensions are the competencies and core values ​​of the organization. These factors or dimensions are interconnected through a continuous process, strategy, implementation and evaluation. It is worth noting that talent management in educational institutions, especially in gifted schools, is at the forefront of developing human capital and youth skills. This management is a set of organizational activities for assets, development, motivation and retention of talented personnel to achieve the goals. The future of the organization Therefore, the importance of paying attention to talent management in gifted schools, made the researcher in this research to be able to identify and manage talented people and talented people and attract and retain these talents in the country and implement and implement and Institutionalize student talent management and improve their level to provide appropriate scientific and practical solutions. The necessity of this research is that the benefits of work return to the system of the educational system of the country and also help the students and their teachers and parents. It can also promote the work and development of school staff, including principals, teachers and assistants. Also, by correctly identifying the talents and guiding the students to future job and career fields and making the best use of their talents, it will be possible to draw and achieve the desired job for the students in accordance with their talents and interests. Therefore, the main issue of this research is testing and validating the talent management model in gifted schools, which is based on a case study conducted in Tehran.   Undoubtedly, one of the most important motivations of the researcher in dealing with this issue and why this issue became his mental concern, was his lived and personal experience during his academic and professional period. Also, the most important motivations of the researcher in dealing with this issue and the mental concern of the researcher are due to the prevailing atmosphere of schools and society and ignoring the inner motivations and interests and innate talents of students. In this regard, in the country's schools from the very beginning of elementary school students to the category of talent identification and recognition of potential abilities of learners and guide them in the right direction is not in line with their interests and this has caused many of these talents remain unknown and only in festivals. Scientific olympiads and special aptitude tests in the country can identify and guide some of them. It can be said that talent management in educational institutions, especially schools, is in line with the development of human capital and skills. In this study, the quantitative research method was descriptive-correlational. The statistical population of this study includes all teachers and principals of gifted schools in Tehran and the statistical sample was based on the sample needed to perform exploratory or confirmatory factor analysis of 300 people and the sampling method was proportional to the volume of sub-populations (different gifted schools). The research tool was a researcher-made questionnaire that was validated for exploratory and confirmatory factor analysis using SPSS and AMOS software to analyze the data in this study. The results in standard mode showed that talent management in gifted schools has a positive and significant effect on the components; Talent-supporting laws and regulations have a talent management perspective, talent management financial resources, talent-creating atmosphere, soft infrastructure establishment, hard infrastructure establishment, scientific and academic system, quality of teaching and learning and talent management. Also, according to Cronbach's alpha 0.710 and combined reliability 0.803 has a good reliability and according to convergent validity 0.625 has a good validity. The goodness indicators of the fit all indicate the proper fit of the model with the research data.

The purpose of this study was to explain teachers' self-leadership and self-efficacy based on transformational leadership with Mediating role of the learning organization. The research method was descriptive- correlation with structural equation modeling approach. The statistical population included all the elementary and secondary teachers (jonior and senior high school) of 18750 persons. Based on Cochran formula, a sample of 384 people was selected by stratified random sampling.. Data were collected from Bass & Avillo transformational leadership questionnaire (2002), Senge learning organization questionnaire (1990), Rahimi & Etal self-leadership questionnaire (2013) and Tschannen-Moran& Woolfolk self-efficacy of teachers (2001) that their validity confirmed with construct validity and their reliability confirmed by Cronbach's alpha and hybrid reliability. Data were analyzed using SPSS23 and SMART PLS2 software focusing on Structural Equation Modeling.The results showed that learning organization is a mediating variable between transformational leadership with self-leadership and self-efficacy. Transformational leadership has a positive and direct effect on learning organization, self-leadership and self-efficacy as well as learning organization has a positive and direct effect on self-leadership, but transformational leadership has not been able to explain self-efficacy. The validity of measurement model was confirmed by cv.com test and the structural model by cv.red test. The quality of the final model of the research according to GOF index which is 0.305 showed that the model has a good fit. Finally, the coefficient of determination R2 for learning organization was 0.320, self-leadership was 0.285 and self-efficacy was 0.033.

Healthy school teachers are committed to education and learning, higher targets, but they are obtainable for students, and orderly learning environment and serious. The purpose of this study was to investigate the stability of the relationship between transformational leadership, organizational justice and organizational health in schools in Sabzevar. The research is descriptive and correlational. The study population included all primary school teachers, middle and high up the city of Sabzevar. To measure these variables with the whole five-item Likert questionnaire was prepared and the questionnaires were distributed to 340 teachers randomly class. The statistics for the analysis of questionnaire data from one sample T-test, Kolmogorov-Smirnov test and confirmatory factor analysis and structural equation modeling was used. The results showed that transformational leadership, both directly and indirectly through organizational justice plays a key role in the development of organizational health. The positive impact of organizational justice, organizational health has a direct and significant. The results showed that transformational leadership, both directly and indirectly through organizational justice plays a key role in the development of organizational health. The positive impact of organizational justice, organizational health has a direct and significant. The results showed that transformational leadership, both directly and indirectly through organizational justice plays a key role in the development of organizational health. The positive impact of organizational justice, organizational health has a direct and significant.

The purpose of this study is to determine the methods of dealing with unqualified teachers. The present study is based on the applied purpose and the method of collecting the findings using the phenomenological method. The statistical population of the study was three groups of officials of education departments, primary school principals and university experts in the field of professional qualifications of teachers who were selected using purposive sampling method. The data obtained from this section were analyzed through content analysis. Four categories of preventive, corrective, supervisory and punishment actions were identified.Preventive actins include; designing an effective recruitment system based on professional competencies, improving the quality of teacher training courses, designing and implementing mechanisms related to culture building, paying attention to motivational factors and environmental health factors, enriching teachers 'jobs, raising teachers' competencies as concerns, identifying challenges ,The issue of incompetence of teachers in a systematic way is the design and implementation of appropriate mechanisms to encourage and support qualified teachers, select and employ qualified managers, planning. Preventive actions include; designing an efficient recruitment system based on professional competencies, designing and implementing mechanisms related to culture building, paying attention to corrective measures including designing and implementing training courses, designing and implementing empowerment programs by colleagues, designing and implementing teacher empowerment programs By experts, design and implementation of teacher empowerment programs through the self-development system, design and implementation of teacher empowerment programs by principals and provide feedback, the principals. Monitoring actions include; Includes continuous monitoring and control of teachers' performance.

The present study aims to provide an educational management model for exceptional schools based on the lived experience of principals. This research is a qualitative phenomenological study. The method of data collection was semi-structured interview and the sampling procedure was saturated snowball sampling. In this study, from the lived experience of exceptional school principals, interviews were conducted with 8 school principals on the sidelines of the gathering Based on the research findings, the components of educational management in exceptional schools include interaction with colleagues, monitoring of human resources, ability to manage financial issues, ability to interact with relevant organs, understanding the conditions and needs of students, attention to scientific and educational issues of students. Attention to students' mental and physical needs, having certain personality traits such as discipline and commitment as individual needs of exceptional school management, pursuing the issue of inclusiveness and development of integrated schools, counseling and finally supporting exceptional students' families. According to the results, it is obvious that conducting this research reveals the views of managers working in the post and allows the trustees of the country's exceptional education organization to take more useful steps within the framework of laws to improve the quality of management of exceptional schools. Management is one of the most important human endeavors in human social life. Human societies are made up of a set of organizations with different goals, each of which performs its functions. Society achieves the desired goals when all organizations achieve organizational goals by performing tasks and programs. In all organizations, the most important pillar to achieve effective goals is management. Today, educational management often refers to the concept of leadership, guidance, improvement and change; Therefore, achieving higher goals of education in any society requires reorganization and rethinking in the management of the educational system. Bolam (1999) defined educational management as an executive function for implementing agreed policies. He believes that management is responsible for policy-making and, if necessary, organizational change. Bush (2003) believes that educational management should be primarily related to the goals and objectives of education. Inclusive is the training of specialized and skilled forces and the transmission of culture. Dr. Ali Khalkhali in his Asia-Pacific Management Conference held in Malaysia in collaboration with UPS University in the presence of Professor Tony Bush in 2014, and in the scientific meeting of the Iranian Educational Management Association in 1392 in the presence of Professor Behrangi, in his speeches Presented a new theory in educational management, in this regard, some scholars consider educational management to be the most important organizational activity in the future. In educational programs, the effects, characteristics and unfavorable behavioral patterns as well as the basic factors of the desired pattern should be explained. School principals influence all aspects of the school. They run organizations whose production is human, and these human beings must be built and paid enough to be fully prepared for tomorrow's life. Therefore, principals have the greatest impact on the goals of the school, ie students, and therefore perform a variety of activities. Every year, managers encounter problems for the first time. They face various challenges and gain years of experience in the vast and wide sea of ​​the education system. They face any issue that depends on education. From staff selection and evaluation, budget management, social relations to legal issues, etc ... With the support of their officials, they are confident that they are ready for new situations and can easily solve any problem; However, after the first bell rings, many managers find themselves in new positions for which they have little preparation and confidence. They are suddenly in a position to be the final arbiter. Complex issues such as different laws, emergency decisions, training sessions, judging issues, interviews, student placement; these issues are very time consuming. In addition, there is little help in making these decisions, because everyone believes that the manager has the necessary expertise in all areas. Unfortunately, most novice managers are less prepared to deal with their new position and are often asked non-specialist topics.Wilhelm Dilthey has used lived experience as a fundamental concept of the humanities. This word can be translated into three words in English as experience, experience, adventure; However, in philosophical texts, especially those related to Delta, it is translated as Lived Experience. Which is exactly equivalent to the combination of "lived experience" in Persian. Delta's main concern is the demarcation of the sciences and the drawing of the distinction between the natural sciences and the spiritual sciences, a term used in other languages ​​for the humanities. According to Dilthey, the difference between the natural sciences and the spiritual sciences is not in the object or even the cognition they produce, but in the natural sciences they do not pay much attention to internal experience. Thus, if the natural sciences explain or explain nature, in the spiritual sciences the various expressions and manifestations of life are "understood." In the spiritual sciences, human individuality is considered, but in the natural sciences, individuality is subdivided into categories such as generality and generalization. Hence, Dilthey does not consider the methodology of the natural sciences to be suitable for the spiritual sciences, but defends the two concepts of "originality of experience" and "objectivity" that originate in the natural sciences, and believes that the fundamental problem in the meaning of "experience" And the ambiguities in its application are rooted in the study of human affairs.

The purpose of this study is to develop a model of entrepreneurship education for high school students. Education has the most important and key role in entrepreneurship development. Since education has a key role in educating people in the community, it is necessary to lay the cultural foundations and values of entrepreneurship in schools. Schools as an organization must evolve; Strategy or approach of transition from traditional schools to entrepreneurial schools, culture and value creation, followed by creating a suitable platform for cultivating entrepreneurial ideas and attitude. Research

The present study was quantitative and qualitative. In the quantitative part, the survey method is used and in the qualitative part, the data method of the foundation is used, which in the qualitative stage is a semi-structured interview tool and in the quantitative stage is a researcher-made questionnaire. The present study includes two statistical communities, the first of which consists of specialists and experts in the field of entrepreneurship education. These people had executive and experimental backgrounds in the field of entrepreneurship education in the field of education, industry or businesses related to entrepreneurship in the field of education. The second group consisted of secondary school teachers with a history of entrepreneurship education in the 97-98 academic year in Tabriz schools. The total number of these people was 13 in the qualitative section and 180 in the quantitative section. In this research, library studies, interviews and questionnaires have been used to collect information. In the qualitative part, open, centralized and selective coding methods were used to analyze the interviews. After open coding and extracting the categories as well as axial coding and the relationship between the categories in the form of paradigm components (contextual, causal, mediating, phenomenon-oriented conditions, consequences and strategies), in the next stage to coding Selective and interpretive relationships between classes were discussed. In the quantitative part, first, descriptive statistics of frequency, percentage, mean, standard deviation, variance) were used to describe the data as well as the demographic characteristics of the participants in the research, in which the diagram was used. In the last step, in the side findings section of the research, Friedman test, Kolmogorov-Smirnov, Kruskal-Wallis test were used in the inferential statistics section. SPSS-22 and Amos software were used to perform the mentioned statistical operations.

The present study shows that the elements of the entrepreneurship education program system for students of the second year of high school are the disadvantages of entrepreneurship education (626.6), the goals of entrepreneurship education (5.756), the content of entrepreneurship education (6.114), The teaching methods are entrepreneurship education (5.769), and the methods of evaluation are entrepreneurship education (5.986). Findings of the present study showed that among the factors affecting the model of entrepreneurship education program, instability in the labor market among the disadvantages of entrepreneurship education, the interaction of production and industrial centers among the desired goals of entrepreneurship education, attractiveness and accessibility among content Appropriate entrepreneurship training, problem solving ability among entrepreneurship teaching methods, and evaluation of business plan among entrepreneurship training evaluation methods had the highest impact factor.

It can be inferred that entrepreneurship education in the second year of high school with challenges such as reducing the acceptance of entrepreneurship training courses and not continuing them as before, managerial / executive factors, social factors, cultural factors, structural factors And legal and economic factors, lack of correct attitude towards the relationship between entrepreneurship education and increasing the level of knowledge and entrepreneurial skills of individuals, lack of interest in participating in entrepreneurship classes, inability to express and convey content by teachers, reducing student communication Faces the teacher with scientific problems, and the low level of communication skills of teachers that should be considered. suggestions: It is suggested that entrepreneurial and smart schools be established with the aim of identifying and educating entrepreneurial students; Design and develop a purposeful educational program for entrepreneurship education in schools; Provide entrepreneurial teachers in cooperation with Farhangian University and higher education; Establish practical workshops to inform families about the goals of entrepreneurship education in schools; Implement active and participatory methods of teaching entrepreneurship education content in the classroom; Continuous monitoring and evaluation of entrepreneur training at all stages of idea generation and implementation of new projects; Provide material and spiritual reinforcements to increase motivation and self-confidence and maximize students' ability to innovate and be entrepreneurial; Permanent implementation of camps, scientific visits, skill competitions and exhibitions of new achievements of students. It is also suggested that the model of entrepreneurship education for all levels of education in the educational system, the model of entrepreneurship education with a tendency to local and regional culture, entrepreneurship education with the cooperation of private and informal sectors, entrepreneurship education culture through communication between the education system and centers Manufacturing and industrial development should be developed and the harms and challenges of entrepreneurship education in the country and ways to eliminate them should be examined. Limitations Due to the lack of similar research to develop a framework for entrepreneurship education, the study of research literature took a long time and a lot of time has been spent to address it. The attitude of some principals, teachers and families towards entrepreneurship education and any change in the school curriculum has caused them to ignore the need for a curriculum model, and this issue has had a negative impact on the current research process and its results.

The issue of equity has always been the main discourse and the most vital factor of social institutions. Given education and schools are part of social institutions, the issue of equity is a key point in these environments. Thus, the present study investigated the situation of educational equity in public schools in Tehran.
Our research was practical in terms of purpose, and it was exploratory mixed research (qualitative-quantitative) in terms of method. In the first step, researchers tended to extract the dimensions of educational equity. So, 18 experienced teachers (with experience higher than 20 years) as experts (individuals who were more aware of the issue of study) were interviewed by non-probabilistic and purposeful sampling method and also, considering theoretical saturation in the data. For the analyzing interviews, we used the thematic analysis method. For checking the validity of the findings of the qualitative section we used two methods member checking and peer checking. As well, the reliability of the findings of the qualitative section was calculated by the retest method and according to Holst's formula, the reliability coefficientwas0.9. In the second step (quantitative section), after performing the qualitative step, researchers tried to design a quantitative tool (questionnaire) based on the conceptual model extracting from the qualitative step and then distribute it among high school students in Tehran (tenth, eleventh and twelfth grades). Therefore, the most appropriate method in the quantitative step was the descriptive survey research method; Because the researchers tended to examine the views and opinions of high school students about each of the dimensions of educational equity. Considering the large size of the research population in the quantitative section (320,000 students), Tehran city was categorized into five clusters (North, South, East, West, and Center). The researchers selected the students from different clusters using Krejcie and Morgan table. A total of 400 students was selected from five clusters. For evaluating the validity of the model obtained from the qualitative section, we used the structure validity by Confirmatory Factor Analysis (CFA) in AMOS software version 24. Also, Cronbach's alpha coefficient was used to measure reliability, which (0.91) was obtained.Furthermore, to analyses the research questions we used, One-sample t-test, and the dependent t-test in SPSS software version 22.
The findings our study showed that, from the teachers' point of view, despite the fact that the condition of physical facilities was better than educational facilities and educational aids in public schools in Tehran, but this did not mean the favorable condition of public schools in terms of physical facilities. Also, from the students' point of view, the current situation of physical facilities and educational aids in public schools in Tehran has been lower than average. So, there was no difference in terms of physical facilities and educational aids between the northern, southern, eastern, western, and central regions of Tehran. Furthermore, the situation of all regions in terms of the two components mentioned is lower than expected. In other words, public schools have not a favorable situation from the different dimensions of learning space management, including; having light and lighting sources, heating, and cooling appliances, yard, bathroom, number of tables and chairs, fit of classroom space, and the number of students. In fact, it can be said as much as teacher education is important, it is expected that educating specialists in the field of educational space management also is considered. Although experts of educational equity and educational administration have mentioned the close relationship between the administration and educational equity, the results of the present study are convincing evidence of the inability of management to implement educational equity. The factors such as; centralized management and lack of logistic thinking in the educational administrators are the most important reasons for the lack of educational equity in the education system. Despite the fact that it was expected from the perspective of the study participants, the favorable situation is above average, But the findings showed that there is a big gap between the current and the favorable situation. The difference between teachers 'and students' views on the unfavorable situation of physical and educational facilities can be due to the nature of their role and position in the education system, the type of view, and the priority of each component from the perspective of the participants and their demographic characteristics. Because physical facilities such as benches and chairs are most important for students, and perhaps from their point of view, these facilities can help to learn better and feel comfortable in the classroom. While teachers, given their educational role in the classroom, have more attention to educational facilities.
Considering the approaches of educational equity mentioned in the theoretical foundations and the results obtained from the present study, it is important that schools and educational institutions try to manage the educational facilities, educational aids, and physical also, allocation of costs be based on individual talents and characteristics. In other words, the efforts of educational administrators must be made in the direction of moving towards a realistic approach to educational equity. If this situation happens, we can expect the implementation of educational equity in a favorable way in society. Finally, based on the research findings, some suggestions are presented as follows;
Considering the differences between the regions of Tehran in terms of welfare facilities in the field of education, it is recommended that with instill of logistics thinking in the educational administrators, schools in deprived areas of Tehran be paid more attention to the budget, distribution of human, material and physical resources.
Run of school-based management policy should be implemented as one of the ways to remove educational inequity. Because each school planning and managing its resources, according to the needs themselves.
Educating specialists of educational space management in the education system is necessary to help the public schools for using standard and quality facilities and equipment. Therefore, establishing centers for educating specialists and designers of learning spaces is recommended.
It is important that public school administrators try to hold synergistic meetings with charities and other organizations to equip public schools.

Nowadays the role of human resources and attitudes of personnel are very essential in gaining achievements and competitive advantage. In this regard, paying attention to the morale and perceptions of employess plays a vital role. promoting organizational justice perception and job enthusiasm are the challenges for managers to achieve the goals of organization, so the purpose of this research was study the mediating role of performance evaluation in relationships between organizational structure and job autonomy with organizational justice perception and job enthusiasm.This research was an applied research in terms of the aim and it was descriptive correlational research in terms of method. The statistical population of this study consists of all the senior high-school teachers in urmia city in academic year 2018-19 which were about 831 individuals (137 teacher from educational district 1 and 169 teacher from educational district 2) . 306 individuals were selected by morgan table and stratified random sampling method. Data collection tools were researcher-made questionnaire for evaluating the performance of teachers(its dimensions included teacher prerequisites, professional responsibility, planning and preparation, organization and classroom management, teacher’s personal characteristics, education or teaching. and standard questionnaire for organizational structure (Rabins, Ivanowich,1989, its’ dimensions included centralization, complexity,officialism), justice perception questionnaire (kolcoit,2001, its dimensions included distribution justice,procedural justice, informational justice, interpersonal justice.), job enthusiasm questionnaire (salanova, Schaufeli,2003, its’ dimensions included: power, commitment, absorption.), teacher autonomy questionnaire (Fridman,1999, its’ dimensions included: creating school identity, teaching and achievement evaluation , parent participation ). Validity of the questionnaire were confirmed through using experts opinions, confirmatory and exploratory factor analysis . Reliability of the questionnaires were obtained by using Cronbach’s alpha test. The values of Alpha coefficients for the questionnaires equaled: teacher performance evaluation= 0/86 , organizational structure= 0/77, organizational justice perception= 0/81,job enthusiasm= 0/89 , teacher autonomy= 0/79 therefore all of the values were approved.Based on skewness and kurtosis obtained from descriptive, statistics distributions of variables were normal.The conceptual model’s of research proposed had desired fitness. (AGFI=0/92 ,X2/df=1/78, RMSEA=0/06, CFI=0/97, GFI=0/9).The results of the correlation matrix of the research variables cleared that path analysis can be applied to study and test the conceptual model. SPSS and LISREL were two statistical soft-wares to serve the purpose of data analysis. Findings illustrated that the mediating role of performance evaluation in relationships of organizational structure and job autonomy with organizational justice perception and job enthusiasm were confirmed. (There were significant relationship between job autonomy and teacher performance evaluation(β=0/29)., between organizational structure and teacher performance evaluation(β=0/31, between teacher performance evaluation and job enthusiasm (β=0/26), between teacher performance evaluation and organizational justice perception(β=0/19). There was significant direct relationship between job autonomy and job enthusiasm.(β=0/27). Also, significant direct relationship between organizational structure and organizational justice perception was confirmed(β=0/46). Therefore job autonomy and organizational structure were indirect predictors of job enthusiasm and organizational justice perception, .job autonomy and teacher performance evaluation were predicted a total of 18% of job enthusiasm variance. organizational structure and teacher performance evaluation predicted a total of 31% of organizational justice perception variance. organizational structure and job autonomy explained a total of 20% of teacher performance evaluation variance. To promote job enthusiasm and organizational justice perception, managers should promote job autonomy and reduce centralization and complexity of organizational structure and pay more attention to performance evaluation. Creating enthusiasm and motivation in employees can be done by a proper performance appraisal and reward system. Managers need to pay attention to the self-control and self –monitoring aspects of employees and reduce strict control through rules and regulations. The participatory , supportive and supervisory role of the association of parents and teachers should be strengthened as a non-profit,non-governmental civic organization, and its results should be used to improve the performance of teachers. principals can use teachers participation (self- evaluation) in order to enhance the evaluation quality and creat. organizational justice perception.Also , it is recommended to apply various approaches in teacher performance evaluation including evaluation by principles, colleagues, students and parents.This might be very effective in designing a service compensation system.Decreasing the hierarchical orders and generating informal and effective communications among teachers and principal causes teachers feel more commitment and attachment to school and their instructional tasks and also makes the external boundaries of school more permeable to responsiveness. The relation among school and the community should be prioritized through various actions such as school- home relations. Managers should look for the pros and cons of evaluation and help teachers be the best in their careers, rather than focusing on mistakes, .This way , they exploit evaluation as an incitant and take advantage of its supportive supervision role. Due to students’ differences in the abilities ,needs, interests, intelligence and skills , teachers can benefit from job autonomy as a vital factor in their instructional tasks. Principals can deligate teachers and with through this way promote job satisfaction, professional competence, increase self- confidence and enthusiasm in teachers .Courses for principals on how to evaluate performance leads to a accurate and logical evaluation approaches which will in turn lead to justice perception enhancement in teachers. This research faced limitations such as the large number of data collection tools, non-longitudinal research, use one type of tool(questionnaire) limitations on generalization of results. It is suggested that officials should consider more job autonomy for teachers in setting guidelines. it is also recommended that principals avoid strict regulations in their schools. Teachers performance evaluation and the service compensation system should be applied properly too.

the present mixed Research has been implemented with the aim of identifying The duties and roles of school principals in strengthening and developing Thriving at Work among Teachers and evaluating the existent status of of khoramabad schools. in qualitative section, by using purposeful and snow-ball sampling, some famous, experienced and excellent teachers and Principals, who according to parents' and administrators' report can be regarded as enjoying thriving at work, were selected and interviewed. 28 indicators and 6 dimensions were recognized by using content analysis and coding procedure of interviews. In the quantitative section of this Research, based on the identified indicators and dimensions a valid and reliable questionnaire was developed and completed by325 teachers. By exploratory factor analysis, 28 indicators were indentified and were classified into 6 factors (stimulating teachers, its creation of opportunities to enhance knowledge, school atmosphere, aducation supplies, the opportunity to choose and playing role model). In the next step, confirmatory factor analysis revealed that the measurement model of latent variable has good fit with observed data. In the next phase, According to the results of one-sample t-test, the six factors of The duties and roles of school principals in strengthening and developing Thriving at Work among Teachers were evaluated as moderate and meaningful.

Increasing quantitative and qualitative development of the structure of the country's educational system, course content, the complexity of organizational issues of schools, professional development of teachers and the expectations of other institutions and organizations and parents and the educational system; It is necessary to pay attention to improving management and educational leadership. In order for schools to be effective, principals must have more professional competencies and competencies than others. School effectiveness requires setting and creating tools and scales to measure leadership effectiveness. Over the past few decades, researchers have used a number of conceptual frameworks to describe the various characteristics of educational leadership. The most well-known conceptual framework that has been used extensively is the PIMRS Scoring Learning Scale (PIMRS). As mentioned, Hallinger and Murphy (1985) present a model of educational leadership using three dimensions: "Defining the mission of the school" defines the role of the principal in working with others to ensure that the school Uses specific, measurable, and time-based goals for students' academic achievement. "Curriculum management" means the principal focuses on coordinating and controlling the school curriculum and education. The "development of a positive school learning atmosphere" is based on the idea that effective schools create academic emphasis through high standards and expectations for students and teachers. Evidence presented in various studies suggests that the Manager Educational Leadership Rating Scale (PIMRS) can play a potentially useful role in empirical research leadership research. The PIMRS tool appears to provide reliable information about educational leadership; When grades are obtained from teachers. The PIMRS framework and tools have been used in many studies (Hallinger et al., 2015). Although a large number of studies have been performed using PIMRS; But the evidence for its reliability and validity is relatively limited in different countries. The purpose of this study was to investigate the psychometric properties of the PIMRS-22. The research method was descriptive correlational. The statistical population of the study was 3064 teachers from 422 schools in Ardebil province. in the academic year 2018-19 with a total of 3064 teachers. A sample of 418 students was selected by using proportional stratified random sampling from 202 schools. The factor structure of this scale was studied in two stages using two methods of exploratory factor analysis and confirmatory factor analysis. Research data were analyzed using SPSS22 & AMOS22 software. In exploratory factor analysis, data were analyzed by principal component analysis with varimax rotation. Performance indicators were good. Three factors with eigenvalues greater than one were found. These three factors can explain 74.227% of the variance. Confirmatory factor analysis results showed that the three-factor structure of the questionnaire including: school mission definition, Managing Instructional Program and Creating School Learning Climate, had a good fit with the data (X2/DF=1.661; CFI= 0.930; RMSEA=0.076). Analysis of reliability and convergent and discriminant validity of the questionnaire constructs showed that the questions are sufficiently accurate in measuring the questionnaire constructs. Therefore the questionnaire is highly reliable. Overall, the results showed that the questionnaire had good psychometric properties, and all 22 items remained without removing or modifying the scale. In the present study, PIMRS-22 was first translated from English into Persian. Then, in order to confirm the accuracy of the translation process, the translated Persian version was translated into English again and compared with the original form. Finally, the translated version of PIMRS-22 was reviewed by two instructors and two teachers. After preliminary implementation, the necessary changes were made to the ambiguous discourses, which were distributed to school teachers as the final scale was prepared. Therefore, according to the findings of this study, it is inferred that the improvement of the education system in Iran requires the acceptance of a model that can provide appropriate paths and solutions for all variables proposed in this study and all their dimensions, and also during the period. Specify the executive guarantee. In this regard, the implementation of the model "concept of educational leadership" proposed in this study with its comprehensive features can be a good model for the management of education and training in Iran and help achieve their goals. It seems that managers 'leadership style is influenced by factors such as the basis of authority and the type of perception of managers' assumptions, the individual's behavioral reactions, and finally organizational factors. In the Iranian education system, people usually reach out to management and educational leadership through a teacher. For this reason, they probably do not have a proper understanding of management and educational leadership in mind. They look at the work of teaching management and leadership from the perspective of teachers. Although this attitude is good and necessary, it is not enough. The role of educational management and leadership should be played with regard to all elements and effective factors in the educational environment; Therefore, people who are assigned to school management should be equipped with special knowledge, attitudes and skills. School principals should pay serious attention to human relations management in school management and base their management style on participation and cooperation. It is important for schools for students to learn in a participatory and friendly way, and for staff to work collaboratively and share their knowledge and skills. Better learning happens when there is a strong and effective relationship between school and home.

The performance of school principals plays a decisive role in ensuring school effectiveness. School principals are leading schools to deliver better quality services and educational justice, and are committed to promoting school performance. It is important to improve school performance in many Western and European countries. Accordingly, school evaluation is increasingly being considered as a potential lever and is one of the ways to determine the extent to which school goals are being met. Because it is managers who guide and direct the activities of the organization and the individuals through the achievement of the desired goals through coordination and proper use of human and material resources. At present, the management of corporate culture, teamwork and managerial collaboration with others is of great importance. Performance is the result of activities in terms of performing assigned tasks. The most important activities of school principals are including those related to education, student affairs, staffing, finance, resources and equipment, school and community relations. Evaluating school principals' performance can provide a good basis for improving performance as well as controlling complex changing situations, and school principals as school service providers have a special place in promoting school performance, and no educational system can have without competent principals. The present study is an applied research and a descriptive-correlational research. The main reason for choosing the descriptive-correlational approach is to find out the variations of managers' performance variables based on the predictor variables. The statistical population of the study consisted of all the principals of public and non-governmental secondary schools for girls in Tabriz's educational districts with 180 school principals in the academic year 2018-2019. The sampling method used was stratified random sampling in terms of district and type of public and non-public schools. The sample size is 123 persons based on Krejci and Morgan table. Alkazimi (2007) questionnaire was used to measure organizational loyalty on a 5-degree Likert scale. The minimum possible score is 7 and the maximum is 35. Al-Kazimi (2007) assessed the content validity of the questionnaire with a reliability of 0.81. Nadi and Golparvar (1390) estimated its reliability in one study and its reliability by 0.87 and 0.63 in another, respectively. To measure managers' organizational self-esteem, the standard questionnaire of Pierce Gardner and et al (1989) was used in 10 questions that expresses the individual's overall feelings and values or personal acceptance on a scale of 1 to 5. The reliability of this questionnaire was 0.91 by Pierce et al. And 0.75 was reported in retest. The reliability of this questionnaire by Sadeghian, Abedi and Baghban (2009), 0.89 and by Assar et al. (2015), respectively. 0 and reported by Hosseini Kookamari, Mashalahi and Baqaei (2014) 0.8. Milman et al. (2003) questionnaire of organizational spirituality was designed to measure organizational spirituality with 18 questions and 3 components including: meaningful work (items 1 to 5), feeling of solidarity (items 6 to 11), values alignment. (Items 12 to 18). Abdollahi et al. Have estimated the reliability of this questionnaire in 2014 as 0.95, cultural, Fatahi and Waqiq (2006) 0.87, and Goodarzi and Karimi (2012) as 0.91. Complete Delaware et al (2017) questionnaire and Taheri et al (2018) health questionnaire were used to evaluate school principals' performance. In both studies, content validity and construct validity were evaluated and validated. The scale of the 5-degree performance questionnaire was from 1 to 5. In order to determine the validity of the questionnaires, face validity and Cronbach's alpha coefficient were used to assess the reliability of the questionnaires. Work environment is 0.92. In this study, structural equation modeling with PLS software was used for data analysis. Based on the results of descriptive statistics, the average performance of the study managers is above average. Managers' organizational self-esteem is above average. Organizational loyalty status of managers is above average. The average spirituality in the workplace is higher than the average of the managers studied. The results show that the performance of school principals based on organizational loyalty, spirituality in the workplace mediated by their organizational self-esteem in girls' secondary schools in Tabriz with predictive coefficient of 0.76. The relationship between spirituality in the workplace and organizational loyalty with managers 'organizational self-esteem as well as spirituality in the workplace with performance were significant at 95% confidence level, and the relationships of organizational loyalty and organizational self-esteem with managers' performance were insignificant. Also, the indirect relationship between spirituality in the workplace and organizational loyalty with managers' performance mediated by organizational self-esteem is not significant. The standardized coefficient of the path among the variables indicates that the variables of organizational loyalty and organizational self-esteem do not explain the variations of managers' performance variables. This coefficient is in relation to spirituality with performance of 0.8, in relation to organizational loyalty with performance of 0.13 and in relation to self-esteem with performance of 0.06. Also, adjusted coefficient of performance based on spirituality in the workplace, organizational loyalty mediated by organizational self-esteem was 0.76 and above average. The significance level of the coefficients for the relationship between spirituality in the workplace and organizational loyalty with managers' organizational self-esteem as well as spirituality in the workplace with performance were less than 0.05 which was significant at 95% confidence level and structural model fit. It also shows that the significance level of coefficients of relationship between organizational loyalty and organizational self-esteem of managers with their performance higher than 0.05 indicates that these paths are not significant. In explaining this finding, it can be stated that performance is a function of individual and social characteristics of school principals. Accordingly, variables such as principals being held accountable, conforming to values, and paying attention to the fundamental norms and values of their organization and profession. Be it. On the other hand, how subordinates are led and paid attention to the ethical aspects of subordinate affairs in their managed organization are key determinants of performance. Successful managers therefore bring a sense of solidarity, caring, value alignment, and overall spirituality to the workplace, sharing power, leadership in a collaborative and collaborative way, with an interactive attitude between managers and employees to enhance collaboration and use. The capabilities and talents in the organization are emphasized.

The purpose of this research is applied in terms of purpose in terms of quantitative-qualitative (mixed) implementation method. The research data collection tool in this study was in the qualitative section: interview and in the quantitative section: the questionnaire adapted from the categories obtained in the interview. The statistical population of the research in the quantitative section included all teachers of Kermanshah first secondary schools in the academic year 1399-1398, which was 425 people, and the statistical population of this study in the qualitative section included all principals of Kermanshah first secondary schools in the academic year 1399- In 1398, there were 31 of them, and in the quantitative section, 202 people were selected as examples by referring to the Cochran's formula among school principals. The sampling method was stratified random. Also, the sample of this study in the qualitative section was 2 managers who were selected based on the method of theoretical saturation sampling (specific to qualitative studies). The analysis of research data in the quantitative section was based on SPSS statistical software, which was used in the analysis section of the second research question. Based on this, the statistical method of Fardidman test was used. Quantitative data analysis was based on 3dmax software, which used qualitative data analysis (qualitative content analysis and coding process) to analyze the data extracted from the interviews. The research results showed that the components of managerial development skills in Horizon 1404 based on foresight approach include 4 general dimensions: primary competency components, macro competence components, components of the current situation in managerial ability development and components of equipping managers with new competencies. Was. The results also showed that the prioritization of these factors is 1-components of macro competence in the development of managerial ability, 2-components of the current situation in the development of managerial ability 3-components of equipping managers with new competencies and 4- components of initial competence in Development was the ability of managers. Finally, a model for developing the managerial abilities of school principals was drawn based on the foresight approach.

"Mohammad Amir Khan Birjandi" was born in 1901 in "Birjand". Shortly after his birth, he moved to Tehran, where he studied and later taught at the "American College". Then, he accepted the adminisration of "Shahreza" high school in Mashhad. He went for the University of Wisconsin to complete his postgraduate studies at fiftteen years old. After returning. He took on various responsibilities, including "Managing Director of Bongah e Omran", "Deputy Minister of Education" and "Head of Mamazan School of Education". He performed valuable services in each of the responsibilities. In education, he carried out innovative activities such as "organizing school physical education programs", "promoting extracurricular activities", "forming debate groups and student sport teams" and "linking between teachers and parents. In the field of rural development, he fulfilled constructive activities such as "Presence in villages and efforts to improve the level of education and health of villagers", "Establishment of a rural teacher training center", implementation of "Fight against illiteracy plan", "Education corps plan" and Finally, "Training the students of the education corps and sending them abroad". These activities made him one of the pioneers of "modern schooling" and "rural development" in the country. The present article has been compiled with the aim of describing his life and services in the framework of biography method and Interview with informed participants.

Organizations today expect their employees to be creative, to comment, and to be responsible because of fierce competition, customer expectations, and a focus on quality that characterizes a changing world. In Samani behavior, preventing the presentation of employees' opinions and views is called organizational silence. Silence does not only mean not speaking, it also means speaking or writing without credibility and authenticity. In addition, silencing can refer to silence, censorship, deterrence and repression, marginalization, underestimation, deprivation, and other forms of mitigation. Employees are actively involved in organizational activities based on organizational citizenship behavior. Organizational Silence Behavior Theory states that employees avoid disclosing their views and opinions based on an informed decision. Organizational citizenship behavior is an individual, voluntary, and extra-task behavior that is not organized directly or indirectly through the formal reward system and is generally effective in increasing the effectiveness of the organization (Zhang et al, 2017). The purpose of this study is to investigate the relationship between organizational silence and organizational citizen behavior of primary teachers in Saqez. This research is applied in terms of purpose and descriptive-survey in terms of research method. The statistical population included all primary school teachers in Saqez city in the academic year 1300-1400 to 950 people, the sample size was estimated to be 247 people through the Cochran's formula for the target population. In this study, to collect data on organizational silence, the standard questionnaire of 15 questions of Morrison and Milliken organizational silence (Zakariapur, 2014) was used, which includes three components: senior managers 'attitudes to silence, supervisors' attitudes to silence and communication opportunities. Which was assessed by the Vacola and Boradas questionnaire. Also, to measure the organizational citizenship behavior of teachers, a standard 27-item questionnaire of organizational citizenship behavior of Markozi Vazin (Fakori, 2014) was used. This questionnaire was presented by the body according to the components of organizational citizenship behavior to measure organizational citizenship behavior in American cultural conditions. These components are: social etiquette, altruism, work conscience, chivalry, decency, personal coordination and protection of organizational resources. To measure each of the dimensions of organizational citizenship behavior, different terms have been used in seven separate categories with a range of four options. From very low to very high. whose reliability based on Cronbach's alpha coefficient of 0.874 and. 0/ 967, respectively was obtained. Data analysis was performed using SPSS and LISREL. The results show that All t-values of the study were higher than 1.96, which indicates a favorable relationship between explicit variables and latent variables; In such a way that components such as the attitude of senior managers and supervisors and communication opportunities in organizational silence and other components of organizational citizen behavior are well explain the main variable of the research. This value reports a significant relationship for the attitude of senior managers in the subset of organizational silence variable with a value of 9.15 to a very high degree. According to Friedman test, among the three variables of organizational silence, the component of communication opportunities in the first priority and the attitude of supervisors and senior managers in the second and third ranks, respectively. and based on the value (-0.73) there is a significant relationship between organizational silence and organizational citizen behavior and organizational citizen behavior is affected by 73% of organizational silence. The negativity of this value also indicates that with the decrease of organizational silence, the behavior of the organizational citizen increases and with its increase, the behavior of the organizational citizen decreases. The evaluation indicators of the model show that the model related to the variables of organizational citizen behavior and organizational silence has an acceptable fit. CFI indices (adaptive fit index), GFI (good fit index), IFI (incremental fit index), RFI (relative fit index) are all calculated above 0.90 which has a suitable value and indicates the desired fit and acceptance of the final model Although there is an atmosphere of silence in organizations, or in other words, supervisors reinforce behaviors that lead to employee silence, the attitude of top management to create silent behaviors and communication opportunities in the organization is low, this will cause It was found that employees in the organization are often silent about issues, followed by low attitudes of citizenship behavior. Since one of the indicators of reducing organizational silence is creating a participatory atmosphere and managers' communication with employees, so managers of organizations, especially educational organizations can reduce organizational silence by cultivating a positive environment in their organization and as a result Increase that organizational citizen behavior. According to the theoretical foundations, if employees are not allowed to express their opinions in the workplace, their level of organizational citizen behavior will decline. Therefore, the organization is deprived of creative ideas and thoughts of employees. Following the results of the research, it is suggested that managers and supervisors in the path of educational organizations, encourage their employees to explain their opinions and various issues and arrange the necessary support in order to achieve the desired goals. Also, by holding regular meetings with the employees of the organization, face-to-face conversations and interviews, identify the obstacles and challenges affecting the organizational citizenship behaviors and empowerment, and take appropriate measures in accordance with those obstacles and challenges. In this regard, organizations need organizational citizenship behavior by employees. For this reason, organizational citizenship behavior affects organizational performance by increasing the productivity of the human resources or manager, coordinating activities within and between working groups, and enabling more effective adaptation to environmental changes. In addition, encouraging and welcoming the employees of the organization in order to express creative and effective ideas in achieving the organization's goal is also important. One of the important limitations of the study was the coincidence with the outbreak of coronavirus, which made it difficult to reach the target population for data collection.

This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process. This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process. This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process. This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process. This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive - correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β=0.18), networking (β=0.25) and regulatory (β=0.19). Also a variety of leadership worldviews entrepreneurial (β=0.27), communitarian (β=0.33), networking (β=0.30) and regulatory (β=0.30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process.

Since 1950 some international organizations decided to establish a unanimous method and standard in defining the aspects of literacy. According to UNESCO “Literacy” is the ability to identify, understand, interpret, create, communicate and compute, using printed and written (and visual) materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential and to participate fully in the wider society. However Literacy is a multilateral and dynamic concept and is impossible to be limited to this definition or any other interpretation.
On the one hand, the school institution is the main platform in realizing the educational goals of each nation. The majority of the experts believe, the school administration plays a fundamental role in both schools’ function in general and teacher-pupil function in particular, that develops the demands, needs and the expectations of the society from the schools’ outcome. In recent decades, the responsibilities of the school principals have transformed and become more expanded, complicated, challenging and undetermined with lack of transparency. A school principal have to be an effective organizer, supervisor, planner, decision maker, financial manager, and the most important of all, educational leader, that is in constant transformation. Thus, one of the strategies of management based on the contingency theory, is to delegate some levels of the authority and the power to the educational administration and leadership.
On the other hand, there have been several approaches to the educational leadership defined and discussed. Despite the numerous expressions used in different schools, the structures and characteristics of the educational leadership are the same. Educational leadership, mostly includes certain functions as: supervising the education in class, developing the curriculum and the staff, enabling and empowering the staff and the educators, the proficiency in the school management and preparing a curriculum in the school, all the responsibilities that the leaders take to improve the teaching and learning process in the schools, the concentration of the principal on the teaching and learning process and the interaction between the teachers and the pupils, and etc. These definitions and expressions depict the deep concerns about the role of the principals in the teaching and learning process. However, according to the researchers, educational leadership is one of the aspects of the school principal which aims to an effective teaching and learning in schools.
Therefore, several researches have been conducted in order to evaluate the principals both inside the country and abroad. In spite of the researches on the evaluation of the leaders and the principals of the schools, and the emphasis of the fundamental document on the development of education on the role of the educational leadership, there has been no researches conducted specifically on the role of the educational leadership literacy of the school principals that clearly establishes a platform for the evaluation of the principals particularly in this field of study.
In other words, it is not determined what knowledge, skills, attitudes and responsibilities meet the requirements of the fundamental document on the development of education in order to transform the role of the school principals from the management to the educational leadership position. Considering the fact that there are deferent perspectives revolving around educational leadership inside the country and abroad, it can be concluded that some cognitive skills as: planning, intelligence, creativity, critical thinking, rationality and etc. are the abilities that an educational leader must retain. The major question that is raised here, is what kind of literacy, a principal is required to have, as an educational leader? Based on this question, this research is done with the aim of establishing a framework of educational leadership literacy of the school principals in the Iranian Education System.
Considering that the purpose of this study is to provide a framework of the educational leadership literacy in the school principals of the Iranian Education System, the qualitative research design and The Meta-Synthesis Method is used and includes 6 steps: 1- taking a philosophical stance and establishing the question. 2- Resources research. 3- Qualitative evaluation 4- Analyzing the researches. 5- Combining the findings. 6- Validating the finding. In the first step, and after providing the questionnaire, the members of the meta-synthesis team were determined. The meta-synthesis team members included 2 curriculum planning experts, 1 expert in the field of education and the meta-synthesis method accompanied by an expert in data bases from Mirzaye Shirazi Library with Master’s degree in the field of Information science and knowledge management. The association of the data bases expert, is due to reliability and validity of the brute-force search and systematic review of the literatures related to the subject and finding the needed resources. In the second and third step, research data from reliable sources, including Latin data banks of Scopus and Springer (2005 to 2019), and Persian data banks of Magiran and Noormags and etc. (1378 to 1398 Solar Hijri Calendar) were determined based on the Inclusion and Exclusion Criteria. By using Systematic Review Method and the following keywords of: literacy, educational leader’s literacy, framework of the educational leader’s literacy, were searched with the word of “qualitative” in the study field of educational science, then the search was limited and the word of “educational leadership competency” was searched and 600 qualitative and mixed articles were analyzed (only the qualitative part of the mixed researches were analyzed) and categorized in 3 groups: a:related b:somehow related and c:unrelated. Finally, 42 articles were chosen. . In the fourth step, with the data analysis, first, 331 Educational Leadership content-bases were extracted. Then using introduction-writing and classifying method, this 331 content-bases, were classified into 20 organizing components of Information Literacy, Communication Literacy, Leadership Literacy, Ethic Literacy, Personality Literacy, Religious Literacy, Vocational Literacy, Economic Literacy, Digital Literacy, Health Literacy, Social Literacy, International Literacy, Organizational Literacy, Thought Literacy, Cultural Literacy, Academic Literacy, Attitude and Perspective Literacy, Legal Literacy, Research Literacy and Aesthetic Literacy, and formed the framework of The Educational Leaders’ Literacy in the school principal’s. The designed framework can be used as a standard for choosing or planning a curriculum for in-service training courses of the school principals in the educational system, or be used as a required syllabus of The Educational Leaders’ Literacy in the universities and the higher education institutions.