Journal of School administration
Volume:9 Issue: 2, 2021

Although a significant body of research on instructional leadership has been carried out in Western societies, few empirical studies have only recently been carried out in the developing and non-western societies. The present study was carried out to shed more light on leadership research in Iran, in which previous empirical studies on principal instructional leadership are very few. In so doing, the present study was set to explore the relationship between principal instructional leadership, teacher collective efficacy, and job satisfaction in Iranian primary schools. Survey data collected from 292 teachers were analyzed using confirmatory factor analysis and structural equation modeling (SEM). The results substantiated the hypothesized conceptual model suggesting positive relationships among principal instructional leadership, collective teacher efficacy and teacher job satisfaction. It was also revealed that principal instructional leadership had a positive effect on collective teacher efficacy and teacher job satisfaction. In other words, teachers will have more commitment, professional engagement, and job satisfaction when they find their school managers' educational management behaviors appropriate. The findings of the present study will offer theoretical and pedagogical implications for school leadership in Iran. It also adds to the existing body of research on the effects of principal instructional leadership in non-Western, developing societies.

One of the areas that needs justice is the educational system. Justice; It is the most basic moral and social value in the Islamic system and is a kind of factor for the survival of society. For example, from the point of view of classical liberals and contemporary libertarians, freedom constitutes the fundamental value and the central axis of a desirable society. On the other hand, in the socialist view, the element of equality, and especially the issue of need, is usually a fundamental value.Analysis of research data was performed at both descriptive and inferential levels. At the descriptive level, indicators such as mean, standard deviation, cross tables and frequency distribution diagrams were used. In the inferential statistics section, a one-sample t-test was used to compare the means in the grouped variables. Kolmogorov-Smirnov and Shapiro-Wilk tests were also used to evaluate the normality of the research variables. The results of one-sample t-test based on the opinion of teachers and principals of first and second secondary schools in Kurdistan province showed; Schools in Kurdistan Province benefit "to some extent" from new intelligent technologies in formal education (15.82). Physical, educational and training spaces have been "to a large extent" adapted to the special needs and gender differences of students in Kurdistan Province (22/13)., the amount of compensation for services and welfare of teachers in first and second secondary schools (5/9) and diversification of learning environments in the process of formal education of first and second secondary schools in Kurdistan province (5/749)

The purpose of this study was to job burnout's structural analyse in teachers based on professional development and participatory Management of school in Tabriz education districts.This research is a descriptive-correlational based on structural equations model study considering the relationship between professional development variable with job burnout variable as well as mediated by participatory management. Also, this research is a cross-sectional study with a wide range of researches. The statistical population of the study consisted of all girls' secondary school teachers in Tabriz's educational districts, who spent between 1 and 10 years of their service. The number of teachers in the lower 10 years background is 126. The sampling method in this study was relative stratified random according to area. The sample size is 100 people per community of 130 according to Morgan's table. The sample size was divided into 5 unequal classes divided into five districts and teachers. The following questionnaires were used for data collection:Professional Development QuestionnaireIn this study, a questionnaire was developed to measure the professional development of teachers using the Kentucky Professional Development Standards Questionnaire. The Kentucky State Standards for Professional Standards for Teacher Preparation and Certification has designed nine standards and has reviewed and revised them from 1 to 5 years. Different standards are used to measure each standard in separate batches, ranging from very low to very high five options. The Teachers' Professional Standards Development Questionnaire has 70 questions. The reliability of the questionnaire was evaluated by applying it on 30 teachers of the statistical society and Cronbach's alpha coefficient was 0.82. The validity of the questionnaire was confirmed and confirmed by content validity using twelve professors or educational groups.Burnout Questionnaire:This test is made by Maxwell, which is based on a new estimate of the phenomenon of stress, namely burnout. The questionnaire consists of three items that measure emotional exhaustion, deterioration, and lack of personal success in the context of professional activity, and are especially used to measure and prevent burnout in professional groups such as nurses, teachers, and others (Azizi et al., 2008). The items were scored on a 5-point Likert scale. When studying this scale by the subject, one expresses his / her feeling with regard to the options available. The questions (1, 2, 3, 6, 8, 13, 14, 16, 20) are related to the emotional exhaustion subscale. The questions (5, 10, 11, 15, 22) are also related to the de-personalization subscale (as well as the questions (4, 7, 9, 12, 17, 18, 19, 21). Individual success (individual performance). Questions (6, 8, 10, 11, 13, 14, 15, 16, 20, 22, 1, 2, 3, 5) This questionnaire is inversely rated for ratings and questions (4, 7, 9, 12, 17 , 18, 19, 21) are calculated directly. In a study conducted by Khaledi in Iran in 1996, the validity of the questionnaire was reported to be 0.91, and Badri, in 2000, the validity of the Maslach burnout questionnaire with emotional exhaustion (0.90); depersonalization of personality (0.79); Confirmed individual performance (0.71) (Saatchi & Asgarian, 2014). The reliability of the questionnaire in this study was estimated by 30 teachers for emotional exhaustion (0.79); depersonalization of personality (0.8); personal performance (0.78) and for the whole questionnaire (0.82). Is.Participatory Management QuestionnaireThe questionnaire consists of 40 items on a 5-point scale that assess the extent to which principals use a school-based participatory management style from the teachers' perspective. This questionnaire was designed and used by Fakali in 2016 and has a reliability of 0.89. The reliability of the questionnaire in the present study was estimated to be 0.84 with 30 teachers. Structural equation modeling with PLS software was used to analyze the data and test the research hypotheses.Also analysis of statistical data and design of structural equation model with PLS software showed:Job burnout of teachers based on professional development in girls' secondary schools in Tabriz education districts can be predicted using structural equation modeling.Job burnout of teachers based on participatory management in girls' secondary schools in Tabriz education districts cannot be predicted using structural equation modeling.Participatory management is predictable based on the professional development of teachers recruited in girls' secondary schools in Tabriz by using structural equation modeling.The correlation matrix between variables indicates that there is a significant (0.73) positive relationship between professional development and participatory management. There is a significant inverse relationship between participatory management and professional development with job burnout and its components.The coefficient of explanation for burnout based on participatory management is not significant because the T value is less than 1.96 and the significance level is above 0.05. And other predictors of job burnout and its components based on professional development with T value higher than 1.96 and significance level less than 0.05 are significant. The coefficient of path of predicting burnout based on professional development in the studied teachers is 0.73 and this value is 0.737 in explaining teachers' participation in school management based on professional development.Findings showed that participatory management and job burnout of teachers based on professional development in girls' secondary schools in Tabriz education districts can be predicted using structural equation modeling.

The purpose of this study was to investigate the role of principals 'ethical leadership in school organizational excellence mediated by teachers' cognitive empowerment. The study population of all secondary school teachers in Sanandaj was 1132 people, from which a sample of 285 people was selected by simple random sampling method based on Krejcie Morgan table. The research method is quantitative, descriptive and correlational studies and structural equation modeling. Data collection tools were three ethical leadership questionnaires: Brown, Trovino & Harrison (2005), Spritzer's (1995) Psychological Empowerment Questionnaire and Deming (2003) Organizational Excellence Assessment Questionnaire. Cronbach's alpha test and confirmatory factor analysis were used to determine the reliability and validity of the instrument. . Confirmation path analysis was used to analyze the data using lisrel software. Findings showed that the principals 'ethical leadership and psychological empowerment of teachers have a significant effect on organizational excellence of the school at the level of 0.05. Ethical leadership through the mediation of teachers' psychological empowerment has an effect on school organizational excellence at the level of 0.05. Also, the variables of principals 'ethical leadership and psychological empowerment of teachers were able to explain 53% of the variance of the variable of organizational excellence in school.

Abstract The aim of the present study was to design a health-oriented lifestyle model for junior high school students. The research method was qualitative and based on the data approach. For this purpose, 16 pediatric and adolescent medical specialists in educational sciences were selected by purposive sampling and were interviewed. The results of coding and data analysis led to the identification of categories and subcategories of research. Also, this research purposefully used documents that are related to the subject, which is 15 documents. In this study, the criterion was the end of theoretical saturation sampling. Also, the results of analysis and coding from interviews with participants led to the extraction of 22 categories, 38 subcategories and 121 concepts. After reviewing the documents and conducting the interviews. Analysis of the design and validation of the curriculum model in the future for junior high school students. As a result, academic factors can affect a health-centered lifestyle. Therefore, teaching and promoting these factors in students can affect their lifestyle to some extent. Also, conducting research to investigate the role of teaching these factors to students in changing their health-centered lifestyle will be useful.Keywords: academic management, lifestyle, health-oriented, model, students, junior high school.

Green spaces in primary schools, as part of the mechanism for improving student learning, provide a valuable environment for designers and planners to play a role in achieving this goal by providing these spaces. The present study tries to experimentally test the interior and exterior spaces of primary green schools in terms of emotionalism approach. In terms of the purpose of this research, it was applied and in terms of the nature of the data, it was qualitative-quantitative. The statistical population of the research consists of managers, experts, education specialists and teachers. From these people, 180 specialists were selected and a pairwise comparison questionnaire was designed and distributed by the researcher. Using the opinions of experts, six indicators were found to study the green space of primary schools. These indicators are: entrance green space, closed educational space, breeding space, open spaces, rest and sitting spaces, educational space in nature. Fuzzy AHP ranking method was used for ranking and statistical analysis. According to the results obtained from the ranking, the priority of green spaces by considering the three dimensions of instinct, behavior and reflection can be expressed as library indexes first, sports halls second and finally Classrooms ranked third. indicators rank first, gyms rank second and finally classrooms rank third in terms of importance.

The purpose of this study was to explore the viewpoints of elementary teachers on educational leadership . The research design was qualitative with phenomenological method . The potential participants of the present study included the teachers of elementary schools in Shiraz city . Twenty-three Elementary school teachers were selected to determine their views on educational leadership by a targeted sampling approach based on saturation technique . Semi- structured interview was used to collect data.The acceptability and reliability criteria for qualitative data were used to determine the initial validity of the collected data . Thematic analysis method was used to analyze the data.After coding the data using thematic analysis method, basic, organizing, and inclusive themes were extracted . Research findings showed that : some of the basic components of educational leadership in elementary schools in Shiraz are its organizational such as providing educational facilities, empowering teachers, paying attention to students’ psychological needs, and educational features such as: academic achievement, camping and ceremonies, classroom collaboration, and personality traits such as problem solving, relationship with respect right is personality characteristics . The findings of the present study could be an introduction to further attention and understanding of the educational leadership and the improvement of the current situation.

Achieving the right human status in schools is one of the highest goals of the education system. The school environment must always have the necessary dynamism to achieve its goals, and this has always been a concern. The aim of this study was to Development of physical education teachers' leisure time based on the approach of improving human resources in school environments. The present study was of the mixed type. The statistical population of the present study in the qualitative section included experts familiar with the subject of research. Also, the statistical population in the quantitative research section included the country's physical education teachers. The research tools included semi-structured interviews and a researcher-made questionnaire designed according to the objectives and method of the research. The entire process of analyzing the present research data was performed in SPSS and AMOS software. The results of the present study showed that the component of individual improvement, moral improvement, social and cultural improvement, organizational improvement, professional improvement and educational improvement were identified as effective factors as leisure development components. Finally, using the structural modeling method, the conceptual model of the research was drawn. The results showed that after calculating the corresponding T value of each factor, it was determined that all the developmental leisure frameworks of physical education teachers have a significant effect.

The main purpose of this study was to investigate the effect of traffic culture awareness on children's social law with the mediating role of citizenship in Urmia. The present study is a descriptive correlation in terms of purpose of applied research and based on data collection. The statistical population of this study consists of all preschool teachers in Urmia, whose number is 110 people. By counting sampling method, this number of questionnaires were distributed among them, and finally 105 questionnaires were analyzed..A researcher-made questionnaire was used to collect data and measure model variables; Its reliability was confirmed using Cronbach's alpha coefficient and combined reliability and its validity was confirmed using convergent validity (confirmation of factor loads and AVE value) and diagnostic validity. Descriptive statistics and exploratory and confirmatory factor analysis were used to analyze the data and structural equation modeling technique was used to present the model. Before testing the research questions, the external model of the research, the internal model and the model as a whole were fitted with appropriate indicators. Finally, the results showed that knowledge of traffic culture has a positive and significant effect on children's social legitimacy and observance of citizenship rights by children. Also, according to the analysis of the role of observance of citizenship rights, The social law of preschool children in Urmia has a mediating role.

The purpose of this study is to explain the role of parenting style and socio-economic status of family and school factors on academic performance mediated by the sense of belonging to the school in order to planning and educational inequality administration among high school students. The research sample consisted of 492 high school students were selected using stratified random sampling. Standard questionnaires were used to collect data. The questionaire of Royan et al (19 89) was used to measure the parenting style with a Cronbach's alpha reliability coefficient of 87%, the questionnaire of Sameri (2014) was used to measure the socio-economic status with a Cronbach's alpha coefficient of 87%, School agents of combining facilities and services indicators and the of Fam Taylor (1999) was used to measure academic performance with Cronbach's alpha coefficient of 93%. Betty, Barry and Watt questionnaire with Cronbach's alpha coefficient of 850% was used to feel belonging to the school .The validity and reliability of all research instruments were finally confirmed. The collected data were analyzed using SPSS and Smart PLS software through statistical methods. The results showed that parenting style and socio-economic status of the family and school factors have a positive and significant effect on academic achievement and the affiliation variable to school it has a mediating role. Must be to administration and planning to reduce parenting inequalities.

Today,, creativity has become one of the hot topics in the field of children's development and has gained special importance in psychological studies and environmental design. Research emphasizes the impact of the child's environment on the development of his creativity. Therefore, the main purpose of this study was to investigate the relationship between creativity and educational environment for children aged 2 to 10 years and identify and explain the environmental components affecting creativity, using an approach based on recognizing the physical and mental dimensions of the child and his needs as a user of the architectural environment. is. The present qualitative research, using exploratory method and qualitative content analysis, has identified the basic variables in the researches on the relationship between environment and children's creativity and has tried to investigate and summarize the relationships between them with logical reasoning. Since the results of this study are based on an analytical approach based on the theories of researchers and the results of previous research, it can be considered a qualitative meta-analysis. The results of this study show that the environment with characteristics such as sociability, sense of space, flexibility, diversity and complexity, security, stimulation, readability and communication with nature is effective in increasing children's creativity. Also, if the educational environment is designed in a way that the principles of environmental psychology related to the physical and mental condition of the child are observed, a suitable platform will be created for the flourishing and strengthening of the child's creativity.

The present study aimed to design and validate the competency model of smart school principals. The statistical population of the present study in the qualitative section included all university professors related to smart schools (members of the Smart Schools Council), technologists and specialists, education officials and smart school principals. 22 smart school principals and educational technology experts from 6 provinces of Kermanshah, Ilam, Qazvin, Bandar Abbas, Hamedan and Fars were randomly selected. In a small part of the cluster random sampling method, based on Cochran's formula, 386 questionnaires were used. In the qualitative part of the research, structured interviews were used and data were analyzed using Maxa Kyoda software. Then, in a small part, using SMART.PLS software, the relationships between variables are examined. Lincoln and Guba (1985) approach was used to ensure validity and reliability. The results showed that the results of open coding of qualitative data collected using the interview tool, it was observed that 62 open codes out of 370 concepts were identified. In the axial coding section, 62 primary codes and in the selective coding section, 15 categories including values and attitudes of the principal and staff, evaluation, supervision and control, principal knowledge competence, general competencies of smart school principals, professional competencies of principals, school infrastructure conditions, Social and cultural factors, economic factors, religious factors, resource and educational management, teacher skills and competencies, principal skills and competencies, cooperation and collaboration with staff and organization, school intelligence, personality traits identification Were. Model validation also showed that all known relationships in the paradigm model were validated.The present study aimed to design and validate the competency model of smart school principals. The statistical population of the present study in the qualitative section included all university professors related to smart schools (members of the Smart Schools Council), technologists and specialists, education officials and smart school principals. 22 smart school principals and educational technology experts from 6 provinces of Kermanshah, Ilam, Qazvin, Bandar Abbas, Hamedan and Fars were randomly selected. In a small part of the cluster random sampling method, based on Cochran's formula, 386 questionnaires were used. In the qualitative part of the research, structured interviews were used and data were analyzed using Maxa Kyoda software. Then, in a small part, using SMART.PLS software, the relationships between variables are examined. Lincoln and Guba (1985) approach was used to ensure validity and reliability. The results showed that the results of open coding of qualitative data collected using the interview tool, it was observed that 62 open codes out of 370 concepts were identified. In the axial coding section, 62 primary codes and in the selective coding section, 15 categories including values and attitudes of the principal and staff, evaluation, supervision and control, principal knowledge competence, general competencies of smart school principals, professional competencies of principals, school infrastructure conditions, Social and cultural factors, economic factors, religious factors, resource and educational management, teacher skills and competencies, principal skills and competencies, cooperation and collaboration with staff and organization, school intelligence, personality traits identification Were. Model validation also showed that all known relationships in the paradigm model were validated.The present study aimed to design and validate the competency model of smart school principals. The statistical population of the present study in the qualitative section included all university professors related to smart schools (members of the Smart Schools Council), technologists and specialists, education officials and smart school principals. 22 smart school principals and educational technology experts from 6 provinces of Kermanshah, Ilam, Qazvin, Bandar Abbas, Hamedan and Fars were randomly selected. In a small part of the cluster random sampling method, based on Cochran's formula, 386 questionnaires were used. In the qualitative part of the research, structured interviews were used and data were analyzed using Maxa Kyoda software. Then, in a small part, using SMART.PLS software, the relationships between variables are examined. Lincoln and Guba (1985) approach was used to ensure validity and reliability. The results showed that the results of open coding of qualitative data collected using the interview tool, it was observed that 62 open codes out of 370 concepts were identified. In the axial coding section, 62 primary codes and in the selective coding section, 15 categories including values and attitudes of the principal and staff, evaluation, supervision and control, principal knowledge competence, general competencies of smart school principals, professional competencies of principals, school infrastructure conditions, Social and cultural factors, economic factors, religious factors, resource and educational management, teacher skills and competencies, principal skills and competencies, cooperation and collaboration with staff and organization, school intelligence, personality traits identification Were. Model validation also showed that all known relationships in the paradigm model were validated.The present study aimed to design and validate the competency model of smart school principals. The statistical population of the present study in the qualitative section included all university professors related to smart schools (members of the Smart Schools Council), technologists and specialists, education officials and smart school principals. 22 smart school principals and educational technology experts from 6 provinces of Kermanshah, Ilam, Qazvin, Bandar Abbas, Hamedan and Fars were randomly selected. In a small part of the cluster random sampling method, based on Cochran's formula, 386 questionnaires were used. In the qualitative part of the research, structured interviews were used and data were analyzed using Maxa Kyoda software. Then, in a small part, using SMART.PLS software, the relationships between variables are examined.

The present study aims to present an authentic leadership models in high schools. The research method is a combination of qualitative and quantitative studies. In terms of time and objective, it is a cross-sectional applied research. In the first phase of the study the participants were 19 persons including university professors and principals and employees of the Education Departments of Markazi Province, who were selected using purposive sampling method, and interviewed until theoretical saturation was realized. The data analysis was based on open, axial, and selective coding, and validity of the analysis was assessed from internal and external approaches. Reliability of the research was verified using coders’ contingency coefficient, and the contingency coefficient of 0.77 was achieved after repeating the interview for the fourth time. In the quantitative phase, the statistical society consisted of 1128 high school teachers and principals, 330 of whom were selected using simple random sampling method and Morgan-Krejcie(1970) Table. Validity of the questionnaire was assessed by experts’ approach, and reliability of the questionnaire was calculated as 0.84 using Cronbach’s Alpha Test. The findings identified organizational strategies, organizational status, personal characters, and capabilities as the causative conditions of authentic leadership; strategic approach and principals’ superficial competition as contextual factors, improper targeting, lack of facilities, and excessive interference as interventional factors; reconsidering management structure of the schools, principals’ intellectual independence, and tolerance as strategies; and enhancing quality of education, increasing the principals’ social capital, and reducing social harms in the schools as outcomes of authentic leadership.

Leadership has always been one of the key and at the same time the most complex issues in the field of organizational management studies. Over time, and in proportion to the increasing volume and complexity of organizational environments, the concept of leadership has become more important; In the view of some management experts, leadership is the main structure of the organization's activities and the main factor determining the success or failure of an organization. However, with the development of technology, the management and leadership styles of the organization have also changed; But what has impacted the leadership of organizations more than any other technology is a leap known as digital technology. Digital technology, a set of profound developments and changes in organizations and businesses; In the field of activities, processes, capabilities and business models that allow them to be able to use the opportunities arising from the development and promotion of technology and the resulting changes in their development in different communities and use them in line with their strategies and priorities. Take advantage. In the digital age, anything is possible at the speed of light. Companies can build and test new products much faster and cheaper than before, for example through digital simulations, 3D printing prototypes or small application products. At the same time, innovation strategists need to engage with a wider playing field in addition to adapting themselves to the pace of innovation. For example, it is no longer a competitive advantage in products, but in the digital services that are provided for those products. The main purpose of this study is to identify and rank the effective factors in preparing for digital transformation leadership in schools of Zarandieh city, so it can be said that the present study is a descriptive-survey research in terms of purpose in the field of applied research and data collection method. The statistical population in this study has used the perspective of school staff in Zarandieh (800 in total). Using Morgan table, the minimum sample size required was 181 people. To be more sure, 200 school staff in Zarandieh were selected by random sampling method. Two questionnaires were used to collect data. The first questionnaire was provided to the experts to rank the factors. Questionnaire two is a standard questionnaire that has been provided to employees to assess the status of factors. The validity of the questionnaire was confirmed using content validity. Cronbach's alpha of the questionnaire is 0.813, so the questionnaire has good reliability. The Savara method has been used to rank and determine the importance of the factors influencing the readiness to lead the digital transformation. T-test was used to assess the status of each factor. Finally, the final results of the study were evaluated using significance-performance analysis. The Savara method has been used for effective factors in preparing for digital transformation leadership. The Sawara method stands for Step-Wise Weight Assessment Ratio Analysis. The Savara method is one of the new multi-criteria decision making methods that was introduced in 2010 by Violeta Kershaline along with Zavadskas and Turskis. This method is used to calculate the weight of the criteria. Based on the research findings, practical suggestions are provided to school principals in Zarandieh. Relevant managers should help strengthen digital literacy by developing a digital vision. Existence of mental agility, quick adaptation and fast learning are effective in creating readiness to lead the digital transformation in the educational institutions of Zarandieh city. Also, increasing the focus on students and developing software facilities in order to respond to them, is one of the important pillars in establishing digital transformation leadership in educational institutions of Zarandieh city, which should be considered by the relevant managers. The meritocracy and ideal influence of the relevant principals have caused the mental encouragement of people to the written goals and individual attention and considerations in the schools of Zarandieh city should be considered more than before. In order to be ready to lead the digital transformation in the schools of Zarandieh city, it is necessary to pay more attention to increasing the authority of the specialized forces and supporting digital educational programs. Strengthening creativity and innovation among the principals and staff of Zarandieh schools will provide the preconditions for replacing the traditional activities of electronic methods, and finally the leadership of digital transformation will be established in the schools of Zarandieh city. This study also had some limitations. Lack of adequate scientific support and localized knowledge about digital transformation leadership has created limitations. Lack of operational experience and accurate statistics on digital transformation leadership in schools is another constraint. Due to the existing limitations, future researchers are recommended to conduct studies to conceptualize the discussion of digital transformation leadership with a theoretical perspective and from a technical perspective to deal with methods of implementing the digital transformation leadership model.Strengthening creativity and innovation among the principals and staff of Zarandieh schools will provide the preconditions for replacing the traditional activities of electronic methods, and finally the leadership of digital transformation will be established in the schools of Zarandieh city. This study also had some limitations. Lack of adequate scientific support and localized knowledge about digital transformation leadership has created limitations. Lack of operational experience and accurate statistics on digital transformation leadership in schools is another constraint.

The present study was designed and conducted with the aim of phenomenological analysis of the factors affecting the improvement of public participation in school sports. The present study was one of the qualitative researches that was conducted in the field. The qualitative method used in the present study was phenomenological. Participants in the present study included individuals who participated voluntarily in school sports. Participants in this study were sampled using purposive sampling and homogeneous sampling selection approach and at the same time with maximum diversity. This issue was formed until the theoretical saturation was reached. Finally, 15 interviews were conducted in this regard. The data collection tool in the present study was a semi-structured interview. In order to analyze the data, thematic analysis was used. The results showed that there are 4 main themes and 16 sub-themes. According to the results of the present study, the factors affecting the improvement of public participation in school sports were identified in 4 sections, including individual aspects, socio-cultural issues, and management issues and sports facts. In other words, paying attention to the identified factors can provide the basis for improving public participation in school sports.n other words, paying attention to the identified factors can provide the basis for improving public participation in school sports.

the education system and the basic activities that take place in it, namely the training of human resources and capital, are the basis of sustainable development. Accordingly, the quantity and quality of this education play a significant and decisive role in the welfare and prosperity of nations. The main task of the educational system is the responsibility of schools as technical units of the educational system. This is because the tasks that managers must do and the tasks that are the responsibility of managers are varied. Managers must have a number of skills, especially political skills, in order to be able to make serious decisions in certain situations. Because politics is an undeniable issue in relation to the work of managers. The present study was conducted with the method of narrative research with the aim of representing managers' experiences of policy-making in the direction of quality improvement and with an interpretive approach. Episodic interviews were used to collect data. Participants in the study were school principals in Sanandaj and sampling was purposeful. After interviewing 15 people, the data were categorized and analyzed inductively based on thematic analysis. Analyzes showed that major factors in the policies of managers can be influential. Political, social, economic, cultural, human, technological or professional and legal factors, each of which in turn can influence the policy-making process.

The purpose of this study was to examine the distributed leadership practices of principals in primary schools from the viewpoint of their teachers and to identify the conditions for the establishment of distributed leadership in these schools in Mashhad, Iran. The survey method was conducted on all the primary school teachers in the third districts of Mashhad and Tabadkan. In total, 335 teachers were selected as the sample population using Morgan's table. Data were collected using Spillane 's scale and interview. In the conceptual framework proposed by Spillane (2002), the four dimensions of distributed leadership include mission, culture, shared responsibility, and leadership experiences. In terms of mission, vision, and goals, special emphasis is placed on the knowledge of all school members about the school's goals, which examines the current status of distributed leadership in schools indicating the above-average average of this variable in our schools. Based on the results of this study, the mean of distributed leadership was 3.683. it seems distributed leadership is a complex phenomenon with teachers engaged in all four dimensions in the primary schools. Accordingly, distributive leadership status in the primary schools was above the average level. As a result of comparing the current and desirable status, there was a significant difference between the current situation and the desirable status of distributed leadership in the schools studied. The main gap between the status quo and the desirable component of participatory decision making seems to be that in the schools studied to track students' educational needs, there is usually no regular meeting with counselors or educational professionals and no attention is paid to students with needs. moreover, it seems that teacher evaluation results are used less to evaluate school curricula and teacher's useless feedback and evaluation results and manager observations to improve classroom instruction. Based on the findings of this study, it seems that the approach of the studied schools has been inclined towards distributive leadership, especially in the last five years, also the school principals, have tried to recognize the goals particularly in the field of mission, attitude, and goals of the school. However, as It was stated earlier to inform all members about the goals and to involve the members in the implementation of the goals and also to align the goals of the school with the educational goals, more work is needed, which shows the gap between the current situation and the desired one. According to the interview data, the establishment of distributed leadership in primary schools requires the incorporation of concepts such as vision and goal setting, organization, optimism culture, enabler structure, and student-centered. Studies in Iran so far have not looked at school prospects and organizations as components of distributed leadership, but there has been some research into the culture of optimism and its underlying components such as self-efficacy and academic achievement as well as professional empowerment. In sum, this study revealed the acceptable attention to organizing people in appropriate situations to share school responsibilities and complete tasks by individuals, also to expand and develop leadership capabilities and publish leadership tasks among individuals in the school social network and the spread of school culture.As a growing body of research on distributed leadership has begun to influence of this leadership style on school performance and student learning. For example, the results of Abbasian et al. (2012), Gholami et al. (2014), Mohammadi (2011), Nasiri et al. (1395), Arianfar et al. (9013) studies, in line with the results of this study, confirmed that the distributed leadership status in primary schools especially in Iran. It is slightly above average in schools. However, Spielan (2005), Groen (2002), Bennett (203), and Ilzofeng (2001) emphasized on the school landscape component. In the school organization component, the status of the schools under study was reported to be above average. In the school organization, the focus is on knowledge, education, and learning in the context of school culture. The results of this study showed a moderate focus on organizing people in the right situations to share school responsibilities and completing tasks by individuals and expanding and developing. Leadership capabilities and dissemination of leadership tasks among individuals in the school social network and the prevalence of school culture. Consideration of the component of individual organization based on leadership tasks has also been emphasized in the studies of Harris (2008); Lewis et al. (2009); Woodsograwen (2009); Woods et al. (2004); Bennett et al. (2003). Participatory decision making also had a higher-than-average mean in this research, a point that scholars such as Lewis, Mayrowitz, Smiley, and Murphy, Van Amijd, Bilesbury, and Van Morsi, (2009); Timberley, 2008; Mayrowitz et al., (2007), They have emphasized it. In this study, leadership behaviors were above average, a topic that has been mentioned in Spillane’s theory of leadership experiences that includes leadership tools, thoughts, and intentions. These results were consistent with the findings of scholars (e.g., Lewis; Leitz Wood & Growan 2000; Storm, Wall, 2004; Bush; Gluner, 2003). This study has the potential to be useful to policymakers who develop leadership preparation programs for teachers and principals, as well as faculty members who teach within leadership preparation programs. principals who utilize a framework of distributed leadership embrace the expertise and leadership within their schools, drawing faculty members into the work of curriculum development and improvement, professional development, and school management.

The present study was conducted to design and validate the professional ethics model of primary school principals. Consecutive exploratory research method (qualitative-quantitative) of the instrumentation type and research strategy in the qualitative part, content analysis and in the quantitative part, survey has been considered. Participants in the qualitative section were 16 professors from the faculties of educational sciences in Lorestan province who were selected by purposive sampling method and in a quantitative part, the directors of the education organization were selected by 330 people by random sampling method. The data collection tool in the qualitative part of the interview is semi-structured and in the quantitative part is a researcher-made questionnaire. The research questionnaire consists of three main components and 81 items that are adjusted based on a five-point Likert scale. The method of data analysis is selected in the qualitative part of coding, and in the quantitative part of structural equation modeling using Lisrel software. The findings of the qualitative section showed that the main components of professional ethics include 3 main components of personal aspect, intra-organizational aspect and extra-organizational aspect and 9 sub-components including personal characteristics, job characteristics, emotional characteristics, management and leadership, ethics strategies, capability. Professional factors, functional factors, social factors and cultural factors and 81 open codes. The results of confirmatory factor analysis and Cronbach's alpha coefficients confirmed the validity and reliability of the model.

purpose of this study was to identify the dimensions of school principals' training by using a mixed approach and presenting a desirable model. The methodology of the study is mixed in nature (qualitative and quantitative) in terms of purpose and applied in terms of purpose. Twenty people were selected through purposive sampling and statistical population in quantitative section 5404 managers Education and training schools were Lorestan province. Based on Cochran sampling formula, 360 people were randomly selected from each region of education. The data were collected through qualitative semi-structured interviews and a quantitative researcher-made questionnaire. Its validity was obtained through exploratory factor analysis and its reliability was 0.795 for the whole questionnaire. Qualitative data analysis was performed using Strauss and Corbin method and quantitative data analysis was performed using AMOS software. Results showed that 5 out of 17 identified categories were removed from the model and the final model with 12 categorie s was estimated and approved. Introduction Today, all experts confirm the attention to human resources as the main pillar of organizations. In order to achieve increasing development, it is very important to pay attention to the training of human resources, especially managers of an organization in its efficiency and effectiveness. On the other hand, explicit response to current threats and opportunities, Accordingly, the need of organizations for qualified managers has become more apparent. Therefore, research on training managers in their efficiency and effectiveness is essential (MirHoseini et al, 2015).

The purpose of this study was to identify and prioritize key performance indicators in elementary schools using fuzzy Delphi and SWARA methods. Experts (statistical population), including faculty members and specialists in the Ministry of Education, were selected through a purposive sampling method to reach the theoretical saturation of 15 people. The data collection tool is a structured interview. At first, by reviewing the existing literature, effective components and indicators were selected and a list of identified components and indicators was provided to the experts, and then the desired components and indicators were selected based on the expert opinion. Fuzzy Delphi method was used to identify and screen the indicators. Research findings showed that elementary schools have 102 indicators in 6 components of human relations development, strategic planning, growth and learning, instruction and evaluation, management and leadership, and environment and community. In the end, the final weight of the key components and indicators was determined by the SWARA method. The most important components of management and leadership, growth and learning, and environment and community were introduced. There are several definitions of performance. According to Lockett (1992), performance is defined as “a multidimensional construct and the common factors that are frequently associated with organizational performance are efficiency, quality, responsiveness, cos, and overall effectiveness”. In 2017, Armstrong has extended the definition to a “Performance management” as “a means of getting better results from the organization, teams, and individuals by understanding and managing performance within an agreed framework of planned goals, objectives, and standards of achievement and competence.” More recently, Neely et al. (2002, pp. xiii) defined a “performance metric” as the scope, content, and component parts of a broadly-based performance measure (Marson & et al, 2012). In today’s competitive scenario, organizations are forced to monitor their performance on a sustained basis, across several dimensions. However, developing an effective performance management system (PMS) remains a challenge. Several problems regarding the building of a performance management system, such as the accuracy of data, the definition of meaningful metrics to support decision-making processes, and the measurement of the company’s intangible aspects, continue to represent challenges for managers. In order to be useful, performance management systems should ensure that performance is clearly defined and metrics accurately measure performance. Closely related to this subject is the selection of valuable performance indicators Any effective performance management system has to adopt a limited number of indicators, i.e., key performance indicators (KPIs), capable of providing an integrated and complete view of company’s performance and to measure progress toward organizational goals(Carlucci, 2010). In many organizations, the basic issue is that performance appraisal should be done with what criteria and indicators. Because if an appropriate indicator is introduced, they can better manage their resources in particular and guide the sectors to the strategic goals of the organization in general (Kaplan & Norton, 2004). The selection of performance indicators is one of the major challenges of organizations developing and implementing a performance management system. The performance indicators represent the means for monitoring processes and related outcomes to drive management actions. Therefore, the selection of performance indicators has to be addressed: limiting the number of indicators to prevent information overload, to avoid confusion for their potential users, to provide a clear picture of the critical organizational competitive factors and to facilitate the overall measurement (Carlucci, 2010). Measurement of performance allows to make clear performance issues, compare the current situation to the goals and to provide exact steps towards the elimination of the problems (Graham, 2012). Good indicators share two characteristics: first, they are well-founded in theory, having an explanation for the assumption that they correctly represent a given feature of reality and second, they are robust against limitations in the underlying data. After adding a few more important characteristics, quality indicators should be cost-effective, timely, reliable, valid and specific (Markic, 2014). According to Parmenter (2015) “key performance indicators (KPIs) represent a set of measures focusing on those aspects of organizational performance that are the most critical for the current and future success of the organization” (p. 4). KPIs are a set of measures that should be measured frequently and tie directly to the success of an organization. KPIs need to be tracked on a regular basis, and if they are not meeting the target then processes or systems need to be modified (Arif & Smiley, 2004). Lyddon and McComb (2008) state every KPI measure should include several components: “(1) the actual results of the indicator; (2) the target for which the indicator is striving; (3) the difference between actual results and target results; and 4) signal values, or benchmarks” (p. 139). KPIs allow gathering knowledge and exploring the best way to achieve organization goals (Badawy & et al, 2018). In today’s world KPIs are essential for planning and controlling (Meier & et al, 2013) through consolidating information (Gladen, 2005), creating transparency and thereby supporting decision making of the management. KPIs are also known as Key Performance Index, Key Process Indicators, Balanced Scorecards, Business Dashboards, Scoreboard, Key Result Areas, Key Success Indicators or a number of other identifications depending on the consultant and management experts you are talking with (Ismail & Yu, 2007). The Key Performance indicators are the modern tools that help to keep the performance in the production on a high level (Kaganski & et al, 2018). KPIs are financial and non-financial indicators that organizations use in order to estimate and fortify how successful they are; aiming previously established long-lasting goals (Velimirović & et al, 2011) In this identification, the component of human relations management has 13 indicators, the strategic planning component has 20 indicators, the component of education and assessment has 13 indicators, the component of growth and learning has 21 indicators, the component of the environment and society has 11 indicators, and finally, the component of the management and leadership has 24 indicators. Six indicators are rejected by experts. With Swara's method, key indicators of leaders' performance in elementary schools were prioritized. The results of this method show that management and leadership & growth and learning components are of the highest importance for improving the performance of schools.