فصلنامه رهبری و مدیریت آموزشی
سال پانزدهم شماره 3 (پاییز 1400)

The purpose of this study was to present the development model of faculty members with a virtualization approach in the Islamic Azad University of Khorasan Razavi Province. This research was a qualitative research and the Grounded Theory method of the foundation was the criterion in this research. The statistical population included university administrators and professors and experts in the field of behavioral sciences, organizational behavior and human resources of Islamic Azad universities in Khorasan Razavi province. Using purposive sampling method and applying the theoretical saturation criterion, 20 people were used as participants in the study. Goba and Lincoln (1985) methods were used to evaluate the validity and reliability. The results of data analysis during the three stages of open coding, theoretical coding and selective coding indicate 250 primary codes, 39 secondary codes and 16 general categories that within the paradigm model include: causal conditions (correlated, individual, organizational), axial phenomenon (maturity). Vocational, moral maturity, research maturity, educational maturity), requirements (macro environmental factors, micro environmental factors), mediating conditions (welfare, human resource development), contextual conditions (cultural factors, economic factors) and consequences (organizational performance improvement, improvement Individual performance (improving student performance) is analyzed.

The aim of the present study is to design a talent management model for Educational managers. Therefore, this is a qualitative and deductive study. The statistical population of the research consists of existing literature on talent management, from among which 29 papers were selected as target samplings. For collecting qualitative data, we have used note-taking and the content analysis techniques. The main question is analyzed by the content analysis technique and thereby, seven categories are identified as the main dimensions in the design of talent management model, which are: recognition and discovery of talent resources; the recruitment of talent resources; the selection of talent resources; developing talent resources; maintaining talent resources; assessing talent resources; and finally, the results of talent resources. The findings show that the obtained model presents a suitable method for moving toward the ideal talent management situation.

The purpose of this study was to provide a Training model for Elementary school assistant principals Executing EFQM model in East Azarbijan, Iran based on an Assessment of Educational Needs. The research method was descriptive - survey. The statistical population included 53 elementary school assistant principals. All of the assistant principals were selected as the sample. For collecting data researchers made questionnaires, based on 10 axes of EFQM, was used. Their educational needs on the 10 axes of EFQM model were studied in three domains, knowledge, practice and attitude. The validity of the questionnaires was verified by the academics of educational administration. The reliability of them calculated through Cronbach's alpha coefficient. The reliability of knowledge domain was %90, practice domain was %97 and attitude domain was %97. According to Bartlets test, KMO index in all the domains were above 0/6. Friedman’s test and Pearson correlation coefficient were used for analyzing data through SPSS and also exploratory factor analysis was used. Results showed that elementary school assistant principals in East Azarbijan need training in all the three domains based on EFQM model. There was a significant difference among the educational needs of them in three domains. Results also showed that in the knowledge and practice domains, the first educational need of assistant principals was in axis 3 of EFQM (establishing a learning - teaching system) and in attitude domain was in axis 4 of EFQM (developing student participation at school).  At the end a model for training them was provided.

The purpose of this study is to design a model for measuring the performance of education managers in the country based on the document of fundamental change. The research method was applied in terms of purpose and exploratory method. Data collection was done in a quantitative manner and the data collection tool was a questionnaire. The statistical population included all the managers of the Ministry of Education of the provincial administrations in 1399. According to the Cochran's formula, a sample size of 269 people participated in this study. The collected data are analyzed by descriptive and inferential methods through SPSS 16 and Smart PLS software. In this research, descriptive statistics including frequency, percentage of frequency, frequency distribution table, drawing graphs and also describing the characteristics of the respondents to the questionnaire are used to describe the data. In inferential analysis, data analysis was performed using factor analysis. The results showed that the components: organizational responsibility structure component, performance information content component, performance information coherence component, performance information management component, accountability component, management style component, organization practical orientation component, performance communication component, and finally alignment component, as The effective components and indicators on measuring the performance of the country's education directors are based on the document of fundamental change. Examination of pattern fit indices in factor analysis was an indication of model fit.

The purpose of this study was to provide a model for the development of organizational citizenship behavior of managers in the education organization. The present study is a combined method of mixed exploratory research projects that is carried out in two consecutive qualitative-quantitative stages. In the first phase (qualitative phase), the present study is a qualitative study and, in this phase, by reviewing and evaluating the studies conducted in the field of the subject in the present study, as well as in-depth interviews with scientific community experts (faculty members) and academic experts (managers). Senior) who had executive records at decision-making levels, gathered the necessary information and coded and categorized and presented a conceptual model using grounded theory analysis method. The second stage (quantitative phase) of the study was quantitative and structural equation modeling method. For this purpose, the data collected from the researcher-made questionnaire based on the proposed model (derived from the qualitative phase of the study) were evaluated using Smart PLS software. After reviewing and evaluating internal and external studies on the subject of the present study, using exploratory and semi-structured interview tools, qualitative questions were asked from the statistical community of experts, which after 16 interviews, theoretical saturation was obtained. The results of grounded theory showed that the pattern of development of organizational citizenship behavior of managers in the education organization includes 78 open codes, 26 central codes and 6 elective codes. Then, in the quantitative part, a researcher-made questionnaire consisting of 78 items was given to 320 senior educational administrators and prominent professors in the field of management in universities in the academic year 1397-98. The results of structural equation modeling showed that the value of the significant coefficient t is related to the relationship between the main variables of causal conditions and the axial phenomenon; Underlying conditions, intervention conditions and central phenomena with strategies; Strategies with consequences at the 95% confidence level are greater than 1.96, and this indicates the significance of the effect of causal variables with the central phenomenon; Background conditions, intervention conditions, central phenomena with strategies; Strategies have consequences. Therefore, all 6 variables are identified as the main variables.

Work engagement of physical education teachers, has been considered by many researchers in recent years as the most important stimulus for students' desire for sports. This psychological variable has received a great deal of impact from teaching barriers, which varies in accordance to the amount of change in teacher support strategy. Therefore, in this study the relationship between teaching barriers and work engagement as mediated by the supportive strategies of female high school physical education teachers in Tehran was investigated. This study, using a descriptive-correlational approach, examined the opinions of female physical education teachers in 19 districts of Tehran, as a statistical population (1071 people). According to Cochran's formula, 387 people were sampled, which were randomly selected in a stratified-proportional manner. A strandard questionnaire was used to collect the data. To assess the validity of the research, face validity a type of content validity assessment method was used. For this purpose, the questions were reviewed, checked and modified by 30 educational experts in three stages and were finalized in the last stage. To measure the reliability of the questionnaire, Cronbach's alpha, which is a kind of internal consistency was used, in which the average was calculated to be 0.883 for our research variables. Pearson and Eta correlation coefficients and ANOVA analysis of variance were used to test the research hypotheses. Also, to perform the calculations, we took advantage of softwares Excel 2017 and SPSS 21. Findings showed that teaching barriers affect teachers' work engagement by changing the type of teacher support strategy and teaching barriers do not directly affect teachers' work engagement. Based on the results, it was proposed that, in order to address the issues of teaching barriers in the examined schools, first structural barriers should be addressed, then cultural barriers and finally material barriers, and since teachers who use communication-logical, social-logical, communication-emotional, and social-emotional support techniques in that order have lower job commitment, it is necessary to pay special attention to the employment of these individuals and in the end it was suggested that in order to increase the job power of teachers, teachers use more communication-emotional method.

members of Islamic Azad University. It was a qualitative research conducted by the content analysis method. In the library section of upstream documents and key documents of higher education and in the field section, the This research identifies the dimensions and components of a professional development model for the faculty participants of this research were faculty members, managers and officials of different units of Islamic Azad University. We selected the individuals by the purposive sampling method and criterion-based technique; they must have at least fifteen years of teaching, research and management experience in different educational courses. Sampling occurs with the participation of 22 experts. The data collection tool included two sections: reviewing upstream documents and higher education documents in the library section and semi-structured interviews in the field section. The semi-structured interviews with participants continued until the theoretical saturation stage. We interpreted data based on content analysis. As for validation of the data, we used the methods of reviewing and taking position by the researcher, feedback to participants and alignment with theoretical foundations and previous researches. The opinions of the steering committee members guaranteed the reliability of the findings. Findings showed that the professional development model of faculty members includes 29 components and 6 (educational, research, executive, cultural, ethical and service) dimensions.

This study aims to identify and rank the methods of financing universities. The present study is a combined method of mixed exploratory research projects that was conducted in two stages: qualitative and quantitative. In the qualitative stage, first, using qualitative group interview method, qualitative data were collected and based on them, the main areas of the research that were the financial resources of the university were identified. Then, a research design questionnaire was prepared and a descriptive-survey research method was considered to collect quantitative data. Accordingly, the present study in the first phase (qualitative phase) conducted a qualitative study and in this phase by reviewing and evaluating the studies and also in-depth interviews with experts in the field of financing, higher education economics and higher education management, the necessary information was collected. Sampling method at this stage was snowball sampling.  After collecting the experts' answers and analyzing them, a list of indicators and components of each indicator regarding the pattern of financing methods in universities was extracted. Then, in the quantitative stage of the research, in order to evaluate and fit the proposed conceptual model, a researcher-made questionnaire was prepared based on the indicators and components of the model in the form of a 5-digit Ligert spectrum (from strongly disagree = 1 to strongly agree = 5). This questionnaire was given to a statistical population of 127 people who were randomly selected. In the second stage, in order to validate the identified financing methods, the exploratory factor analysis method was used. And screened model components and minor indicators were removed.  As a result, after identifying the financing methods in order to prioritize these methods, fuzzy dimethyl methods and fuzzy network analysis were used. The result of this research is four main criteria and eighteen subsets of methods of financing universities that have been identified, ranked and proposed for implementation in the research process.