Journal of School administration
Volume:10 Issue: 1, Winter 2022

The aim of this study was to induction school management problems in Iran. The research was a descriptive correlational study of structural equations type. Participants in this study were all successful school principals in the country. Using purposive sampling method, 500 principals as final sample were invited to collaborate. A 30-item scale was used to collect data. Content value of the scale was estimated by investigation of the knowledgeable experts and reliability of the scale was assessed based on Cronbach's Alpha (0.86). Factorial analysis and structural equations methods were used to analyze the data. According to the achieved results, 6 problems were extracted entitling under topics of organizational problem (10 components), administrative problem (6 components), environmental-motivational problem (5 components), financial problem (5 components), structural problem (2 components) and individual problem (2 components) as schools' main managerial problems. Also, the structural relations of these problems were explained and fitted, Based on the findings, school principals are expected to try to develop the necessary competencies to play the role of organizational pathologist of schools.

The aim of this study was to investigate the challenges of professional learning communities in elementary schools in Tehran province cities and to provide solutions for its establishment. This research is practical by purpose and mixed by methodology. The population included all 13064 people of elementary school teachers in the academic year of 2018-2019. In the quantitative part, based on Krejci -Morgan table, the sample size of 370 people was selected by cluster multi-stage random sampling. In the qualitative section, 20 distinguished teachers were interviewed purposefully. "Professional Learning Community Assessment" questionnaire by Oliver et al. and a semi-structured open-ended answer questionnaire were used. The content and face validity of the quantitative questionnaire were assessed by five experts and the validity of the open-ended questionnaire was guaranteed by three methods of controlling misunderstandings of respondents' interventions by the researcher's long-term involvement with the research, external control of research by neutral supervisor and participant comments on findings and interpretations in a focus group. For the reliability of the close-ended questionnaire, the acceptable value of Cronbach's alpha was 0.89 and in the open-ended questionnaire, the kappa agreement coefficient between the participants was 0.83. Findings showed the difference between the status of elementary schools in professional learning communities and the desired situation was significant and lower than the desired level, in all components. Based on the content analysis of interview questions, using the method of Corbin and Strauss, for the establishment of professional learning communities in schools practical suggestions in three sections of teachers, principals, and middle administrators were provided.

Every year, numerous academic textbooks on school management are published in Iran, yet only a small number of them are well received by academics. A common research method to analyze the content of these popular textbooks is content analysis which identify only the overt messages of the textbooks. However, every textbooks have also a covert massages that may attract such a wide audiences too. Therefore, the unspoken side of the textbooks is as important as the spoken side. Thus, two most popular and frequently published textbooks in the field of school management, namely, ‘An Introduction to Educational Management’, which has been republished 45 times, and ‘Theoretical Foundations and Principles of Educational Management’, which has been republished 25 times, were selected and analyzed through symptomatic reading. The results showed that the narration of these two books is based on a rational paradigm which views schools as an integrated and coordinated entities but neglects the game of power that always accompanied by contradiction and tension. Because to preserve of rational rhetoric, the textbooks rely on logic-based principles and only some theories are discussed in the books that are silent about power dynamics. Alagheband’s narration (the author of the books) tends to leave everything, related to ‘power dynamics’, unspoken. This narration would attract two groups of audiences; the first group is schools actors and other practitioners of educational system that are tired of school contradictions and its unfair world. Therefore, rational paradigm which remain unspoken on the game of power acts like as a remedy to tiredness and perceived unfairness. The second group is some educators concerned with the educability of educational management knowledge. They need to simplify the concepts of and detoxify educational management complexities and inconveniences accordingly.

Evaluating the quality of education and its programs is critical. The purpose of this study is to analyze the perception of qualitative-descriptive evaluation in primary schools from the viewpoint of teachers. This study was conducted using a qualitative approach with a phenomenological design. Semi-structured qualitative interviews were used to collect data. Using purposive sampling, data saturation was obtained after 15 interviews. In-depth views of teachers, experts of qualitative-descriptive evaluation led to the identification and classification of 16 extracted indicators. "Uncertain educational status of students", "Insufficient literacy level of students", "Decreased deep and significant learning", "Attention", "Increased stress on teachers", "Lack of time", "Preference for evaluation "Quantity", "Lack of training and support for teachers", "Lack of space and facilities", "Decrease of teachers 'motivation", "Problems in implementation", "Decrease of teachers' position", "Inadequacy of available facilities and required requirements", "a Large number of students", "The lack of evaluation results" and "Focus on formal activities". According to these results, it can be said that the issues that have been experienced and understood by teachers are different factors in the evaluation and can face the evaluation process with difficulty.

Despite the fact that the ranking of junior high schools as one of the most important missions of the Ministry of Education plays a significant role in the success of this organization in achieving the goals of this course, but the development and validation of relevant components The ranking of junior high schools has not received much attention. The presented researches in this field have not considered all the factors related to the ranking of this type of schools. The purpose of this study is to develop and validate the factors, criteria and ranking symptoms of junior high schools. The present approach in terms of method is a type of qualitative research that has been done using content analysis method. In this study, documents and resources were examined and 10 comprehensive themes of teaching-learning process leadership, successes, leadership, communication, administrative-executive management, resource management, teachers, administrative staff, ethical leadership and extracurricular activities were identified. They have been validated by consulting experts. The results show that the ranking of junior high schools in the field of education is a new and emerging issue that has not received much attention from researchers in this field. Therefore, due to the limited resources used, some of the factors, criteria and symptoms proposed in this study may not be complete or there may be some other components that have not yet been identified. It is also necessary for the effectiveness of school rankings to pay more attention to the alignment of all identified factors, criteria and symptoms with the major factors of the organization, leadership, culture, infrastructure.

Exceptional school teachers are doubly important because of their working relationship with students with special needs. This study was aimed to determine the effect of job value and job enthusiasm on the flexibility of female teachers in exceptional schools in Sari. This research is applied in terms of purpose and it has used the quantitative research approach and survey strategy and descriptive, correlation and multiple linear regression methods. The statistical population of the study consists of female teachers of exceptional schools in Sari who were serving in 1400-1401, whose number is 109 people. Using Cochran's formula, 52 people were selected as a simple random sample. Data collection tools are three questionnaires: job value, Job enthusiasm and emotional flexibility. Data were analyzed by Pearson correlation methods and multiple linear regression in SPSS software version 25. Findings showed that job values did not have a significant effect on emotional flexibility but Job enthusiasm had a significant effect and had a direct linear relationship with each other (r = 0.859). The results of multiple regression showed that Job enthusiasm as a predictor variable was able to significantly predict emotional flexibility and explain 73% of the variance.

The purpose of this study was to develop a model of entrepreneurship curriculum at schools for child laborers. We used qualitative research method with grounded theory approach. Data were collected through 20 semi-structured interviews with professors selected by purposive sampling. Data were analyzed in three stages. A model including five dimensions, 12 main categories and 28 sub-categories was developed and validated by member check. Categories are as follows: Causal conditions (knowledge-based economy, entrepreneurial society, changing job nature, quick job access, dynamic job view, knowledge sharing, skills degradability). Underlying conditions (networking, intertwined intellectual capital, intertwined knowledge, integration). Interfering factors (acceptance of entrepreneurship, conspiracy theories, inappropriate political interference, crooked view towards entrepreneurship, prejudice against entrepreneurship of child laborers). Strategies (dynamic education, interdisciplinary education, school education, thematic education, onedimensional education). Consequences (promotion of entrepreneurial thinking and attitude, conceptualization of entrepreneurship, productive thinking, multidimensional thinking, participation of child laborers, reduction of poverty, reduction of delinquency of child laborers). A comprehensive curriculum that covers all aspects of the field, environment, technology and information related to child laborers was identified as the central theme.

The aim of this research was to predict teachers work engagement based on organizational structure type with mediation role of job motivational potential in Bashagard schools. The research population included all teachers (322) of Bashagard schools.175 teachers selected as research sample by using simple random sampling method, filled the research scales and returned them. Research tools consisted of Torkzade and Mohtarams’ (2013) types of organizational structure, Wagner’s (1996) job motivation potential scale, and Shaufeli and Bakkers’ (2003) work engagement scale which after estimating there reliability and validity were distributed and collected. The results showed that the enabling organizational structure with the mediating role of the job motivational potential is the positive significant predictor of the teachers work engagement. But, the hindering organizational structure does not predict the job motivational potential and teachers work engagement.Besides, in the opinion of the teachers, dominant structure type at Bashagard schools is hindering. Also, the job motivational potential and work engagement of the Bashagard's schools is at the moderate level. The results of this study will help educational system managers to improving the enabling organizational structure in schools and as the result creating more motivational platforms among them, provide the basis for the development of teachers’ work engagement. As a result, improving the performance of schools at the macro level is raised.

Nowadays, human resources are considered to be the best competitive privilege of any organization in the world, and, thus, humans are gaining unprecedented significance in the organizational theory. Human resources can be a serious obstacle to the organization. Similarly, they can help organizations compete. The aim of this study was to investigate the effect of ethical environment on teachers' job accountability. An applied descriptive type of method was used. The participants of this study were 450 senior-high school teachers in Khorramabad, in the academic year of 2017-2018. 210 of them were selected randomly, using available sampling and Morgan Table. The data collection instruments were Victor and Cullen's (1987) Questionnaires with 26 questions, and Shawfli et al.’s (2003) Questionnaire containing 17 questions with Five-Likert Scale, with reliability coefficients of 0.841 and 0.846 respectively. Moreover, in this study, PLS software was used to test the hypotheses as well as the model. The findings showed that the organizational ethical environment (instrumental, attention, independence, organizational rules and regulations, professional rules and ethical codes) affects teachers' job affiliation. According to the research findings, school principals can affect the organizational behavior of the employees and increase their job affiliation by managing the ethical climate of the school.

This study aimed to predict job performance based on decision-making styles and coping styles in primary school teachers in Boukan County. The design of the present study was descriptive-correlation. The statistical population of the study consisted of all primary school teachers in Buchan city in the academic year 1397-98 (840). To determine the sample size, the Morgan table was used and 265 people were selected as the samples who were selected using the available sampling method. Data were collected based on three questionnaires of Patterson (1989), job performance, Scott and Bruce’s general decision-making styles (1995) and coping styles of Roger et al. (1993) with Cronbach's alpha coefficient of 0.89, respectively Descriptive statistics and inferential statistics (Pearson correlation coefficient and multivariate regression analysis) and SPSS software were used for statistical analysis of data. Findings showed that there was a positive and significant relationship between job performance with rational and intuitive decision-making styles, a negative and significant relationship between job performance with avoidant and instantaneous styles, and a relationship between dependent decision-making style and job performance. There was a positive and significant relationship between job performance and rational, emotional, and avoidant coping styles, negative and significant, and no relationship, respectively. The findings also showed that rational, intuitive, avoidant, instantaneous decision-making styles as well as rational and emotional coping styles are able to predict job performance in teachers.