فصلنامه رهبری و مدیریت آموزشی
سال شانزدهم شماره 4 (زمستان 1401)

Research and evaluation in the formal and public education system as a mission-oriented activity is based on the principles, mission, goals and missions of the formal and public education system. The purpose of this study is to provide a research model and transformation-oriented evaluation with a data-based approach in the Iranian education system. The research method is mixed. Qualitative stage of inductive method and strategy of data foundation and Delphi fuzzy data theorizing and in quantitative stage of descriptive-survey type, fuzzy gap analysis strategy was used. Data collection is theoretically sufficient. Time and time coding of data with the help of MaxiQuoda 18 software from 26 pages of self-based notes based on observation, then 129 coding documents and ending with coding in-depth interviews with 11 experts, respectively, this stage with 98 categories it reached theoretical sufficiency. The initial axial coding pattern was provided to 12 experts from Farhangian University, Ferdowsi University of Mashhad, Payame Noor and Azad, until the final pattern was determined by fuzzy Delphi method. And the fuzzy Delphi changes were performed in 3 stages and the model reached theoretical saturation with 72 categories. The importance of the categories is between 0.7 and 0.9 and on average the categories have an importance of 0.79. The performance of the categories is between 0.35 and 0.6 and on average the categories have a performance of 0.493. The downward trend of the performance line indicates a decrease in performance and an increase in the phase gap.

The main goal of the current research was to provide an effective organizational capital model in the education organization of Kermanshah province. The present research method was qualitative and practical in terms of purpose. The statistical population included experts familiar with the subject of 20 experts who were purposefully selected and have valuable experiences in the field of educational management, and data were extracted from semi-structured interviews. The research tool was semi-structured interviews. For validity and reliability, face validity and agreement coefficient between coders were used. Also, to analyze the data, the systematic method of Strauss and Corbin with open coding, axial coding and selective coding was done. The findings showed that the causal factors included individual factors and organizational factors. The findings showed that the causal factors included individual factors and organizational factors. Also, intervening factors (political factors, economic factors and socio-cultural factors); Contextual (leadership and organizational vision, funding and facilities, innovation and creativity, human resource empowerment, information and communication technology and organizational learning); Strategies (research and development of knowledge management, understanding of individual and organization) and consequences were also included (origin of effectiveness of managers, organizational effectiveness and professional communication). Based on the results, it can be concluded that the model of effective organizational capital in the education and training organization is one of many factors and indicators, and considering the identification of some of them in this research, it is possible to act more effectively in the education and training system.

The existence of the category of responsibility in the nature of leadership necessitates the creation of morality in leaders. Ethical leaders in particular can create ethical components in a set that includes a culture of fairness, honesty, and trustworthiness, and have positive interpersonal relationships with people in their organization. People in positions such as leadership can be the source of many behavioral changes; and this is best achieved when these leaders also have high moral conduct. Therefore, the present study was conducted with the aim of explaining the role of ethical leadership components based on the social responsibility approach in the employees of Payam Noor University. The research method is descriptive-analytical and survey method. Using the opinions of experts and also the statistical population of the study, which includes the staff of Payame Noor University of Khorasan Razavi and the sample number is 205 people, the necessary data were collected and then using analysis technique. Analysis of AHP hierarchy and expert software and using DANP method was performed. The tool for collecting information is a questionnaire, the validity of which was checked and confirmed by the opinion of experts and its reliability using Cronbach's alpha. The results showed that in relation to the main components of belief structure (D1), responsibility structure (D5), regularity structure (2D), specialty structure (D3) and knowledge structure (D4) with final weights of 0.404583, 0.389333, 0.377648, respectively., 0.366331 and 0.351909 were ranked first to fifth. Also, in relation to the sub-components related to the factors of moral leadership of managers and social responsibility of Payam Noor University staff in Khorasan Razavi, the results showed that the sub-components of belief orientation, meritocracy and education with final weights of 0.11466, respectively; 0.09816 and 0.09061 were ranked first to third in this evaluation.

The purpose of the current research is to identify and prioritize the criteria and indicators that are effective on the ranking of universities, with focus on educational aspects. In terms of the data collection, this research is classified as a mixed method (quantitative-qualitative) research. The research was carried out using the combined method of grounded theory and fuzzy Delphi. The qualitative part of the research was conducted through an open and targeted interview with scientific experts, industrial owners, and students. In order to analyze the qualitative data, the three-stage process of open, central, and selective coding was used. In the quantitative part of the research, fuzzy Delphi method, with triangular fuzzy numbers, was used to identify suitable indicators and prioritize them. Statistical population in the index section, was all published researches related to the university ranking; for the interview section, experts from public comprehensive universities based in Tehran were selected in a targeted way. Based on data analysis, seventeen components and sixty-nine effective indicators were identified in the educational ranking of universities. The six main dimensions include strategy and goals, financial resources, evaluation and feedback system, training process, commercialization and human resources. The identified components were prioritized in order of importance as follows: communication with the industry, educational resources, skill training, commercialization, financial resources, planning, professors, international interaction, strategy and goals, administrative staff, ethics, content education, students, evaluation and supervision, graduates, cross-departmental communication and managers. University education leads to the improvement of research and scientific production. In order to promote universities to the global level, renewed attention to university education should be included in the mechanism of university development programs

The aim of the present research was to identify the factors affecting the diagnosis of the educational guidance system in order to provide a strategic model. The current research was descriptive-survey in terms of practical purpose and in terms of data collection method, and it carried out using both quantitative and qualitative methods. The statistical population in the qualitative part was 30 experts in the field of educational sciences and in the quantitative part 200 people were educational managers, consultants, experts and educational guidance executives in secondary schools of Bushehr city. Among these, 132 people were selected as the sample size using Cochran's formula and stratified random sampling method. Interview method and researcher-made questionnaire were used to collect information. The structural-interpretive modeling (ism) method was used to design the initial pathology model of the educational guidance system, and the partial least squares method was used to validate the model. In the qualitative part, Maxqda software and structural-interpretive analysis with MicMac and partial least squares with Smart PLS were used for theme analysis. According to the research results in the design of the model, the variables are prioritized as follows: academic guidance system (C3) at the first level, presentation of academic guidance plans (C2) and context and field of academic guidance (C9) at the second level, academic evaluation of students (C7) at the third level, the content of academic guidance planning books (C4) and education and awareness of academic advisors (C5) at the fourth level and the structure of the academic guidance system (C6) and cultural and social harms (C8) at the fifth level and finally the pathology variable Academic guidance system (C3) is at the sixth level.

Multi-grade classes are one of the important strategies of the Ministry of Education in order to provide access to quality education for students in less developed and remote areas with less population. The aim of the present study was to identify the factors affecting the quality of multi-grade classes. This research was conducted using qualitative approach and thematic analysis method in 1400. The statistical population includes educational leaders, professors of North Khorasan, Razavi and South Khorasan provinces who have teaching experience in multi-level classes or about multi-level classes. The statistical sample of this research is 12 university professors and educational leaders who were selected using the purposeful sampling method. The data was collected using a semi-structured interview based on the principle of saturation. After analyzing the data using review validation by the interviewees, peer review, and note taking, 198 primary codes were obtained, which were grouped into 35 general categories. The model obtained from this research showed that in the quality of multi-grade classes, 5 main themes include professional competence and characteristics related to the teacher, family, physical condition of the class and schools, macro-educational policies and themes related to learners.

The purpose of the present study was to determine the lived experiences of educational leaders from curriculum leadership. This research is based on a qualitative approach of the phenomenology type, the participants include experts and in other words, key experts in the field of curriculum leadership, who were purposefully interviewed by experts related to the subject, and the data reached theoretical saturation with 15 people. Interview texts were analyzed using Maxqda software and all data were coded. Validity of data was done by re-reviewing the coding process as well as several experts familiar with coding. Also, for reliability, the agreement coefficient between the coders was used, and the result of 3 interviews was 0.82. Coding method and MAXQDA software were used for data analysis. The results indicate that based on the findings and coding related to 15 interviews, 286 subcategories were counted, and finally, the mentioned subcategories were divided into 7 main categories: communication between parents and colleagues with the administration, use of information and communication technology, reflection of educational problems. existing and trying to solve them, paying attention to the theory of constructivism in curriculum leadership, modeling the successful teaching of teachers, gaining experience and growth, and changing and implementing curricula were classified as the lived experiences of educational leaders from curriculum leadership.

The aim of the present research was to present a model of social dynamics management in secondary schools of Kermanshah city. The type of qualitative research and the foundational data theory method have been the criteria of action in this research. The statistical population included secondary school principals, experts and education specialists. The purposeful and snowball sampling method continued until the researcher reached theoretical saturation using semi-structured interviews with 15 members of the sample. In order to validate and obtain the validity of the data, two methods of reviewing the participants and reviewing the experts who did not participate in the research and the reliability of the interviews were used by the method of objective and accurate implementation of the interviewees' speech. By using the results obtained from the review of the theoretical foundations and background of the research and the analysis of the content of the conducted interviews, the primary components and criteria of the management of the social dynamics of schools were identified and 325 open codes were extracted and 19 core codes were compiled from them. Their combination was also counted as 11 selected codes and through three stages of open coding, central coding and selective coding, the paradigmatic model of the management of social dynamics of schools in six main categories of causal conditions (policies), central phenomenon (social dynamics of schools), background conditions (environmental conditions, organizational conditions), Intervening conditions (intra-organizational, extra-organizational), strategies (individual, organizational) and consequences of social management of school dynamics (individual, organizational, social) are presented.

The current research was conducted with the aim of providing a model of human capital in education of Bushehr city. Research method in terms of practical-fundamental purpose; In terms of data collection method, it was descriptive-survey and in terms of data type, it was mixed (qualitative-quantitative). The statistical population of the qualitative part of the research included 20 education experts who were selected in a targeted way. The statistical population of the research in the quantitative part included all secondary school teachers in Bushehr, and 300 people were selected as a sample using Morgan's table and staged cluster sampling. The data collection tool was a semi-structured interview and a researcher-made questionnaire, which was confirmed to be valid and reliable. The method of data analysis in the qualitative part was theoretical coding, and in the quantitative part, one-sample t-tests were used. The results of the research showed that the constituent components of providing the professional human capital model in education of Bushehr city included Cognitive abilities, communication/ethical competencies and metacognitive skills. Finally, a conceptual model was drawn for this research.

The aim of this research is to identify the constituent elements and components of the mental models of organization's managers of Education in Iran. Research method is descriptive being of surveying type. statistical universe consisted of the entire formal principals/managers of the Iranian Ministry of Education in academic year of 2021-2022. Sampling was conducted by random-cluster method. On the basis of Morgan table, out of 97596 individuals of Ministry of managers, 430 individuals were selected as sample. Analysis of data was carried out by use of factorial, exploratory and confirmatory analysis method as well as presentation of structural equations' model. Data collection tool was a made-by-researcher questionnaire. Facial, formal and content validity of the questionnaire was confirmed by expert and knowledgeable experts. Reliability of the questionnaire, through calculation of Cronbach's alpha coefficient, was obtained to be higher than 70%. Results of findings showed that the standard value of GOF was equal to 0.767, suggesting strong total fitness of the model in this research. Spearman's correlation coefficient among dimensions showed that all dimensions have a positive and significant correlation together. Also, by calculation of the path coefficient, prioritizing the constituent elements of principal's mental models was presented in dimensions of (causal, background and intervening conditions, strategies and consequence). The first priority was given to planning, value-basing, leaving model confirmation bias, promotion of technical and professional level of employees and participation acceptance. Finally, pattern of mental model being appropriate for the Iranian Ministry of Education organization was designed and suggested.

The purpose of the current research was to identify the components of the spiritual curriculum with an integrated approach in secondary school based on the opinion of relevant experts and experts. The participants of the current research; It included experts in the field of curriculum, especially curriculum planning professors of universities in the country and relevant experts, with their help, the components of the spiritual curriculum were identified and analyzed with an integrated approach in the secondary school. The sample of the current research was ten experts, the country's curriculum planning professors and related specialists, which was conducted using a targeted sampling method until theoretical saturation. It was used to collect data through questionnaires and semi-structured interviews with experts. To analyze the data in the current research; Measurement tools such as textual analysis was used in expert interviews. From the results obtained from the analysis of expert interviews, there are a total of 10 elements with 132 categories and 368 indicators. It was discovered and extracted that 10 elements that play a role and influence in the process of identifying the components of the spiritual curriculum with an integrated approach in the middle school period inspired by and following the Acker model are: goal, content, learner's activities, teacher's role, evaluation, logic Learning materials and resources, student grouping, learning place, learning time.

The purpose of this research is to systematically study the components of professional competence of faculty members in the universities. The research methodology is content analysis. For this purpose, by using thematic analysis techniques, the dimensions and components of the professional competence of Iranian university professors were extracted from the scientific articles published in the journals. The studied population was all related research articles indexed in the ISC database, finally 29 articles were selected and analyzed. To check the validity of the research, the method of negotiation with peers was used, and to confirm its reliability, the method of checking the coding and the agreement of at least two researcher coders was used. In this order, after identifying and determining the articles, the two researchers simultaneously and separately extracted and named the desired codes. And then they confirmed the similar cases and reported the disputed materials with negotiation and agreement. After the completion of the report, the third person, while reviewing the complete process and especially its coding, confirmed it. The rate of coding agreement between two researchers was used using non-parametric statistics, and the Phi coefficient was reported as 0.89. Scientometric techniques and thematic analysis were used to analyze the data. Analyzes were done in Excel and MAXQDA10. Scientific findings show that with the passage of time, the number of researches conducted on this issue has increased. A large number of articles have been published in the "Teaching Research" magazine, with the organizational name "Islamic Azad University" they have done more research on this issue, most of the research done with a few articles and the professional records of the professors of "universities" "Comprehensive" has been done. It has been done from other universities. The findings of the theme analysis indicated that there was a difference between the competencies of the professors of different universities. All universities share "individual/personal competences", knowledge competences, "educational competences" and "communication competences", while some universities have a series of specialized competences in addition to these competences. Comprehensive universities have the scope of "professional competences" of professors, and Farhangian, comprehensive scientific-work and industrial universities have reported the lowest number of professional competences. The conclusion that comes from the research is that the type and nature of competence of specialist professions is a type of university where the professors serve.

Creativity and the factors affecting it are among the most important issues that researchers, planners and all those involved in education need to pay special attention to. The purpose of this research is to investigate the factors affecting the creativity of high school students using qualitative and coding methods. This research is of an applied type and the method of collecting information in this research is library-based, and semi-structured interviews are also used in this research. The results of this research have been presented by interviewing and asking for opinions of 47 secondary school students in Takab city, and the validity and reliability of the interviews have been confirmed by the opinion of experts. According to the results of this research, six factors 1- mental factors (including: peace of mind, anxiety control, expansion of thought), 2- individual factors (including: physical health, religious beliefs, having a goal and hope, self-management), 3- family factors (including: family education, family situation, home environment, number of family members), 4- school factors (including: school environment, relationships between teaching staff and students), 5- teaching factors (including: teacher's attitude, teacher's familiarity with new teaching methods, diverse assignments, diversity in evaluation) and 6- educational content factors (including: scientific activities, artistic activities, religious activities, sports activities) affect students' creativity.

The current research has been done with the aim of providing a model to investigate the performance of the higher education system. This research is applied in terms of purpose, survey-developmental in terms of approach, and qualitative in terms of type. The statistical population of this research was a group of experts, including university professors, senior managers of higher education, and experienced consultants in the field of higher education management, and based on the theoretical sampling method, 15 of them were selected as a statistical sample. The data collection tool in this research was in-depth and semi-structured interviews with experts. In this research, in order to ensure the validity and reliability of the interviews, two techniques were used, i.e. the use of structured processes of convergent interviews, and the presence of at least two people to conduct interviews separately but parallel to each other. Also, the method of data analysis in this research was the qualitative method of theme analysis. Finally, the results of the research led to the presentation of a model in the field of higher education system performance, including three dimensions of education, research and culture, and a total of fifteen components were assigned to these dimensions.

The purpose of the present research was to analyze the state of action research methodology in the university. mixed method (qualitative-quantitative) was used. The statistical population of this research was all professors, students, teachers and new teachers of Farhangian University in the academic year 1401-1402, and the statistical sample included 300 people in the quantitative section and 20 professors in the qualitative section. To collect data, semi-structured interviews were used in the qualitative part, and a researcher-made questionnaire was used in the quantitative part. ANOVA and Friedman tests were used to analyze the data. The findings of the research showed that the problems and obstacles of implementing action research in 3 main components including: problems related to the educational system, problems related to student teachers and new teachers and problems related to learners and in 10 sub-components. were divided Based on the results of quantitative and qualitative data analysis, it showed that three important factors are a) in-service training and skill enhancement courses, b) providing infrastructure and c) creating motivation and encouraging teamwork among the main solutions. In order to get out, they are considered as obstacles to the implementation of scholarly action and research teaching. According to the findings of the research, it is suggested that the practitioners of the education system, in order to effectively implement the research action, in addition to providing the infrastructure, conduct in-service courses with the presence of experienced professors from the country's top universities. Also, consider appropriate reinforcements for the performers of the research activity in the classrooms to create enough motivation for them to carry out this research activity.