نشریه مدیریت بر آموزش سازمان ها
سال دوازدهم شماره 1 (بهار 1402)

The purpose of the present study was to investigate the effect of principals’ ethical leadership and knowledge hiding behavior of physical education teachers with the mediating role of perceived psychological safety. This study is descriptive_correlation in terms of the research method. All official physical education teachers of Golestan province (557 teachers) were the statistical population of this research that based on Cochran's formula, 228 teachers were selected as a statistical sample by stratified random selection, and they were answered Ethical Leadership, Psychological Safeand Knowledge Hiding questionnaires. The validity of the research questionnaires was checked and confirmed and their reliability was estimated by using Cronbach's alpha test 0.85, 0.87 and 0.81. The data analyzed in two descriptive and inferential ways. The obtained results showed that the effect of principals’ ethical leadership on the perceived psychological safety of physical education teachers is positive and significant. Also, the effect of principals’ ethical leadership on the knowledge hiding behavior of physical education teachers was negative and significant.  Other findings of the research showed that the perceived psychological safety has a negative and significant effect on the knowledge hiding behavior of physical education teachers. Finally, the effect of principals' ethical leadership on physical education teachers' knowledge hiding behavior was confirmed with the mediating role of perceived psychological safety. Based on the findings of the research, it can be concluded that school principals can provide a positive psychological safety atmosphere by using ethical leadership, which will increase exchanges between physical education teachers and their colleagues, and reduce negative behaviors such as the behavior of hiding knowledge in them.

The aim of this study was to investigate the role of visionary leadership of school principals in the desire to change teachers through mediated organizational learning. The study population was all primary school teachers in Kurdistan province, from which a sample of 364 teachers was selected by proportional stratified random sampling method based on Cochran's formula. Quantitative research method is correlation studies and covariance-based structural equation modeling approach. To collect data from visionary leadership Questionnaire, Organizational learning and the desire to change. The validity of the questionnaires was confirmed using the content method and confirmatory factor analysis, and the reliability of the questionnaires was confirmed using Cronbach's alpha techniques (above 0.7). The results showed that the effective visionary leadership of principals and Teachers' organizational learning have a direct positive effect on the desire to change teachers at the level of 0.05; visionary leadership of school principals through teachers 'organizational learning has a positive indirect effect on desire to change teachers at the 0.05 level; Also, visionary leadership of school principals and teachers 'organizational learning are able to explain the 0.23 variance of desire to change teachers.

The aim of this study was to investigate the antecedents and consequences of emotional leadership in school managers. This research is practical in terms of purpose and nature, and in terms of data collection, it is descriptive of the correlation type based on structural equation modeling. The statistical population of the research was made up of all the principals of public boys' schools of the second year of high school in West Azerbaijan Province, numbering 190 people, and using cluster sampling method, 123 people were selected as a sample. To measure the variables of the research, the standard questionnaires of emotional empathy, emotional self-management, spiritual leadership, attitude enhancement, organizational happiness and emotional leadership. The validity of the questionnaire was confirmed by experts and confirmatory factor analysis, and the reliability was 0.86, 0.86, 0.86, 0.86, 0.86, 0.85 and 0.85 by Cronbach's alpha method respectively were estimated. The data analysis method was carried out on two descriptive and inferential levels, which was implemented through SPSS version 25 and SMART-PLS version 3 software. The results show that emotional empathy, emotional self-management and spiritual leadership have a positive and significant effect on emotional leadership. Also, emotional leadership has a positive and significant effect on strengthening teachers' attitudes and organizational happiness, and causes their improvement and promotion in the organization. According to the obtained results, it can be said that any increase in the variables of emotional empathy, emotional self-management and spiritual leadership is accompanied by an increase in the variable of emotional leadership and any increase in the variable of emotional leadership is accompanied by an increase in the strengthening of teachers' attitudes. And organizational happiness will be accompanied. Therefore, it seems necessary to pay attention to the above variables among school administrators.

The aim of this study was to explaining the role of trust in the relationship of learning-centered leadership with teachers' professional learning. The research is applied in terms of purpose and descriptive-correlation (structural equation modeling) in terms of method. A sample of 238 elementary school teachers in Kerman was selected by cluster sampling method according to region. In order to collect data, learning-centered leadership questionnaire, the teachers' trust questionnaire and the teachers' professional learning questionnaire were used. The reliability of the questionnaires was calculated using Cronbach's alpha coefficient of 0.96, 0.92 and 0.94, respectively, and their construct validity was confirmed through confirmatory factor analysis. SPSS 20 and AMOS 22 softwares were used for data analysis. The reliability of the questionnaires was confirmed using Cronbach's alpha coefficient and their construct validity was confirmed by confirmatory factor analysis. Hypothesis testing showed that the relationship between learning-centered leadership and teacher trust, the relationship between learning-centered leadership and teacher professional learning and the relationship between teacher trust and professional learning are positive and significant. The results related to the components of teacher trust showed that learning-oriented leadership has a positive and significant relationship with calculative trust, relational trust and faith trust, but only the relationship between relational trust and teacher professional learning was positive and significant. Trust mediates the relationship between learning-centered leadership and professional learning of teachers, and of the three components of teacher trust, only the mediating role of relational trust was confirmed. Finally, it was concluded that principals as leaders of learning can play a more effective role in professional learning by creating trust in teachers.

This research was conducted with the aim of designing the entrepreneurial management model of second secondary schools in Mazandaran province. the research method was development and application, and qualitative in terms of data collection. In the data analysis of this research, the content analysis method was used and in this way the main and secondary components of the phenomenon were identified. In this study, a total of 18 interviews were conducted with two groups in the form of theoretical experts (8 people including university professors familiar with entrepreneurship and educational sciences) and experimental experts (10 people including school principals active in the field of entrepreneurship). The sampling method was purposeful (theoretical) including two types of maximum diversity and snowball. the interview was continued until reaching the theoretical saturation stage. The data collection tool was in-depth interview and its reliability was measured through the Kappa index.  In analyzing the data of this research during the open and central coding process, 330 open codes, 66 concepts and 9 main categories (Entrepreneurial knowledge of managers, Entrepreneurial skills of managers, Entrepreneurial personality and moral characteristics of managers, Entrepreneurial planning of schools, Entrepreneurial organization Schools, Entrepreneurial resource supply and orientation system, schools Entrepreneurial motivation system, Entrepreneurial leadership of schools, Entrepreneurial control of schools) were obtained. Finally, the relationships between the components were revealed and the conceptual model of the research was designed based on it. Also, the validity of the qualitative data was confirmed by coding between the two tests.

The purpose of this research is to explain and design the model of coaching qualifications of school principals. The main framework of the research is qualitative, and semi-structured interviews were used to collect data. In terms of the nature of the data, the research method is a qualitative approach and the type of theme analysis, and in terms of the purpose, it is of an applied type. The participants of the research were professors and management specialists and managers and experts of the education system, after theoretical saturation, 13 people were selected by purposive sampling. Data analysis was done using the theme analysis technique and MAXQDA software. The validity and reliability of the data were confirmed by using the criteria of reliability and validity in the research stages, and to check the validity of the data by referring back to the interviewees, and for the reliability of the work, the cooperation of two coders and the degree of agreement between these two raters. And Cohen's kappa index was used, and the value of kappa index was 0.811, indicating agreement between the two raters. The results indicate the identification of the knowledge qualifications of coaching, managerial and leadership qualifications of coaching and behavioral qualifications of coaching, four types of coaching antecedents including attitudinal requirements, structural requirements, cognitive requirements and requirements related to the trainer and finally indicators of successful coaching performance. In three indicators, the effectiveness of coaching was for the coach, for the trainer and for the organization. One of the most important research needs in this field is the qualification and competence of trainers, in the form of a practical and evaluable model. It is suggested that the Hazez model be used as a model for the coaching qualifications of school principals.

The purpose of the current research is to model the effectiveness of e-learning content. The research is a type of exploratory combined research that has a quantitative and qualitative nature. In the qualitative part, the comparative content analysis method was used and in the quantitative part, the interpretive structural modeling method was used. They were selected as samples as available. First, the effective factors on the effectiveness of e-learning content and the effectiveness criteria of e-learning content were identified by studying the researches of the last 20 years, and the factors and criteria were screened by interviewing the sample population of the qualitative section.Four criteria of believability, transferability, reliability and dependence were used to check the validity of the results obtained from the qualitative part of the research. The results obtained from the qualitative part were measured by distributing a questionnaire among 31 experts in the field of education in Iran who were selected as available and analyzed using the fuzzy Delphi method. In order to validate the questionnaire before distribution, the questions and their correctness were checked by 5 experts and all the ambiguities in the questions were corrected. Also, the reliability of the questionnaire was confirmed after calculating Cronbach's alpha of 0.64. Factors.affecting the effectiveness of e-learning content that were identified in the quantitative section and ranked by interpretive structural modeling. The findings showed that 13 factors influence the effectiveness of e-learning content. Also, the criteria that measure the effectiveness of e-learning content are satisfaction, increasing knowledge, retaining knowledge, increasing skills, improving performance, and reducing additional cognitive load of learners as a result of participating in e-learning courses. Therefore, e-learning can be more effective by using the factors obtained from this research and increase the learning and skill of learners.

One of the effective educational factors in the modern education system is how to refresh the school environment. The current research aims to present a three-layered model for the feasibility and effective establishment of a happy school in Iran's primary education system based on the document of the fundamental transformation of education using the meta-composite method. Metasynthesis requires that the researcher conduct a detailed and in-depth review and combine the findings of related qualitative research. Using metacombination method, 59 articles of happy school field were evaluated and with content analysis, relevant dimensions and codes were extracted and the importance of priority of each was determined with the help of Shannon's entropy quantitative method. Based on the findings, it was determined that the codes of participation in decision-making, having comfort and recreational facilities, flexibility, having a neat appearance, being happy and living happily, holding ceremonies on religious and national holidays and occasions, having high self-confidence, hope and Believing and helping classmates and peers have the highest coefficient of importance. In other words, for the feasibility and establishment of a happy school in primary education, paying attention to these matters is very important. Finally, after going through the steps of the research, the model of the feasibility and establishment of the happy school in the elementary education system of Iran was presented in three layers of feasibility, conceptual design and implementation structure and establishment of the happy school in the elementary education system of Iran.

After the Corona outbreak, higher education was one of the institutions that focused on the closure of scientific environments and minimized face-to-face interactions on campus. The purpose of this study was to investigate the lived experience of Farhangian University students during virtual education. This research was conducted in the form of a qualitative paradigm. The sample was selected from the students of Hormozgan Farhangian University in a purposeful manner. The method of data collection was in-depth interview and the method of data analysis was inductive-analytical. The results showed that, in response to the first question, five categories of weakness in the infrastructure of the virtual education system, weakness in the learning process and lack of knowledge of the virtual system, weakness in training time and unattractive virtual education site, cause harms of the virtual education program. The two components of weakness in the infrastructure of the e-learning system and weakness in the teaching-learning process have the most prominence among them. Five key categories include strengthening the teaching-learning process and strengthening the infrastructure related to the virtual education system, supporting the training and teaching how to use the virtual system properly and planning the appropriate time for training in the virtual system, ways to improve the training program in cyberspace. It is suggested to create facilities for practical work and design of exercises and projects in cyberspace; Utilize learner-centered teaching methods, use videos, slides, and multimedia files to engage and improve the quality of instruction; create appropriate and useful content and files for students to use; Professors be placed.

The present research was carried out by the purpose of determining the causal relationship among organizational loyalty and work morality with social undermining by mediating of organizational commitment of school managers in Miandoab. It is applied research considering its purpose and regarding the method of data collection, it is descriptive of correlational kind using modeling structural equations. The statistical population of the present study includes all the independent managers in male and female schools of Miandoab city in all the educational grades (elementary, first period of high school, second period of high school, technical –professional instruction, vocational training) in the educational year of 2021-2022 who were 380 people that by using relative class method, the sample volume was determined as 262 people. In order to collect the needed data, questionnaire of organizational loyalty, questionnaire of work morality, questionnaire of organizational commitment, questionnaire of social undermining was used. The results of confirmatory factor analysis showed that all four questionnaires have relatively good of fitness. Then, in order to analyze data, modeling structural equations was used. Examination of the relationships among the research variables was done through Pearson torque correlation. The obtained results show that organizational commitment has significant negative relationship with social undermining. There is significant positive relationship between work morality and organizational commitment and between organizational loyalty and organizational commitment, there is significant positive relationship, between organizational loyalty with social undermining, and also between work moral with social undermining relationship there are significant negative relationship. Regarding the findings, it could be concluded that in order to decrease social undermining and control its outcomes in the schools, considering the organizational loyalty, work morality and organizational commitment has utmost importance.