فصلنامه رهبری و مدیریت آموزشی
سال هفدهم شماره 1 (بهار 1402)

Centered school, or in other words, involving the school and its elements in the education framework and assigning many decision-making and executive areas to it, is one of the ideas and policies that have attracted many minds at the level of the education system. has been busy. The purpose of this research was to analyze the school-centered management using the grounded theory.

According to the objective, the research was applied and the research method was a case study. The statistical population was a group of experts including teachers and principals of secondary schools and specialists and experts in the field of education. The interview method was used to collect research data. In the current research, the reliability was done through "checking by participants or interviewees". In addition, in order to confirm and validate the findings of the optimal situation, an interview was conducted with seven educational experts, and the information obtained from the interview process and the quality and depth of the data were confirmed by the group of relevant experts. In this research, the data theory analysis method of the foundation was discussed for the categorization of the interviews.

52 categories were classified in the central coding stage and finally in the advanced coding stage, the categories revealed in the form of six dimensions of the paradigm model were placed in the model with the relationships between them.

Based on the results, it can be said that school management is one of the necessities of today's school administration, and planners should pay attention to its key components.

This research was conducted with the aim of providing a model for promoting ethical leadership in the management of the Ministry of Education. 

The purpose of this research is development-applied type of mixed studies (qualitative-quantitative) in which thematic analysis method was used in the qualitative part to identify the dimensions, components and factors, and in the quantitative part descriptive -survey method was used. The statistical population in the qualitative section included university faculty members in the fields of educational management, as well as senior managers in the Ministry of Education, which reached theoretical saturation with 14 interviews. In the quantitative section, 202 general managers and assistants at the staff level of the Ministry of Education were selected as a sample using Cochran's formula. The validity of the questionnaire was confirmed by the CVR method. Cronbach's alpha with a coefficient of 0.802 shows the high reliability of this questionnaire.

In the qualitative part 5 dimensions, 31 components as well as 9 factors and 43 sub-factors were identified, descriptive-survey method was used in the quantitative part. According to the results of the research model, it showed that among the dimensions of ethical behavior with a coefficient of 0.95, and among the factors, the separation of management from political actions has the highest importance and priority in promoting ethical leadership. Also, the validation of the model was evaluated through internal and external validity.

Staff management in the Ministry of Education can better implement the guidelines of the Fundamental Transformation of Education document through the use of ethical leadership components.

The purpose of the current research was to provide a model for improving the responsibility of primary school students.
This research is practical in terms of purpose and quantitative in terms of survey method. The statistical population of all principals, teachers, and experts of the elementary school, who were selected based on the table of Kerjesi and Morgan (1970) in the number of 480 people, was randomly selected in a stepwise manner. The research tool was a 77-question questionnaire made by the researcher. To check the validity of the items, two criteria of convergent validity and differential validity were used, and two criteria of Cronbach's alpha and composite reliability (CR) were used for the reliability of the tools. For the significance of different dimensions of responsibility and to check the validity of the measurement model, second-order confirmatory factor analysis was used.
According to the obtained coding and themes, six dimensions of elementary school reforms, structural reforms in school, education and strengthening of family system, student empowerment, management of work with virtual space, educational cultural factors were obtained.
The obtained results show that this model can be used as an effective model in promoting social responsibility and improve the level of social responsibility of students.

Lesson research is a collaborative research of teachers in the school and classroom. where Based on this, the main goal of the current research is to design and present a study management model in secondary schools.
This mixed exploratory research was conducted with two types of qualitative and quantitative approaches. In the qualitative section, semi-structured interviews were conducted with 12 experts in the field of educational management. Then, using the qualitative data analysis of the foundation, a number of concepts were extracted and index coding was carried out.
The paradigms resulting from the qualitative data analysis of the foundation are: indicators of the category of causal conditions, including social learning, improving relationships between people, mastering psychosocial functioning, recognizing social values, and strengthening individual and interpersonal skills. The indicators of the central phenomenon category include respect and mutual trust, independence and cooperation among members, exchange and transfer of knowledge, enthusiasm and inspiration, use of diverse evaluation values, respect for mutual rights, respect for teachers, and commitment and recognition of rights. The indicators of the contextual category include the indicators of encouraging and persuading innovation, trying to improve skills, improving teachers' responsibility, realistic education, exploratory education, problem-solving education, and critical thinking education. The indicators of the interfering category include the lack of appropriate educational infrastructure, time limit, non-compliance of standards with the new teacher-apprentice approach, and lack of incentives or organizational support. Indicators of the category of strategies and actions include empowering teachers, paying attention to educational rules, educational equipment, evaluating and measuring student abilities, teachers' scientific mastery and literacy on course materials, having appropriate, practical and up-to-date general information, organizing materials, focusing education on expression. Knowledge and information, establishing communication and two-way interaction, complying with educational standards and updating them, using demonstration teaching methods and personal and social development in learners. The indicators of the consequence’s category include the training of expert, skilled and professional forces, strengthening the spirit of entrepreneurship, making the learning process enjoyable, increasing efficiency and social development, and reducing costs.
teachers, using the qualitative circles of research, teaching and learning, try to help teachers in the process of questioning, planning, action, active observation, it gathers feedback, rethinking, and learning, and encourages the exchange of opinions, experience, practical work, and learning from each other.

This research seeks to recognize Challenges of Tadbir Plan currently executed in elementary schools.
This is a qualitative research using grounded theory approach. The population of the study comprises experts in educational management, curriculum planning, and specialists of elementary schools in Iran who are familiar with Tadbir Plan. The participants were selected through purposive criterion-based sampling. The data were collected through semi-structured interviews. Open, axial, and selective coding were used for data analysis. The validity and reliability were measured using Lincoln and Guba criteria.
The results suggested 25 central concepts and eight selected items, which were organized in a paradigmatic model including poor plan orientation and self-assessment in schools as central items and the causal conditions (lack of cooperation and participation of agents of the plan, poor management in schools, directive-orientation and quantity-orientation education), contextual factors (lack of supportive atmosphere, poor teamwork culture, poor technological structures, centralized educational structure), facilitative intervention conditions (personal characteristics, organizational characteristics, and legal requirements), restrictive intervention conditions (intra-organizational and inter-organizational obstacles), and strategies (improving the organizational culture and school atmosphere, changing attitudes of policymakers regarding personal development of principals, teachers, and decentralization).
Paying attention to the Tadbir plan and its basis provides the professional growth of managers. In the implementation of plans such as Tadbir, attention should be paid to the local approaches of schools. Collaborative approaches should be used in the implementation of the Tadbir plan in schools; Selection of specialized and trained managers for schools should be considered and required; more attention should be paid to the approaches of succession and mentoring in the training of school administrators.

The purpose of this research was to investigate the approach of improving the quality of the teaching-learning process in the formulation and design of the research-oriented school model.

The research method is mixed and the statistical population in the qualitative part is experts, experts, specialists and key people of education and higher education, in the accreditation part, a group of experts and specialists of Mazandaran education and in the quantitative part, teachers of elementary, first and secondary courses. Mazandaran province was second in the academic year of 1402-1401 with a number of 39041 people. In the qualitative sections, 22 experts were selected using the snowball sampling method, 20 experts were selected for validation using the targeted method, and 380 were selected using the quantitative method using the relative cluster method. The data were extracted and analyzed in qualitative sections through the Foundation's data method with interviews, validation through the implementation of the Delphi technique with a survey checklist, and quantitative through structural equation modeling with a 118-item questionnaire. To determine the validity and reliability in the qualitative phase of the acceptability and confirmability methods, in the validation phase of experts' review and review, and in the quantitative phase, the validity of the questionnaires was confirmed by three methods form, content and structure. Reliability was estimated and confirmed by three methods of determining factor loadings of items, Cronbach's alpha of components (between 0.738 and 0.86) and combined reliability (between 0.843 and 0.9).

According to the results of the qualitative section, the paradigm model has 11 dimensions and 24 components as follows; Causal conditions (futuristic thinking about research, the attitude of research-education development, the necessity of research-oriented in education and the weakness of the education-oriented system), contextual conditions (upstream policies, curricula, educational contents, facilities and infrastructures and students' motivation), intervention conditions (Leadership of educational system administrators, material and non-material support, religious-national values, research-based evaluation, developing critical spirit and problem solving), strategy (creativity and rationalization of education, empowerment of human resources, motivational incentives, workshops and festivals) scientific research, creating a research-oriented environment and spreading a research-oriented culture) and consequences (educational consequences, individual consequences, educational system consequences and social consequences). The results of the validation section indicated the confirmation of the components identified in the qualitative section and the results of the quantitative section showed that all dimensions and components of the research model were confirmed.

In order to improve the research-oriented school, it is necessary to pay attention to the improvement of the technical core of the school, i.e. the teaching-learning process.

Virtual trainings, in spite of many opportunities and benefits, also bring challenges and problems in the teaching-learning process. The current research was done with the aim of providing solutions to solve the challenges of virtual teaching and learning in the education system.

This research is practical in terms of purpose and qualitative in terms of execution method. The statistical population of the research includes 15 experts in the field of educational sciences who were selected by snowball sampling. The data collection tool includes semi-structured interviews and the Delphi technique is also used. The validity and reliability of the interviews have also been confirmed according to the opinion of experts.

The research findings show that the virtual teaching-learning challenges in the education system include: technical and technological challenges (including 20 components), pedagogical challenges (45 components) and ethical challenges (16 components). Also, the solutions to overcome the virtual teaching-learning challenges include 17 components.

According to the findings, the problems of virtual teaching and learning in the education system can be reduced to a great extent by proper planning and policy in the fields of technology, pedagogy and ethics.

The present research was conducted with the aim of explaining the effectiveness of elementary schools based on the document of fundamental transformation of education in order to provide an ideal model in Qazvin province.
Its research method is mixed. In the qualitative dimension, the exploratory method and thematic analysis have been used, and its tools are: open, theoretical and selective coding, and its statistical population includes: the document of fundamental transformation of education, executive approvals of schools, and the national curriculum. In the quantitative aspect, the descriptive and descriptive survey method was used, the research tool is a questionnaire whose validity was checked and confirmed by experts and reliability by Cronbach's alphabet. Using proportional stratified method and Cochran's formula, 300 people from the available statistical population were selected as a sample. In the quantitative part, Cronbach's alpha was used for the normality of the data and for the reliability of the Kolmogorov Smirnov goodness of fit test, and the validity of the measurement model was used from the confirmatory factor analysis with the t test in the SPSS software, and structural equation modeling analysis was used to estimate the validity of the presentation model.
The results showed: the average of educational leadership and management components is 4.39, curriculum is 4.36, teacher training and provision of human resources is 4.57, provision and allocation of financial resources is 4.68, provision of space, equipment and technology is 56 4.4, research and evaluation is 4.56 more than the average level of 3 and has a suitable factor load for predicting the pattern of achieving effective primary schools based on the document of the fundamental transformation of education.
In order to move towards more effectiveness, elementary schools need a change in management and leadership, up-to-date and efficient curriculum content, and trained human resources.

Considering the tenure of the government in public universities, this role is doubly important for public universities and their employees. Therefore, the main goal of this research is to design a structural model of staff talent management in public universities. The statistical population of the research is the heads and senior experts of human resource development of public universities in Tehran, and 147 people were selected by a non-probability method. The tool of data collection in this research is a researcher-made questionnaire. SPSS version 22 and Smart PLS version 3 software were used for data analysis.          Talent attraction mechanisms have a positive effect on talent retention mechanisms, talent development and capability mechanisms, exploitation and exploration. Talent development and capability mechanisms have a positive effect on talent retention and exploitation mechanisms. Also, in the research model, the greatest impact is related to the impact of talent development and empowerment mechanisms on talent retention mechanisms, the value of which is 0.639.              It is suggested to pay special attention to the role of talent development and empowerment mechanisms on talent retention mechanisms, because in the analysis of the model, as shown, this relationship has the strongest coefficient of influence and can help to preserve the talent of public universities.

The Purpose of the current research is to design and validate the curriculum model of interactive arts based on Klein's elements.
This research is mixed (quantitative-qualitative) and has been done in the method of comparative content analysis based on Klein's elements. In this regard, all valid articles related to curriculum and interactive art were collected and analyzed; Then, with the help of the community of experts, it was validated and the fit of the model was obtained.
Based on this, the findings of this research were classified into 9 elements of Klein, in a comparative manner, which included main and subcategories. First, Klein's elements as the main category, then 25 sub-categories (1) and 98 sub-categories (2) were identified and extracted, and finally, the interactive arts curriculum model was designed and then validated.
The results of this research, considering the changes in the learners and the reforms of the modern educational systems of the world, show that in order to have a successful and reliable curriculum, it is necessary for all the planners, managers and teachers to design, compile, implement and evaluate the program. lessons at the micro and macro levels of education, integrate interactive arts as a complement to educational design in the teaching-learning process; Because it leads to the use of the six comprehensive senses, strengthening creativity, problem solving, thinking, participation in education and the use of all non-verbal educational media along with the verbal media and quality of the teaching-learning process.

The research was carried out following the normalization of economic views and making money from education with the aim of investigating the mental patterns of education providers from the commercialization of education with Q methodology.
A targeted sample size of 60 faculty members of various universities in Isfahan city was selected. The data collection tool was a 66-item questionnaire taken from research literature and interviews with education experts. Q factor analysis was performed in SPSS software.
There were five mental models of justices with a specific value of 31/946%, universally responsible people with a specific value of 12/247%, economic-oriented entrepreneurs with a specific value of 7/604, moralists with a specific value of 3/713 and culturalists with a specific value of 1/513% among the opinions of the participants. The mental model of justices considers the issue of educational justice and the right to public education to be essential. The mental model of inclusive responsibilities considered the issue of employment of graduates to be essential. The mental pattern of economy-oriented entrepreneurs was in complete contrast with other patterns with importance to economic issues and the effect of entrepreneurial universities on financial independence from the government, they were in favor of commercialization of education. The two models of moralists and culturalists had similar paradigms.
The research introduces the dominant mental model and expresses the dimensions of opposition and agreement of the models, and the results can help policymakers in the strategies used in educational commercialization.