نشریه مطالعات مدیریت و رهبری در سازمان های آموزشی
سال دوم شماره 1 (پیاپی 5، بهار 1401)

The purpose of this study was to provide a model of teaching life skills to elementary students based on structural, contextual and process factors. The research was cross-sectional in terms of applied objectives and in terms of the type of study and the nature of the research in terms of the qualitative dimension of exploratory search and the quantitative aspect of the survey. The statistical population of the research was all primary teachers working in the primary schools of Rafsanjan city (1457 people) in the academic year of 2019-2019.To determine the sample size in the qualitative dimension, purposive sampling and Delphi technique were used, and in the quantitative dimension, Cochran sampling was used. The minimum required sample size was estimated to be 304. The measurement tool was two researcher-made questionnaires (life skills questionnaire with 91 questions and three-pronged factors questionnaire with 27 questions).Qualitative data were analyzed using open and axial coding to finally develop a life skills training model. Research model with 15 components of life skills including communication skills, deliverable skills, self -responsibility, work ethics, management, healthy life skills, critical thinking, collaboration, decision making, creative thinking, self -awareness, goal setting, problem solving, attention to others, self –esteem, and 10 components of three-pronged factors including textbook, television, educational workshop, family, peers, society, cyberspace, consultant, non-textbook and school were presented.

The aim of this study was to identify the dimentions and components of productivity model of education managers in Lorestan province. This research has been done in terms of applied purpose and in terms of mixed (qualitative and quantitative). The statistical population in the qualitative section included 12 experts and in the quantitative section all the principals of the secondary schools in Lorestan province were 411 people. To determine the qualitative sample size by theoretical saturation method and in the quantitative part, from Krejcie-Morgan table, 199 people (102 men and 97 women) were selected as a statistical sample by cluster random sampling method. The research instrument was a researcher-made questionnaire whose validity was assessed by professors and its reliability was assessed by Cronbach's alpha test and the value was 0.82. SPSS.26 software and lisrel structural equations were used for data analysis. The results of the qualitative section with Delphi panel showed that seven components of motivational factors, managerial factors, environmental factors, empowerment factors, acceptance factors, innovation factors and organizational factors and 62 indicators for principals ' productivity were identified. The results of structural equations also showed that the factor load is motivational factors 0.84, managerial factors 0.79, environmental factors 0.80, empowerment factors 0.72, acceptance factors 0.83, innovation factors 0.69 and organizational factors 0.85. Also, all the estimation indicators of the measurement model indicated a good fit of the model.

The purpose of this study was to identify the dimensions and Indicators of the pathology model of knowledge production among faculty members of Islamic Azad University.The study is applied in terms of purpose and qualitative content analysis method .The study population included were full-time faculty members at Islamic Azad University who were selected with a purposeful approach and desirable methods . Semi-structured interviews were used to collect data. Data analysis method was performed using grounded theory coding method (three methods of open, axial and selective coding).The findings indicated that injuries related to the Azad University system with two subcategories "policy makers" and "research stakeholders", injuries related to organizational structure with three subcategories "rate "Formalization", "degree of concentration and decentralization" and "degree of complexity" and problems related to cultural, social and economic issues were obtained with two subcategories "socio-cultural factors" and "economic factors" as components of the above model.

Th coefficient of the extracted components from the perspective of faculty members of the Azad University. This research has been done in terms of applied purpose and in terms of mixed method (quantitative and qualitative). The statistical population in the qualitative section was the published articles on the subject under discussion, which initially searched and categorized 160 articles in this field. After reviewing, 50 domestic and foreign articles between the years of 1391 to 1399 (2012 to 2020) were studied using content collection tools. First the main dimensions were identified, then the components related to each dimension were categorized. The statistical population of the quantitative section is 35 faculty members of universities; whose criterion of expertise is the experience of guiding at least 10 university dissertations. A questionnaire with 69 questions was prepared and provided to experts through Delphi technique. The reliability of the questionnaire was confirmed using Cronbach's alpha coefficient of 0.78% and the content validity was confirmed under the supervision of the scientific committee. It was processed using Kendall coordination coefficient test and SPSS software. The results showed that the final coefficient of weighted average for the final coefficient of agreement of the research leadership was (W = 0.88). Also announcing the final opinion on the main dimensions of research leadership including, motivations of research leadership (W = 0.85), intellectual development of research leadership (W = 90), behavioral development of research leaders (W = 0.89), development of professional identity in research leadership (W = 0.91), effective styles in research leadership (W = 0.87), barriers to research leadership (W = 0.90), essential field of research leadership (W = 0.85), skill development Team building was research leadership (W = 0.91).e purpose of this study was to identify, analyze the components of research leadership and measure the agreement

The present study was conducted to design a suitable model for the competencies of educational leaders of rural and nomadic primary schools of the Ministry of Education of Iran. This research is based on the purpose of developmental and applied research and in terms of nature and methodology is one of the combined research that has been done in two stages: qualitative and quantitative. In the first stage, qualitative research based on data theory and using a purposeful approach and applying saturation criteria, in-depth interviews were conducted with 21 participants for a total of 1044 minutes and the data theory theory method was used to analyze the interviews. Is. A total of 684 open source or primary code was extracted. From a total of open source, 112 basic concepts were extracted. In the next stage, the basic concepts were classified into 22 coherent categories according to the aspects of similarity and semantic difference. In the second stage, quantitative research by preparing a researcher-made questionnaire includes 112 specialized questions with a five-point Likert scale. These questions are classified into 22 sub-structures and 6 main structures. With high validity and reliability. Cronbach's alpha of all variables was greater than 0.7. The final questionnaire with a sample of 311 people was distributed among the educational leaders of rural and nomadic schools. Raw data obtained from the statistical population have been analyzed using appropriate statistical techniques of SPSS and Smart PLS software and the conceptual model of the research has been finalized.

The aim of this study was to design and test a knowledge sharing model (a case study among education staff) in which the combined research method was used through a combination of qualitative and quantitative methods. Qualitative stage included all university professors, experts and experts in the field of educational management and administrative staff with education experience, especially experts in the field of knowledge sharing. The statistical sample in this section includes 8 university professors, 4 experts and experts in the field of educational management and 4 The statistical population of this study included a small part of all education administrative staff, which according to the latest statistics and information available in the Deputy of Research and Planning of the General Directorate of Education in In the academic year of 1998-99, a total of 1412 educators were working in administrative positions. The researcher selected a sample of 304 people using a multi-stage cluster method and implemented a researcher-made questionnaire. The researcher based on the criteria extracted from the qualitative stage Amal documents, books, articles and interviews were semi-structured and in three stages of open coding, axial coding and selective coding, a researcher-made questionnaire was designed for the knowledge sharing model among education staff.

This study was conducted with the aim of identifying the effective factors on the effectiveness of educational leaders. To achieve this goal, a qualitative method was used. The research method in terms of the nature and type of study was content analysis. The study population of this study consisted of faculty members in the field of educational management based on theoretical sampling of the snowball type and based on the theoretical saturation of data, 15 experts were selected for the interview. To check the validity of the findings, the methods of data source alignment and researcher self-review and in order to determine reliability, the method of agreement between two coders were used. Content analysis, open and axial coding were used to analyze the data.Based on the results, the factors affecting the effectiveness of educational leaders were summarized in 8 factors: 1- individual and personality characteristics of the leader 2- supervision and guidance 3- technical knowledge and leadership skills 4- constructive and collaborative setting of the school 5- creation of motivation and support for colleagues 6 - effective communication 7- empowerment of colleagues 8- environmental conditions and school requirements. Therefore, people who are looking for effective supervision and leadership in education should consider these factors more.