نشریه مدیریت بر آموزش سازمان ها
سال دوازدهم شماره 2 (تابستان 1402)

The purpose of this study is identifying the competencies of Educational leaders  in the education system of the Iran country. The research method, was applied in terms of purpose, and exploratory in terms of gathering information. The statistical population includes education experts and educational leaders and teachers of South Khorasan province. The research method in the qualitative part was phenomenology and in the quantitative part, it was descriptive analytical method. In the qualitative part, the sampling method was purposeful that continued to the saturation level, and in the quantitative part, it was a cluster random method. In order to collect data, a semi-structured interview was used in the qualitative phase. In order to validate the data in the qualitative part of long-term conflict (flow), confirmation by the subjects and questioning and searching of colleagues were used. In order to ensure reliability, two methods of coding by the second coder and decoding were used. a researcher-made questionnaire was used in the quantitative phase. quantitative assessment was done by using content validity ratio (CVR) and content validity index (CVI). Also, for reliability of the questionnaire  used Cronbach's alpha coefficient by value of 0.95 was confirmed. In the qualitative part, the data was analyzed using the Collaizi’s method, and in the quantitative part, the Second order confirmatory factor analysis was used to confirm the qualitative findings. Based on the results of the data analysis, the professional competences of the educational leaders was categorized in 5 fields of knowledge including: specialized knowledge of teaching, educational knowledge, educational supervision and guidance knowledge, management and leadership knowledge, organizational knowledge, and information and communication technology knowledge. ; Skills include: teaching skills, educational planning skills, educational evaluation skills, information and communication technology skills, appropriate communication skills, time management skills, documentation skills, people participation skills, people development and empowerment skills, knowledge management skills, work skills Group, continuous learning skills, leadership skills and research skills; Abilities include: systemic thinking, critical thinking, logical thinking, creative and innovative thinking, reasoning ability, analytical thinking. Features include: flexibility, authority, Reception, honesty, good ethics and concern; Attitude including self-development and other-development attitude, service attitude, and research attitude were identified.

The purpose of this research is the effectiveness of mathematics education based on reverse learning on academic motivation and the level of satisfaction with teaching methods in student teachers. The research method was a semi-experimental type with a pre-test and post-test design with a control group. The statistical population studied in this research are students and teachers in the field of elementary education at Farhangian University of Shahid Beheshti Campus, Hormozgan, among them (30) people who took mathematics education in the semester. They had chosen the second academic year 1399 and were considered as a research sample. Students were randomly selected into two groups, (14) in the experimental group for reverse teaching and (16) in the control group for traditional teaching.To measure academic motivation, Harter's academic motivation questionnaire was used; the reliability coefficients of the subscales of this tool were reported between 0.05 and 0.084 using Coder-Richardson's 20 formula, and to check the satisfaction level of students, teachers used the Ahadit questionnaire which includes 15 questions that were checked for the validity of the questionnaire by the method of content validity by receiving the opinions of 10 professors of the mathematics education department of Farhangian University, and its reliability was checked by the Coder-Richardson coefficient method and was calculated and confirmed as 0.82 in the pre-test and A post-test was used. The reverse teaching was for three weeks and every week there were 2 sessions of the mathematics education unit for student teachers of primary education, in which one session of reverse teaching was done at home (learning at home using the resources provided by the author) and one session of solving exercises in the classroom. tookThe results of analysis of covariance and T-test showed that mathematics education based on flipped learning has increased the academic motivation and the level of satisfaction with the teaching method in the student teachers of the flipped class compared to the traditional class.

The present study aimed to provide a model of cognitive competencies of primary school principals. The approach of this research was qualitative and the combined method of Sandlowski and Barroso (2007) has been used. The present study population was all scientific documents and sources found between the years 1385-1400 (2007-2021). The number of these documents was 1174 scientific documents and sources that were searched in 4 domestic scientific bases and 5 foreign scientific bases. Finally, after thematic and content selection, 35 documents and scientific sources were selected and analyzed. The coding method was used to analyze the findings. The data trinity method has been used to ensure reliability. Findings indicated the identification of cognitive competencies in 5 general areas. Findings indicated the identification of cognitive competencies in 5 general areas. In the field of knowledge, 29 sub-categories and 5 main categories of self-awareness and self-knowledge, knowledge management, cognition, metacognition and mindfulness were identified. In the field of characteristics, 44 sub-categories and 8 main categories of self-improvement, psychological capital, self-development, entrepreneurial spirit, social capital, self-confidence, psychosocial health and personal components were identified. In the field of skills, 27 sub-categories and 8 main categories of decision-making, planning, leadership, self-development, monitoring, control and evaluation, communication skills, psychological skills and self-regulatory and metacognitive skills were identified. In the field of ability, there are 48 sub-categories and 12 main categories of ability to implement management techniques, situational ability, ability to mentalize or have the capacity of mind theory, ability to perceive others-social brain, ability to manage conflict, ability to manage stress and disorder in Work environment, performance management ability, resource allocation ability according to brain capacity, risk and ambiguity management ability, strategic management ability, intellectual ability and entrepreneurial ability were identified. In the field of attitude, 10 sub-categories and 6 main categories of religious and spiritual alignment, social, cultural and organizational alignment, attitude appropriate to the country's policy, revolutionary attitude (belief in the principles and foundations of the Islamic Republic, alignment with ideals and values Islamic Revolution, justice-seeking, anti-arrogance, independence-seeking), belief in the effectiveness of group activities in the workplace and value-creating and value-oriented attitudes were identified.

Organizational trauma is a public health problem that has been neglected by developing countries, and this problem has led to the unfavorable process of trauma in the organization. Therefore, the current research sought to provide a model for explaining organizational trauma management in new teachers. Due to the lack of a model presented in the existing literature, the obtained data were collected through the qualitative data method of the Foundation. In the current research, using the purposeful sampling approach, a total of 25 (10 male and 15 female) new teachers of the Education Organization who have been employed through Article 28 recruitment and Farhangian University were interviewed. Candidates (with 1 to 3 years of work experience) were selected in the research and the interview continued until the theoretical saturation stage was reached. The data collection tool was semi-structured interview and note-taking, and its validity was used through the method of agreement between two coders to calculate the reliability of the texts. After completing the interviews, the data were recorded and coded using MAXQDA software. By classifying concepts and using open, central and selective coding, the formed categories of organizational trauma management in new teachers were extracted and finally presented in the form of a model that includes causal conditions (3 categories), core category (management) organizational trauma, strategy (6 categories), context (3 categories), intervening conditions (3 categories) and consequences (6 categories).

The aim of the current research was to test the mediation of coaching leadership in the relationship between the involvement culture of schools and the lean behaviors of school principals. The research population was all the primary school teachers of Ilam province, and a sample of 339 teachers was selected from this population using proportional stratified random sampling based on Cochran's formula. The quantitative research method was correlation studies and covariance-based structural equation modeling approach. To collect data from Dennison's participatory organizational culture questionnaires; The coaching leadership of Pilaz Zuborbuehler et al. and the researcher-made questionnaire of pure behaviors of school principals were used. The reliability and validity of the questionnaires were checked with Cronbach's alpha techniques, content validity ratio, exploratory factor analysis and confirmatory factor analysis. Cronbach's alpha values of the questionnaires were calculated as 0.91, 0.93, and 0.81, respectively, and the content validity ratio of the questionnaires was calculated as 0.97, 0.83, and 0.72, respectively. Structural equation modeling was used for data analysis using Lisrel 10.30 software. The results showed that the Involvement culture of schools has a positive effect on the lean behaviors of school principals at the level of 0.05; The Involvement culture of schools has an indirect positive effect on the lean behaviors of managers at the level of 0.05 through the coaching leadership of principals; Also, the Involvement culture of schools and the coaching leadership of principals are able to explain 41% of the variance of lean behaviors of school principals.

The aim of the present research was to provide a model of an effective training system for primary education managers in Tehran. The research method was applied in terms of the purpose, and in terms of the type of data, it was mixed exploratory, and in terms of the nature and type of the study, in the qualitative part, self-emerging data-base, and in the quantitative part, cross-sectional survey. The research community in the qualitative part was all the experts in the field of educational sciences and educational management, 30 of them were selected by the purposeful method of snowball type and with the criterion of theoretical data saturation. In the quantitative part, the research community included all the principals of the elementary school in Tehran, 269 people were randomly selected based on Morgan's table. The research tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part, the validity and reliability of which was confirmed by factor analysis. Data analysis was analyzed and evaluated in the qualitative part through coding and in the quantitative part with the help of confirmatory factor analysis test. In order to analyze the qualitative data from the Strauss and Corbin method, 154 primary concepts, 36 secondary concepts and 8 major categories were extracted during the three stages of open, central and selective coding, and in the central coding stage, the concepts obtained from the open coding stage in the form of: causal factors including leadership and policy-making, management structure; The main category includes effective training; Strategies include educational design, educational planning; background conditions including executive management; Intervening factors including executive requirements; And the consequences of evaluation and monitoring were connected in the form of a paradigm model. Therefore, providing the necessary conditions for formulating and implementing an effective education system model for primary school principals should be considered, which as the dimensions of effective training play an important role in fulfilling the mission of school principals.

The main purpose of this research was to investigate the effect of organizational justice and freedom of action on the job performance and organizational commitment of employees of  the first education district of Urmia. In terms of purpose, this research was practical and descriptive correlation and structural equation research.The statistical population of  this research was made up of 110 employees of  the 1st education district of Urmia, which due to the smallness of the statistical population, sampling was not done and the enumeration method was used. To collect information, Niehoff and Moor man's organizational justice questionnaire, Short and Reinhart's standard freedom of action questionnaire, Moody et al.'s organizational commitment questionnaire, and Greenhouse's job performance questionnaire were used. In the present study, the validity of the tools was checked by respondents, professors and confirmatory factor analysis. as well as Cronbach's alpha test was used to measure the reliability, and the reliability of the questionnaires was 0.929, 0.953, 0.767 and 0.887, respectively. Descriptive and inferential statistics (structural equation model) were used to SPSS25 and Smart PLS3 analyze the data. The results of this research indicate the impact of organizational justice and freedom of action on job performance and organizational commitment, the impact of all components of justice. organizational on organizational commitment and the effect of two components of procedural and relational justice on job performance and the effect of all freedom of action components on job performance and organizational commitment.

The aim of the research was to investigate the role of organizational ambidexterity of schools in organizational entrepreneurship by mediating teachers' productive behaviors. The research community was the teachers of technical and vocational schools in Tehran province. A sample size of 364 teachers was selected using proportional stratified random sampling based on Cochran's formula. The quantitative research method is correlation studies and covariance-based structural equation modeling approach. Collecting data with organizational ambidexterity questionnaire of Jansen, The researcher made questionnaire of teachers' productive behaviors and the organizational entrepreneurship questionnaire of Hughes & Morgan were conducted. The reliability of the questionnaires was evaluated with Cronbach's alpha technique. Reliability of the organizational ambidexterity questionnaire (0.944), The teachers' productive behavior questionnaire (0.944) and the organizational entrepreneurship questionnaire (0.921) were. The validity of the questionnaires was evaluated with the techniques of content validity ratio, exploratory factor analysis and confirmatory factor analysis. In order to analyze the data, structural equation modeling was used by Lisrel software.The results showed that the organizational ambidexterity of schools and teachers' productive behavior have a direct and positive effect on organizational entrepreneurship at the level of 0.05; The organizational ambidexterity of schools has a positive indirect effect on organizational entrepreneurship at the level of 0.05 due to teachers' productive behavior; Also, the organizational ambidexterity of schools and teachers' productive behavior are able to explain 0.36 variance of organizational entrepreneurship.

The current research aimed to explain the relationship between the moral intelligence of managers and the job attachment and social responsibility of teachers in girls' public schools of the first secondary level of education in District 3, Karaj. The current research was applied in terms of purpose and descriptive and correlational in terms of execution method. The statistical population of the research includes all the female teachers of public schools in  District 3, Karaj numbering 410 teachers. The sample size was selected by random sampling in the number of 199 people. The research collection tool included three questionnaires on moral intelligence, social responsibility, and job attachment. The face and content validity of the mentioned questionnaires were examined and confirmed by professors of educational management researchers. Descriptive statistics methods (mean and standard deviation) were used for analysis, and correlation and regression tests were used for inferential statistics.. The reliability of research questionnaires was estimated using Cronbach's alpha coefficient for the moral intelligence questionnaire equal to 0.940, the social responsibility questionnaire equal to 0.682 and for job attachment questionnaire. Also, the equivalent of 0.862 was calculated using SPSS software. The data obtained from the implementation of the research showed that there was a positive and meaningful relationship between moral intelligence and its components with social responsibility so that the highest correlation between the compassion and forgiveness components of moral intelligence with social responsibility was obtained. Also, there was a positive relationship between managers' moral intelligence and its components with teachers' job attachment. Also, managers' moral intelligence can predict social responsibility and teachers' job attachment. As a result, by increasing the moral intelligence of managers, we can improve the level of social responsibility and job attachment of teachers.

The aim of this research was to identify the requirements of entrepreneurial leadership in vocational schools in Mashhad. The research method was a case study with a qualitative approach. In order to achieve the purpose of the research, the active vocational schools in entrepreneurship were identified and investigated. The key informants of this research included 15 principals of vocational schools who were known in the entrepreneurship and were selected in a purposeful method. Semi-structured interviews were used to collect information, and the obtained information was analyzed with interpretive analysis method. In order to ensure the validity of the findings, the research process, codings and researcher's notes were approved by the interviewees and methodology professors, another researcher was used to comprehensively review the codes, and the research process was documented in detail. The findings of the research showed that the requirements of entrepreneurial leadership in vocational schools can be classified into two levels: individual and organizational. Individual requirements were identified in 11 concepts and three main categories: personality traits (entrepreneurial attitude, motivation, patience, experience, and encouraging others), managerial competencies (leadership style, team building, risk-taking), knowledge competencies (entrepreneurial knowledge, planning, marketing). Organizational requirements were also identified in 11 concepts, which were grouped into three main categories: legal and structural requirements (conditions for selecting managers, bylaws and regulations, support of senior managers), educational requirements (entrepreneurial training, practical and applied education, basic education and creative experience), economic requirements (investment and financing, profitability, suitable equipment and participation of people and industries)