فصلنامه رهبری و مدیریت آموزشی
سال هفدهم شماره 3 (پاییز 1402)

Teachers have the main role in conveying educational content to students, and therefore, the development of their professional dimensions is inevitable for career advancement. The purpose of this research was to design and validate the self-development model of Iranian television school teachers.

The present research method was quantitative-survey and practical in terms of purpose. The statistical population included the teachers of Iran's elementary television school who taught on the Quran and Education Network during the Corona epidemic (161 people), and based on Cochran's formula, 113 people were selected as available sampling methods. The research tool was a researcher-made questionnaire based on qualitative interviews and theoretical literature. Face validity was used for validity and Cronbach's alpha test was used for reliability, and its value was 0.83. For data analysis, confirmatory factor analysis was used with the help of PLS ​​Smart software.

The findings showed that the path coefficient between value-attitude self-development in education and teaching and teachers' self-development is 0.704; between the self-directed learning of television school teachers and the self-development of teachers 0.712; The correlation between cognitive self-development in education and teaching and teachers' self-development was 0.745, between TV school teachers' self-development stimuli and teachers' self-development was 0.573, and between skill self-development in education and teaching and teachers' self-development was 0.640 (P<0.05).

It can be concluded that the self-development model of Iranian television school teachers is valid and the planners of the education system can pay attention to these results to improve the quality of teachers' self-development.

The present study was conducted with the aim of investigating the relationship between distributed leadership and teachers' self-efficacy and job satisfaction with the mediating role of supportive culture.
The current research is applied and correlational method, the statistical population teachers of girls' elementary schools in the 4th district of Tehran is 658 people, the sample size was estimated to be 343 people based on Morgan's table.The stratified random sampling method is used and data collection instruments are Elmore's distributed leadership, Liu's self-efficacy, Liu's job satisfaction, Liu's and Plotncan's supportive culture questionnaire. In order to confirm the reliability of the instruments, Cronbach's alpha coefficient of distributed leadership questionnaire was estimated 0.8, self-efficacy 0.7, job satisfaction 0.7 and supportive culture questionnaire 0.8.The validity of the mentioned questionnaires has been confirmed by several experts.
The findings show a positive and direct relationship between the distributed leadership and teachers' self-efficacy, job satisfaction and supportive culture, and between supportive culture and teachers' self-efficacy and job satisfaction.Also, it was found that supportive culture does not play a mediating role in the relationship between distributed leadership and teachers' self-efficacy, but it plays this role in the relationship between distributed leadership and teachers' job satisfaction.
Distributed leadership style has played a role in creating the belief of self-efficacy and job satisfaction, as well as supportive culture in turn and can provide the basis for improving teachers' job satisfaction.

The purpose of this research was the relationship between the dimensions and sub-components of caring leadership of school principals in Mazandaran province.

The descriptive research method was correlational (quantitative). The statistical population includes directors and deputy directors of education departments and directors of high schools in Mazandaran province in the academic year 1400-1401, which has an official decree, and their number was 1412. The sample size was determined by the cluster and stratified method based on position, using Morgan's Kargesi table, with the number of 306 people, the data collection method was the library method, and the measurement tool included a researcher-made questionnaire, which its questions were taken from the data obtained from the interview. The validity of the questionnaire was confirmed by both formal and content methods. Also, the reliability coefficient using Cronbach's alpha test for all dimensions and components of the questionnaire was standard. The structural equation modeling method of SPSS and LISREL software was used for data analysis.

The findings showed that there is a positive and significant effect between the dimensions and components of caring leadership of school principals in Mazandaran province.

According to the results, it can be said that the school administrators who are responsible for the management of the schools that provide education should be able to achieve the best in an effective and efficient manner without wasting financial resources, humane, etc. to respond to this demand of education applicants.

The main purpose of this article was to identify the components and indicators of organizational excellence management in order to evaluate the performance of public schools of the second year of high school in Tehran.

The research method is mixed (qualitative-quantitative). In addition to document study, the Delphi technique has been used to identify the components and indicators of organizational excellence management in order to evaluate the performance of public schools. The statistical population in this research was all the experts in the field of professors, elites and experts of the Educational Research and Planning Organization, and 15 interviews were conducted until theoretical saturation. Semi-structured interviews with experts were conducted in the form of a questionnaire with 79 indicators and 19 components and one open-ended question.

According to the semi-structured interviews and finally using the Delphi technique, 19 components and 76 indicators were confirmed. The results of structural equations showed that all indicators confirm their components and the components confirm the main variable. The convergent and divergent validity of the model was also confirmed.

Establishment of organizational excellence management system and performance evaluation based on it can be important solutions in improving the quality of public schools.

The present study was conducted with the aim of identifying and ranking the explanatory dimensions of the impact of research-based teaching management on metacognitive management and organizational atmosphere in the second year secondary schools of Mazandaran province.
The research method was exploratory mixed model. The statistical community in the qualitative section, a group of academic experts and organizational experts, in the quantitative section, the teachers of girls' and boys' secondary schools of Mazandaran province, in 400 schools, numbering 6420 people, and in the prioritization section, high education managers and management faculty members Education in Mazandaran province. In the qualitative part of the targeted non-random sampling method, 20 people, in the quantitative part with the multi-stage relative cluster sampling method, 364 people and in the priority setting part, 35 people were selected with the purposeful sampling method. became
Qualitative findings showed that "research-oriented teaching management" has nine dimensions, "organizational atmosphere" has seven dimensions and "transcognitive management" has eight dimensions. The results of the quantitative part showed that research-oriented teaching management had a significant effect on metacognitive management and organizational climate and organizational climate had a significant effect on metacognitive management, and organizational climate played a mediating role in the effect of research-oriented teaching management on metacognitive management.
  The results indicate that the variable "metacognitive management" and "problem solving strategies in teaching-learning" have more importance.

The purpose of the present study was to analyze the status of teaching and research educational programs in the professional development of student teachers at Farhangian University.

A mixed research method (qualitative-quantitative) was used. The statistical sample of the quantitative part included 300 people (150 women and 150 men) from new teachers and student teachers of teacher training centers in Tehran, who were selected in the academic year of 1402-1401 by purposive sampling method. Semi-structured interviews were used to collect data in the qualitative part. In order to answer the interview questions, the technique of content analysis was used. For data analysis, Friedman's test was used to compare the average ranks and analysis of variance was used to check the difference in averages.

The situation of teaching and research in Farhangian University is not in a favorable condition. The most important factors affecting the quality of research teaching are: individual factors, social factors, economic factors, organizational factors and educational factors. The most important obstacles to the implementation of research teaching were: lack of sufficient knowledge and awareness of student teachers and new teachers, lack of proper financial support from education and training, lack of provision of proper counseling services from education and training, financial problems of learners, psychological and family problems Learners, academic problems of learners, lack of impact of research in teaching for teachers and lack of sufficient facilities and equipment.

Based on the importance and effectiveness of the implementation of research teaching on the quality of the teaching-learning process, it is necessary for the educational system to provide more infrastructure and hold higher quality skill-building courses and motivate and encourage more teachers who use this method. They use to pay attention.

The purpose of this research was to identify the factors, components and indicators of the management model to improve the performance of managers of educational groups of Azad University of Tehran.

The current research was applied in terms of purpose and qualitative in nature and type using thematic analysis method. The statistical sample of this research was made up of 15 experts in the fields of management, education and educational sciences, as well as managers of educational departments of Tehran Azad University. The sampling method in this research was non-probability of purposeful and snowball type. In this research, information was collected by two methods documentary studies and in-depth interviews and content analysis of the interviews. To analyze the data, different tools of theme analysis were used, such as theme format analysis, theme network, theme matrix, and comparative analysis, as well as MAXQDA12 theme analysis software.

The findings of the research showed that by examining the list of basic themes and their detailed analysis, 228 basic themes (indicators), 35 organizing themes (components) and 6 overarching themes (factors) were obtained.

The results showed that the factors of the management model for improving the performance of managers of educational departments of Tehran Azad University include continuous monitoring and evaluation, knowledge management, professional development, empowerment, professional ethics and managerial role.

Knowledge management is the promotion of a comprehensive approach to identify, capture, recover, share and evaluate an organization's information capital and affects various dimensions of the organization. Organizations have to design knowledge management strategies according to their organization's environment. The aim of the current research is to achieve the establishment model of knowledge management in Farhangian University of Khuzestan province.
This research is a part of mixed exploratory research (qualitative and quantitative). In the qualitative part, the Delphi technique and 12 experts were used to determine the components and indicators of the research; Then, the leveling of the factors was done by using Mic Mac software and structural-interpretive method (ISM). In the quantitative part of cluster random sampling method, 217 employees of Farhangian University were selected and analyzed with SmartPLS software. For the validity of both methods, the formal and reliability method was also used with Cronbach's alpha test.
The findings showed that the structural-interpretive technique showed that the factor of exploiting the two-column system of the learner is at the highest level, i.e. the first level, and the continuous performance and discovery of the knowledge base is at the lowest level.
The results showed that there is a significant relationship between the components and the establishment pattern of knowledge management of Farhangian University in Khuzestan province.

The current research is to identify the factors influencing the strengthening of organizational empathy in the Ministry of Education. This research is of mixed type (quantitative and qualitative) in terms of purpose, survey and foundation data in terms of method.

The population and statistical sample interviewed in the qualitative phase were 15 senior managers of the Ministry of Education. In the quantitative stage, 366 employees and education managers of Ardabil province answered a 43-question questionnaire with a Likert scale. These people were selected from the statistical population of 7587 people by stratified random sampling method. Data analysis was done using SPSS and Lisrel software with structural equation tests.

 concepts in dimensions and  indicators of organizational empathy (demographic characteristics of the organization, personality characteristics of employees, psychological empowerment of employees, management factors and social factors, moral factors and belief factors); Consequences affecting organizational empathy (organizational productivity, organizational effectiveness, creativity and innovation, organizational commitment and career and personal development); Causal factors affecting organizational empathy (organizational climate, organizational structure, organizational factors, environmental factors); They were categorized.

 The dimensions and indicators, as well as the consequences and causal actors, are all crucial components in strengthening organizational empathy within the Ministry of Education.