نشریه رهبری آموزشی کاربردی
سال چهارم شماره 4 (پیاپی 16، زمستان 1402)

. However, there is still a lack of comprehensive information regarding the various elements of cooperative learning and their impact on developing students' leadership skills. This knowledge gap needs to be addressed in order to enhance the effectiveness of cooperative learning in fostering leadership abilities among students.Hence, in this study, a comprehensive examination was conducted employing a multi-method approach that incorporated two meta-synthesis methods and focus groups. Initially, primary data was collected and analyzed through a meta-synthesis study. Subsequently, the data underwent completion, expansion, modification, and standardization using the focus group method. The meta-synthesis section encompassed a comprehensive review of 5200 scientific documents, including articles, books, and treatises. From this vast pool, a sample of 32 articles was selected for further analysis using the Critical Assessment Skills Program (CASP). During the data analysis stage, we utilized the Atlas T software to examine the results. The findings revealed that positive internal dependence, a key element of Cooperative learning, plays a significant role in nurturing essential skills such as popularity, empathy, and cooperation. Additionally, accountability was identified as a factor that enhances self-esteem and fosters respect for others' rights. Furthermore, the interpersonal skill, which is the third element of cooperative learning, was found to be effective in developing communication and social skills, as well as strengthening problem-solving and conflict resolution abilities in students. These three elements align with social interdependence theory and offer new perspectives on cultivating leadership skills among students.

The present study was conducted with the aim of investigating impact of vision-based leadership on employees' creative behavior with regard to the role of organizational inertia and extra-role behaviors of employees (knowledge donation behavior and organizational citizenship behavior ) in Yazd University of Medical Sciences. The method of this study is practical in terms of purpose and descriptive-survey in terms of data collection.The statistical population of present study included the headquarters staff of Yazd University of Medical Sciences (310 people), that sample size 172 people were selected through available sampling. The tool for collecting field data in this research was standard questionnaires, that the validity and reliability of measurement tool was confirmed and analysis method used in this research was the structural equation modeling technique. The results of research showed that, vision-based leadership has a significant impact on organizational citizenship behavior. also, organizational inertia and organizational citizenship behavior play a mediating role in relationship between vision-based leadership and employees' creative behavior. also, knowledge donation behaviors have a moderating role in impact of organizational inertia on employees' creative behavior. The results of present research showed that vision-based leadership can find many innovative techniques to deal with organizational stagnation by anticipating threats and opportunities in future, and when it transfers its vision, knowledge, and ideas to its employees, and also, employees share their knowledge, it will foster creativity of employees and reduce organizational inertia, and also, vision-based leadership reduces inertia and increases employees' creative behavior by creating organizational citizen behavior in employees.

The purpose of this study was to investigate the effect of entrepreneurship education on students' entrepreneurial Mindset with the mediating role of inspiration. This research is applied in terms of purpose and descriptive-correlational in nature. The statistical population of this study is Students of Iranian public universities. The sampling method was available and the sample size(G*Powe) was 100 students. Cui Sun & Bell (2021) questionnaire was used to collect data. In order to analyze the data were used structural equation and Smart PLS3 software. Findings show that Extracurricular activities have a positive relationship with entrepreneurial inspiration and dimensions of Mindset; Entrepreneurial inspiration has a positive relationship with Alertness to opportunity, Ambiguity tolerance, Dispositional optimism and in general with entrepreneurial Mindset and entrepreneurial inspiration has a mediating role in the relationship between Extracurricular activities and entrepreneurial Mindset. But Curriculum attendance has nothing to do with entrepreneurial inspiration and Mindset; Entrepreneurial inspiration has nothing to do with Risk propensity, and entrepreneurial inspiration has no mediating role in the relationship between the Curriculum attendance and the entrepreneurial mindset. Finally, the direct impact of extracurricular activities was significantly positive, while there was no positive effect on Curriculum attendance. The findings of this study can help to be aware of the design and evaluation of entrepreneurship education programs in the future.

The present study was conducted with the aim of investigating the causal relationship between authentic leadership style, school culture and proactive personality with teachers' job engagement and the mediating role of psychological contract in elementary school teachers of Khorram Abad city.

This research was applied in terms of purpose and descriptive-correlation in terms of method. The statistical population of the research included all the teachers working in elementary education in districts one and two of Khorramabad city in the academic year 1402-1401, whose number was equal to 1450 according to the statistics obtained from the employment offices of these districts. The size of the statistical sample based on the Stevens rule was equal to 255 people who were selected based on the staged cluster sampling method. In order to collect data from the authentic leadership questionnaires of Walumbwa et al. (2008), Gruenert & Valentine (1998), school culture, Bateman & Crant (1993), the psychological contract of Robinson & Rousseau (1994), and Schaufeli et al. (2002) was used. SPSS version 21 software and structural equation analysis in PLS software were used for data analysis in addition to descriptive indices.

The results of structural equation modeling of the research showed that the relationship between authentic leadership style and teachers' job engagement (P=0.333), the relationship between school culture and teachers' job engagement (P=0.327), the relationship between proactive personality and teachers' job engagement (P=0.246), and the relationship between psychological contract and teachers' job engagement (P=0.601) are positive and significant. Also, the relationship between authentic leadership style and teachers' job engagement with the mediating role of psychological contract (P=0.352), the relationship between school culture and teachers' job engagement with the mediating role of psychological contract (P=0.382), and the relationship between proactive personality and teachers' job engagement with the mediating role of psychological contract (P=0.284) is also positive and significant.

Engagement employees are completely absorbed in their jobs and perform their job duties efficiently. This is more important for teachers, who are the basic factors of society, because teachers are responsible for guiding and nurturing a generation and even several generations, and they can guarantee the effectiveness of the country's education system if a high level of have passion and motivation in their job.

The current research was aimed at identifying and validating the model of professional competencies of educational leaders, in terms of practical purpose and from the perspective of gathering mixed-exploratory information.

In the qualitative section, using a targeted non-probability sampling method, 20 experts in the field of primary education, including assistants and experts in primary education, educational leaders, teachers and managers of multi-level rural schools, and faculty members of Farhangian University, were selected as participants. Quantitative part using cluster sampling method, 242 people were selected from the statistical population of teachers, principals and educational leaders of primary schools in Zanjan province. The tool for collecting information in the qualitative part was a semi-structured interview, and in the quantitative part, a researcher-made questionnaire. Content analysis and coding methods were used to analyze the qualitative findings. In the quantitative part, a researcher-made questionnaire and confirmatory factor analysis method were used to measure the validity of the competency model. In order to check the validity of the questionnaire, its face and construct validity and reliability were investigated using Cronbach's alpha coefficient.

The analysis of research findings led to the identification of 40 components and 5 dimensions of competence for educational leaders including; Knowledge, skill, ability, individual and attitudinal-motivational competencies.

The findings of this research open new windows for making desirable changes in the review of the selection and appointment of educational leaders in schools.

The current research has been done with the aim of identifying future competencies in the higher education system. The current research is qualitative and thematic analysis of phenomenological interviews.

The study population included 16 experts in the field of leadership development for the interview process using the purposeful sampling method. For the purpose of coding quality, reliability, acceptability and reliability were used for the findings, and the agreement between the evaluators was 0.89.

According to the findings of this research, the competencies of future leaders in the higher education system consist of 8 individual dimensions, social-organizational management, cultural intelligence, global citizen, organizational knowledge and strategic planning, diplomatic organization, social responsibility and discourse creation.

Knowing about the researches of the present research, it is possible to obtain indicators describing the competencies of the leaders of the future system of higher education in order to act in the direction of their selection and development in higher education.

The aim of the current research was to predict the professional development of teachers based on the perceived knowledge-oriented leadership style with the mediating role of knowledge sharing and teamwork.

The type of research was descriptive correlational, and the statistical population consisted of 3237 teachers in Kashan, and the sample size was 342 using Cochran's formula. Data collection tools were four questionnaires of knowledge-oriented leadership, professional development, knowledge sharing and teamwork. The reliability of the questionnaires was obtained through Cronbach's alpha for professional development 0.93, teamwork 0.79, knowledge sharing 0.73 and knowledge-based leadership 0.93.

The findings showed that the mean of the variable of knowledge-oriented leadership (23.34) is higher than the average (18), the mean of the variable of professional development (46.7) is higher than the average (36), knowledge sharing (36.82) is higher than the average 30 and the mean of teamwork (19.33) is lower than the average 30. The overall effects of knowledge-oriented leadership on professional development, knowledge sharing and teamwork were positive & significant, and the overall effects of teamwork and knowledge sharing on professional development were positive & significant. Also, the mediating role of knowledge sharing and teamwork in the impact of knowledge-oriented leadership on professional development was confirmed.

if teachers have a positive perception of knowledge-based leadership, they will have more knowledge sharing and teamwork. In fact, the establishment of schools in which administrators pays attention to the creation, acquisition, application, sharing and distribution of new knowledge and information can cause teachers' professional development, organizational efficiency and effectiveness

Today, many organizations are facing the phenomenon of social loafing and it can be said that social loafing has become a powerful deterrent and a hidden dangerous factor in organizations. This research was conducted with the aim of investigating the impact of organizational justice and task visibility on teachers' percetion of their colleagues' social loafing

This study is applied in nature, serving a specific purpose, and employs a correlational research approach. The statistical population of this study included all primary school teachers in Falavarjan County during the academic year of 1401-1402, estimated to be 416 individuals. Utilizing the Krejci and Morgan table, a sample of 200 participants was selected through a simple random sampling technique. The data collection instruments employed in this research comprised questionnaires on coworkers’ social loafing perception, task visibility, and organizational justice. The collected data was analyzed using Pearson's correlation coefficient test and regression analysis through SPSS-26 software.

The findings indicated a significant inverse relationship between organizational justice and task visibility with the perception of collegues’ social loafing. Moreover, distributive justice was found to predict approximately 16% of the perception of coworkers’ social loafing. Additionally, both distributive justice and task visibility together accounted for 21% of the perception of colleagues’ social loafing.

when primary school teachers perceive fair treatment and acknowledge the full recognition of their individual contributions by their superiors within a team setting, their perception of colleagues’ social loafing diminishes.

The purpose of this study is to investigate the mediating role of basic psychological needs in the influence of transformational leadership on innovative work behavior.

This research is applied in terms of purpose and descriptive-correlation in terms of nature. The statistical population includes employees of Isfahan University. The sample size was determined based on Morgan's table of 291 people and sampling was done using the available method. To collect data from the basic psychological needs questionnaires of Guardia, Desi and Ryan (2000) with 21 items, transformational leadership by Bass and Alio (1997) with 20 items and innovative work behavior by Dejang and Denhartog (2010). It was used with 10 items. SPSS and SMART PLS3 software were used for data analysis and statistical analysis.

The results of the structural equation model showed that transformational leadership has a significant effect on basic psychological needs. Also, transformational leadership has a significant effect on innovative work behavior. The results showed that basic psychological needs play a mediating role in the influence of transformational leadership on innovative work behavior, also the effect of basic psychological needs on innovative work behavior was confirmed.

It is suggested to the university managers to strengthen the innovative work behaviors in the university by using the existing rich capacity, i.e. expert professors and researchers, by setting up centers and innovation centers for the employees to strengthen the innovative work behaviors.

The current research aims to investigate the effect of organizational voice on social responsibility with the mediating role of organizational citizenship behavior.

The statistical population included all the teachers working in the city of Silvana in the academic year of 2021-2023 in the number of 1297 people whom 297 were selected as a statistical sample for the study using the stratified cluster sampling method and based on Morgan's table. The required information was collected through the standard social responsibility questionnaires of Caroll, (1991), the organizational voice scale of Hames, (2012), and the organizational citizenship behavior questionnaire of Li & Alen, (2002). To measure the validity of the questionnaires, confirmatory factor analysis was used and their reliability was confirmed with the help of Cronbach's alpha. The collected data were analyzed using Pearson's correlation coefficient and structural equation model in SPSS 24 and LISREL 8.8 software.

The obtained results showed that organizational voice has a direct and significant effect on social responsibility (0.43) and organizational citizenship behavior (0.61); Organizational citizenship behavior has a direct and significant effect on social responsibility (0.51); Also, the indirect effect of organizational voice on social responsibility with the mediating role of organizational citizenship behavior is positive and significant with a coefficient (0.31).

Based on the obtained results, to promote and improve the social responsibility of teachers, it seems necessary to pay attention to the organizational voice welcome constructive comments and ideas, and encourage them for cooperative and collaborative activities.

PerposeThe aim of the current research is to provide a new conceptual framework for competency-based training of organizational employees, which, based on studies conducted in scientific sources, has become evident that no systematic literature review has been conducted in this field to date.MethodThis research was carried out using the Meta-synthesis method on 714 internal and external articles and related sources from 2010 to 2023. ResultsThe findings of the articles were analyzed using the seven-step method of Sandolowski and Barso. The results obtained from 41 selected articles based on 95 concepts, 16 Main themes, and 4 Sub thems; in the dimensions of competency-oriented needs assessment (supply-oriented approach, demand-oriented approach, evidence-oriented approach); - competency based design (program order, program content, program references); competency -based implementation (intra-organizational training, extra-organizational training, virtual training); And competency -based evaluation (knowledge evaluation, skill evaluation, behavioral evaluation) was examined and analyzed.ConclusionCompetency-based training allows people to improve their skills and competencies and develop them in a practical way. In general, it can be concluded that this approach can help people and organizations to improve performance, increase capabilities, and accelerate the achievement of their real goals. This type of training contributes to the productivity and effectiveness of development.

The present research was conducted with the goal of explicating the role of educational leadership in the students’ educational achievements. Due to the dispersion and diversity of the findings presented by the past studies about the role of educational leadership, the focus of this article is on the combination and integration of the results of previous studies in this field through a meta-analysis. The research sample of this research includes all studies that have dealt with the relationship between educational leadership and students’ academic results. These studies were obtained by searching in the foreign and domestic scientific databases and among them 44 sources were selected as research samples. The findings of this literature review show that educational leadership using a leadership style can play a role, directly and indirectly, in the educational achievement of students.In fact, according to the findings of this research, four leadership styles, which are integrated leadership, distributed educational leadership, contingency leadership, and behavioral leadership can help improve the effectiveness of the educational leader in the educational progress of students. Also, the findings indicate the direct effect of educational leadership through the leader’s personal characteristics, skills and actions; and the indirect effect of educational leadership through improving school conditions, classroom conditions, also improving teacher effectiveness, and interacting with social partners.