نشریه رهیافتی نو در مدیریت آموزشی
سال چهاردهم شماره 5 (پیاپی 63، آذر و دی 1402)

Recently, the concept of positive leadership for school principals has been considered as a new approach in the school leadership literature. The purpose of the present study was to provide an indigenous model of positive leadership for primary school principals.

This research was conducted with a qualitative study approach and grounded theory method. The population of this study included all successful principals in Tehran province. Using purposeful and criteria sampling method and in terms of data saturation, 24 sample principals of Tehran province (girls' schools) in six educational districts (3, 4, 5, 11, 13 and 16) were identified as participants who had more than 10 years of experience. Through in-depth interviews, the collected data were analyzed with a systematic approach (open, axial and selective coding). The Delphi method was used to validate the results. The results based on content validity index (cvi) and overall appropriateness (s-cvi) showed that the appropriateness of the proposed model is 0.96, which was higher than the minimum appropriate appropriateness (0.79).

The indigenous model was identified in terms of the ten dimensions of divine insight and metaphysics, principles and ethics, positive leadership affection, positive leadership skills, positive leadership behaviors, leader-member relationships, outcomes for staff, organizational culture, organizational climate, and productivity. The research gaps of positive leadership in the country and especially at the level of educational structures such as schools are very evident. This investigation provides credence to scientific criticism concerning the absence of empirical positive school leadership theories. Processing of this structure in different contexts can greatly contribute to its richness.

The aim of this study was to identify the causes of decreased Cheerfulness of teachers in Semnan province.

Research in terms of applied purpose; In terms of data type, it was exploratory and in terms of implementation method, it was thematic analysis. The statistical population of the quality department of school teachers, senior education directors and university professors were informed that they were sampled by snowball method. The statistical population of the quantitative part of all teachers, principals and administrative staff of schools in Semnan province was 8050, of which 376 people were selected as a sample and sampled by stratified proportional method. The instruments used were a semi-structured interview and a researcher-made questionnaire. The data analysis method was content analysis in the qualitative stage and factor analysis in the quantitative stage.

Data analysis in the qualitative stage resulted in the identification of 192 basic themes, 93 organizing themes and 15 general themes that were divided into two categories of main and secondary themes. In a quantitative stage, it led to the identification of 91 basic themes, 15 organizing themes and 5 comprehensive themes. Together, these themes formed a coherent model for reducing the cheerfulness of teachers in Semnan province, and the model fit indices and path coefficients were at an acceptable level. Finally, the reasons for the decrease in teachers' cheerfulness, including 5 categories of comprehensive themes, including individual factors, organizational factors, cultural factors, extra-organizational factors and job factors were obtained and confirmed.

Paying special attention to the factors that reduce teachers' cheerfulness and addressing them in order to eliminate the causes that reduce teachers' cheerfulness, can return some cheerfulness to the teachers' community.

To be successful in any organization, it is obvious to pay attention to job performance. Various factors affect the job performance of teachers. This study was conducted to investigate the mediating role of social capital in relation to knowledge management, teamwork and job performance in teachers in the city of Galehdar.

This research is applied in terms of purpose and based on a descriptive correlational research method based on structural equation modeling. The statistical population of this study included all teachers in schools in the city of Geledar with 560 students in the academic year 2020-2021, which was selected by random sampling method of relative classes, 234 of them were selected using Morgan table. The measuring instruments of the present study were four standard questionnaires of “knowledge management” Sharon Lawson (2003), “teamwork” Lanchioni (2004), “job performance” Patterson (2008) and “social capital” Nahapit and Gushal (1998), respectively, whose Cronbach's alpha coefficient is 0.94, 0.82, 0.80 and 0.92 was obtained and their content validity was confirmed by experts. Data analysis was performed at both descriptive and inferential levels (structural equation model) which was performed through SPSS 24 and Lisrel 8.8 software.

The results showed that between Variables knowledge management and job performance (β=0.46), teamwork and job performance (β=0.91), knowledge management and social capital (β = 0.47), teamwork and Social capital (β=0.36), there is a direct and significant relationship between job performance and social capital (β= 0.71). Social capital has an indirect effect on the relationship between knowledge management and job performance (β=0.33) and teamwork with job performance (β= 0.25). Therefore, the mediating effect of social capital in this study is confirmed

According to the findings, social capital had a positive relationship with knowledge management and teamwork on teachers' job performance. Therefore, by paying attention to social capital, knowledge management and teamwork, it is possible to provide grounds for improvement in teachers' job performance.

Today, the position of the school as a formal educational institution has changed compared to the past. Today’s schools are open spaces and social entities mutually related to community and relevant institutions,This article is extracted from the quantitative part of the dissertation titled “Developing and Validating the Model of School as the Neighborhood Educational Center”. The article related to the qualitative part (developing the model of the school as the neighborhood educational center) has already been introduced and presented.

This study is applied research concerning research objectives and an exploratory mixed project regarding its type. The qualitative step was according to the grounded theory method. Data were collected using semi-structured interviews with 24 experts and professionals in educational management, followed by data analysis in three stages of open, axial, and selective coding. As a result, the model of school as the neighborhood educational center was developed in six categories of causal conditions, axial phenomenon (school as the neighborhood educational center), mediating conditions, intervening conditions, strategies, and consequences. The quantitative step used the descriptive-survey method to validate the proposed model. The data collection tool at this step was a researcher-made questionnaire completed by 41 principals, teachers, and deputy principals (experts in executive and educational positions) in different regions of Tehran and also University professors, selected through purposive-judgmental sampling. The relationships between research variables were investigated by path analysis/structural equation modeling, using Smart PLS software.

According to the results, causal conditions affected the main factors positively and significantly. Also, the main and intervening factors influenced strategies significantly and positively. However, underlying factors did not affect strategies significantly. The results also confirmed positive and significant effects of strategies on consequences.

To change the schools into the neighborhood educational centers, it is necessary to consider the position of schools,, seek to change community attitudes towards the educational role of school through the media, appoint school principals based on meritocracy, review rules and regulations, emphasize school-centeredness, and increase school authority.

The main purpose of this study is to identify and analyze the challenges facing school principals in school leadership with regard to the systematic experiences of researchers at the national and international levels and to provide solutions to those challenges for Iranian school principals.

To achieve the goal, the documentary research method of systematic review was used. As a result of searching, identifying and refining the obtained data, a total of 188 scientific research studies published in prestigious Iranian scientific journals (IranDoc, MagIran, Noormags, Human Sciences Portal, Persian Journal Bank, Civilica, Central Library of Ferdowsi University of Mashhad) and foreign publications (Scopus, Web of Science, Eric) were analyzed.

The overall result of this study was the identification of 829 challenges and problems of school principals around the world categorized based on the conceptual framework of the research in four main domains of contextual and personal antecedents, principals' roles and actions, school organization characteristics, and student performance.

Considering that a native model for sharing managerial experiences is not available for primary school principals, however, this group of principals seriously need such a model to improve the level of their managerial experiences. Therefore, the aim of the present study was to identify strategies for sharing management experiences in primary schools.

The research method was qualitative-phenomenological. The research environment included all primary school principals over 25 years of experience, which was continued by purposeful sampling method until the saturation of sampling up to 29 people. In-depth interviews were used to gather the required data. Data analysis is coded, open, axial and selective.

In general, the research findings showed 253 open codes, 10 selected codes (job security, organizational trust, job motivation, knowledge management, evaluation review, organizational commitment, job conflict, open organizational atmosphere, group cooperation, Organizational learning) and 29 core codes (learning management models, learning learns, learning new methods, collaborating for improvement, collaborating to find resources, collaborating for integration, motivation for school growth and development, individual motivation, social motivation, evaluating principal participation, evaluation Learning leadership, school process evaluation, knowledge storage, knowledge organization, knowledge sharing, trust in the organization, trust in colleagues, trust in the job, normative commitment, emotional commitment, continuous commitment, free communication with each other, informality, delegation Perfectionism, inspiration from the environment, job stability, job accreditation, job comfort) were extracted in relation to strategies for sharing the experiences of school principals.

Primary school management is the most important educational course for children and therefore needs to address their weaknesses on the one hand and their growth, development and promotion on the other hand. Sharing the experiences of primary school principals is one of the important strategies that Improving the quality of primary schools is multifaceted.

Ingratiation behavior has been one of the hypocritical and political behaviors in the organization and it causes employees who use this behavior receive more organizational benefits and privileges. The purpose of this study was to investigate the effect of performance evaluation system on the ingratiation behavior through mediation of organizational climate.

The research method was descriptive-correlation based on structural equation model. The statistical population was all teachers in Bonjar city (Sistan and Baluchestan Province) in the academic year 2021-2022 (N=575). By stratified random sampling 231 teachers were studied through questionnaires Performance evaluation system (Shields, 2007), organizational climate (Bock, Zmud, Kim &Lee, 2005) and ingratiation behavior (Bolino & Thornley, 1999). Structural equation modeling with the help of Smart PLS software was used to analyze the data.

Direct effect performance evaluation system on the ingratiation behavior (β= -0.298, t=5.188) was negative and significant, direct effect of performance evaluation system on the organizational climate (β=0.371, t=6.331) was posative and significant, direct effect of organizational climate on the ingratiation behavior (β= -0.510, t=9.638) was negative and significant. Also, the indirect effect of performance evaluation system on the ingratiation behavior through mediation of organizational climate (β= -0.189, t=5.248) was negative and significant.

Performance evaluation objectively rather than subjectively, direct correlation of rewards, promotion with the performance of individuals and selection of expert and motivated evaluators can lead the organizational climate to a healthy and ethical climate in which ingratiation behavior to influence performance evaluation results it will have little effect.

A new and important system called e-learning has been formed and is expanding with the introduction of information technology in the field of educational centers and its integration with curricula and educational programs which has attracted the attention of many educational centers. E-learning can play a key role in the growth and development of the country soon. The purpose of this study is to investigate the factors influencing the virtual learning model of schoolmasters. According to the objectives of this study, a discussion, interview, and conversation have been taken with several university professors and elites. These marks in the selection phase are divided into 17 concepts: teacher (teacher), learner (manager), top manager, change of educational system, provision of human resources, economic approach, insight and knowledge, orientation, method and action, pedagogy, educational frameworks , Innovation and creativity, infrastructure, technology, hardware and software, virtual ethics and media literacy and in the selection stage inData analysis was performed based on the grounded theory approach, and after coding in three open, axial, and selective stages. The influential factors such as area, role, and management, context and environment, cyberspace, content and information, and technology are presented in the findings as a descriptive model. Attention to the final findings of this study provides successful executive strategies in e-learning, which facilitates the way for the current situation of schoolmasters, and has a positive impact on their professional and academic performance.

The main purpose of this study was to investigate the factors affecting brand equity and the intention to pass online courses on e-learning platforms in high school students in Sari.This research is descriptive-survey in nature and applied in terms of purpose . The statistical population of this research consists of all high school students in Sari, whose number is 11248. In order to determine the minimum required sample size, one class was calculated from Morgan table by stratified random sampling method of each education area and 384 people were selected as the sample size. To ensure the return of this number of questionnaires, 450 questionnaires in the community Was distributed. The standard questionnaire of Ray et al. (2020) was used to collect information in this study. Structural validity, convergent validity and divergent validity were used to assess validity, and combined reliability (CR) and Cronbach's alpha coefficient were used to calculate reliability. To analyze the data, Kolmogorov-Smirnov test, confirmatory factor analysis and structural equation test were used.Findings from data analysis by Smart PLS software showed that brand presentation, brand external communication and service experience of the brand have a significant positive effect on brand awareness. Also, brand presentation and brand external communication has a significant positive effect on the brand meaning. brand awareness and the brand meaning e has a significant positive effect on brand equity. But brand awareness does not have a significant positive effect on service satisfaction. The service recipient brand experience has a significant positive effect on the service recipient satisfaction. Satisfaction of services and brand equity have a significant positive effect on the intention to take online training courses

It seems that to improve the response of lipid profile to one session aerobic exercise, 15 days’ cinnamon supplementation can be used

The present study was conducted with the aim of designing and presenting a successful school model in secondary schools in Ardabil province.

Accordingly, the present study was conducted to provide a successful school model. This research has systematically evaluated and analyzed the studies conducted in the field of school with the qualitative research approach and the seven-stage meta-synthesis tool of Sandlowski and Barroso (2007) and has identified the dimensions and components of a successful school model. The research population includes articles that have been published in the field of successful school between 1385 to 1398 in domestic sources and in 2005 to 2020 in foreign sources. As a result, 2151 works were found in various databases. After several stages of screening with the criteria of reviewing the title, abstract and content of the research, finally 50 articles were selected that were more related to the research criteria in terms of content. Its face and content validity was confirmed by experts and the obtained reliability coefficient was 0.83. From the point of view of experts in the field under study, the proposed model was of high quality.

By carefully studying the finalized sources, 12 main components and 55 school indicators were successfully extracted.

Findings show that to achieve a successful school, you need to have the following components: vision and goals, focus and attention, school structure, effective cooperation and communication between employees, support, collaborative management, positive learning climate, professional ethics, leadership Effectiveness, learners, efficiency and effectiveness as well as optimal resource management.

The present study was conducted to design a model of cyber citizenship behavior using information and communication technology and educational justice.

Exploratory mixed research method, statistical population in the qualitative section, senior and middle managers of the education system, professors of educational and public management in higher education centers and experts in the field of organizational behavior and technology and in the quantitative section of school teachers The second high school in Mazandaran province, there were 6420 people in 400 schools. In the qualitative part of the snowball sampling method, 20 people and in the quantitative part with the relative cluster sampling method based on the Cochran's formula, 364 people were selected. Data in the qualitative part were extracted through Delphi technique with semi-structured and structured questionnaire in four rounds and in the quantitative part through structural equation modeling with 92-item questionnaire. To determine the validity and reliability in the qualitative stage, the necessary tests including acceptability and capability were used and in the quantitative stage, the validity of the questionnaires was confirmed by three methods formal, content and structure. Reliability was confirmed by three methods factor load coefficients, Cronbach's alpha and combined reliability. SPSS and AMOS software were used to analyze the data.

Qualitative findings showed that "cyber citizenship behavior" had eight components, "educational justice" had seven components and "ICT application" had eight components. The results of the quantitative section showed that cyber citizenship behavior with educational justice and the use of information and communication technology and educational justice with the use of technology, had a significant and positive relationship and educational justice in the relationship between cyber citizenship behavior with educational justice and technology application, mediated role.

Developing a model of cyber citizenship behavior, application of information and communication technology and educational justice, helps schools to move towards justice and the use of new technologies.

The present study was conducted with the aim of designing a model for the establishment of a learning organization with an emphasis on knowledge leadership and learning levels in the organization of renovation, development and equipping of schools in the country with a mixed approach. This research is an exploratory type in terms of applied purpose and in terms of data collection method, which has been analyzed with a mixed (qualitative-quantitative) approach. In the first stage, qualitative method and in-depth interviews were used to identify the components of the model. Participants in the quality section were 15 academic experts and senior managers of the Organization for Renovation, Development and Equipping of the country's schools who were purposefully selected. To analyze the data of the qualitative section, the theme analysis method was used using Maxiquida software. Then, in order to fit the designed model in the qualitative part, a quantitative method was used with the structural equation modeling approach. Participants in this section included 340 managers and experts of the Organization for Renovation, Development and Equipping of the country's schools who were selected by stratified random sampling method. The data collection tool in the quantitative section was a questionnaire based on the findings of the qualitative section, the validity and reliability of which were confirmed. Quantitative data analysis was performed by Amos software. The results of the qualitative section showed that learning-related factors were identified with three main categories of learning organization characteristics, learning organization dimensions and environmental factors. Learning levels consist of three main categories: individual, group and organizational. Knowledge leadership includes three main categories: leadership, participation, and the integration of knowledge and innovation. Finally, the learning organization has 5 main categories of personal capabilities, common aspirations, systems thinking, mental patterns and collective learning. In a small part, it was found that the model of factors related to the learning organization based on knowledge leadership and learning levels in the organization of renovation, development and equipment of schools in the country has a good fit.

This study aimed to to Assessing the status of skills training for senior school Students Employability in Hamedan and presenting a favorable model.

In terms of the purpose the present study is applied research and it was carried out in mixed method. The method of documentary analysis and analytical-inferential method have been used in the qualitative part and in the quantitative part, the survey method has been used. Qualitative research participants are Fundamental Transformation Document and National Curriculum Document. In the quantitative part, the statistical sample includes 300 secondary school teachers. Data collection tool Qualitative analysis of documents and a researcher-made questionnaire has been applied in the quantitative part. The coding method, categorization has been used to analyze the data in the qualitative part and descriptive statistical indicators such as mean, frequency, standard deviation and percentage and inferential statistical statistics t-test have been used in the quantitative part. Two coders were used to determine the validity of qualitative data and CVR was applied to determine the validity of the questionnaire and Cronbach's alpha method (0.88) was used to assess the reliability.

The research findings identified the components of the skills training program for employability in the form of objective elements (cognitive, emotional and skill), content, teaching and learning strategies and evaluation. The results also showed that the status of the training program in secondary schools is in an unfavorable situation, so in order to improve students' skills for job creation, a training program should be implemented in schools.

Applying this model in the school education system can increase productivity and efficiency; Social mobility will lead to career advancement, creativity and innovation

The present study aimed to identify the factors affecting the system of recruitment and supply of professional manpower in education.

The research method was mixed (qualitative-quantitative), In the qualitative section, 14 individuals experts and experts in the field of human resource management, managers and officials of education and cultural universities were interviewed using purposive sampling method.For adequate sampling in the qualitative part, the law of theoretical saturation used ،statistical population in the quantitative part of the , was including teachers working in education in Hormozgan province, 13228 people. That 386 people were selected as the sample population by Cochran's formula. The data collection tool in the qualitative part was a semi-structured interview and in the quantitative part a researcher-made questionnaire extracted from the interview, formal and content validity of the research data collection tool was confirmed, and reliability determined through Cronbach's alpha 0.88. Data Analysis in Qualitative Sector using open coding and in the quantitative part, exploratory factor analysis SPSS software was used.

The results showed that the effective factors on the system of recruitment and supply of professional manpower in education are organizational, contextual, individual, value and extra-organizational factors.

It seems that considering these factors and its continuous control in the education system, the basic and effective factors in attracting and providing professional manpower have been identified and by using it, the conditions of effectiveness and efficiency of the education system by attracting Provides professional staff

The aim of current research was designing and validating the scale competency of the educational group as a professional mentor for teachers learning.

To design and validate the scale, descriptive-survey method with methodological type (Polit and Hungler, 1999) was used. The first stage was a systematic review. For designing the scale, data was collected from all the related papers between 2000 to 2021, which was first formally validated by several experts and then using stratified random sampling method based on districts/regions/provinces, the statistical population was selected was selected as 260 of highschool Headteachers in Fars province and the scale was distributed among them. To calculate the convergent validity, Spearman correlation coefficient was used as well as first- and second-order confirmatory factor analysis, and Cronbach's alpha coefficient was used to calculate the reliability.

In the first stage, the initial scale was created with 3 subscales, 19 dimensions and 93 items by analyzing the previous studies. In the second stage, after calculating the validity and reliability, 12 items were omitted because of the low correlation coefficient and lack of validity, and 81 items were confirmed because of high correlation with total score and subscales. The validity of scale structure was approved due to the high factor load of knowledge (0.78), attitude (0.70) and skill (0.94) subscales, and with Cronbach's alpha coefficients of educational groups competency (0.84) scale, Knowledge (0.88), attitude (0.84) and skills (94.94) scales, the reliability of these scale and its subscales were also confirmed.

the final scale was designed with 3 sub-scales; knowledge subscale with dimensions of Knowledge related to teacher evaluation, student evaluation, student learning, teacher improvement and empowerment, educational supervision and guidance, and content knowledge; Attitude subscale with dimensions of personal and collective attitude; And skill subscale with the dimensions of effective communication with beneficiaries, technology, research, decision-making and problem solving and conflict, monitoring students' academic achievement, professional teaching, developing a learning culture throughout the school, creating inclusive learner-based learning, guidance and help of the teacher to manage student behavior, teachers motivation and monitoring the equipment and optimal use of teaching aids, and 81 items