نشریه رهبری آموزشی کاربردی
سال پنجم شماره 4 (پیاپی 21، زمستان 1403)

The main purpose of this research is to identify the key managerial competencies in the era of the fourth industrial revolution with the Meta-Synthesis approach.

This research is developmental in terms of purpose. In terms of the nature of the data and the style of data analysis, it is part of qualitative research. And based on data collection, it is documented. From the point of view of the research method, it is analytical-descriptive, and the data of the research were collected and analyzed using the seven-stage meta- Synthesis qualitative method of Sandelowski and Barroso. In order to identify the key managerial competencies in the era of the fourth industrial revolution, the researchers systematically searched for researches related to these factors in 6 scientific databases: Science Direct, Emerald, Wiley, Sage, Taylor & Francis, Springer, as well as the Scopus citation database between 2010 and 2024. In the initial investigations, 107 sources were found, and after screening and validation and using the CASP tool, 18 articles were finally analyzed.

Based on the findings of the research, the key managerial competencies in the era of the fourth industrial revolution include six main competencies; There are individual, social, methodological, professional, technical and managerial competencies, and 225 sub-competencies.

Managers who work in the era of the fourth industrial revolution need different competencies to be successful, and the identified competencies model can provide a basis for selecting and appointing, evaluating performance, training and empowering managers.

Quality school systems promote mentoring programs because of the many benefits it brings to both mentors and mentees, especially beginning teachers. Based on this, the main goal of the current research was to formulate the ideal mentoring framework (senior teacher) for novice teachers in primary schools. This research is applied in terms of purpose and according to the method of data collection, it is a qualitative research of thematic analysis. The statistical population of the study was the resources related to the Professional development, mentoring and novice teachers. After reviewing the sources extracted from the databases, 73 sources were purposefully selected. To analyze the data, coding and thematic analysis methods were used and in order to validate the data, King et al methods were used. After data analysis, A total of 29 basic themes and 9 organizing themes (needs of novice teachers, consequences of mentoring novice teachers, promoting factors, inhibiting factors, mentor characteristics, mentoring content and activities, main roles, evaluation, mentoring approaches) under the theme The elements that make up the process of mentoring novice teachers were included. The model presented in the current research can be used in various fields, including the policy making of teachers' professional growth, designing mentoring programs for novice teachers, school leaders' understanding of teachers' educational needs, and also determining criteria and indicators for the selection of mentors.

Identifying and measuring the strategic leadership competency components of Shiraz education organization managers.

This study was conducted with a mixed approach and using a sequential exploratory research design. Document analysis method was used in the qualitative part and descriptive-survey method in the quantitative part. The statistical population of the quantitative part was the principals of schools and employees of education departments in Shiraz city, and through stratified random sampling, the research samples included 105 employees and 200 educational managers, both department and school managers. The tool used to measure the strategic leadership competencies of education managers was a researcher-made questionnaire, which after measuring and verifying its validity and reliability, the questionnaire was distributed and data was collected.

The competencies identified in this study included Value-Characteral, Strategic Intelligence, Excellence Performance, Interpersonal and Cultural competencies. The prevalence of the aforementioned competencies among the managers of the research area, except for the strategic intelligence competency which was lower than the average level, other competencies were average or above average. Also, the total score of the mentioned competencies was evaluated as higher than average.

The country's education planners and policymakers can use the findings based on this research as a basis for training, appointing and also replacing future managers of the educational system based on the strategic leadership model.

Increasing human resource productivity is one of the most important issues of the new decade. Consequently, new organizational policies, including educational systems, have emerged, with a focus on organizational well-being. This study aims to analyze the lived experiences of primary school teachers regarding the factors and concepts of organizational well-being in the education system.

This qualitative research was conducted using thematic analysis. Purposeful criterion sampling was used, and data saturation was achieved through in-depth interviews with 20 primary school teachers. Data from the teachers' lived experiences were analyzed using thematic analysis and the MAXQDA 12 software.

The findings were categorized into four groups: satisfaction, values, job satisfaction, and work motivators, with 13 main themes: "mental satisfaction", "psychological satisfaction", "social satisfaction", "psychological values", "social values", "spiritual values", "mental values", "satisfaction with work conditions", "satisfaction with communication", "satisfaction with work content", "economic motivators", "social motivators," and "organizational motivators".

The results indicate that the job well-being of primary school teachers is influenced by job satisfaction, values, and internal and external motivators. Major challenges include the government's consumerist approach to education, declining teacher status, and lack of educational and financial equity. Solutions include establishing educational and financial equity, restoring teacher status, decentralization, and creating an appropriate incentive system. According to the findings, enhancing the status and dignity of teachers in society is essential for improving their efficiency.

This study aims to explore Learning-Centered Leadership and Research Motivation by examining the integration of learning and research in light of principal-teacher interactions in primary schools in Shahriar City during the 2023-2024 academic year.

The research is applied in nature and utilizes a qualitative approach through content analysis. The research field consisted of primary school principals in Shahriar City, and purposeful sampling was employed. Semi-structured interviews were conducted with 15 principals. To ensure the validity and reliability of the interviews, two methods were used: participant review and expert review by non-participating specialists. The data obtained were analyzed using conventional content analysis in three stages—codes, subcategories, and categories—using MAXQDA 18 software.

In the obstacles section, Learning-Centered Leadership was categorized into five themes: bureaucracy and inefficiency, leadership challenges, barriers to research and learning, motivation and empowerment, and social and economic issues. Research Motivation was classified into six themes: lack of motivation in research, managerial and structural challenges, research barriers and difficulties, training and skill development, misaligned needs, and research challenges. In the strategies for implementation section, Learning-Centered Leadership encompassed four categories: inspiration and support, effective educational management, collaboration and interaction, and problem-solving culture. For Research Motivation, four categories were identified: addressing teacher motivation in research, research and educational infrastructure, research leadership and management, and pragmatism and innovation in research. In terms of outcomes, Learning-Centered Leadership resulted in six categories: transformative learning, applied research, overcoming budgetary constraints, addressing educational and teaching challenges, improving school technology, and enhancing the overall education system. Research Motivation yielded four outcomes: growth in research and education, improvement in teaching and learning methods, development of specialized skills and collaboration, and resolving social issues.

Educational leaders in primary schools can foster research motivation in teachers by engaging them in school learning activities.

The present study was conducted with the aim of investigating the relationship between digital literacy and transformational leadership with the professional development of teachers with the mediating role of self-efficacy.

This study is practical in terms of purpose and and descriptive-correlational in terms of method and based on structural equations. The statistical population included all the Public School teachers of Silvana city in the academic year of 2022-2023, using stratified random sampling method, 256 people were selected as a statistical sample for the study based on Morgan's table. To collect data from four standard questionnaires of transformational leadership Bass & Avolio (2000), self-efficacy Schannen & Moran (2002), professional development Godali (2016) and digital literacy (Open University 2012), which was provided by the Open University under the title of Digital Literacy Assessment Checklist was used. The collected data were analyzed using Pearson's correlation coefficient and structural equation model by SPSS 24 and LISREL 8.8 software.

The findings showed that the direct effect of digital literacy on professional development (0.56) and on self-efficacy (0.49) is positive and significant. The direct effect of transformational leadership on professional development (0.63) and on self-efficacy (0.31) is positive and significant. Also, the research results showed the indirect and significant effect of transformational leadership (0.11) and digital literacy (0.18) on teachers' professional development through self-efficacy.

The results showed that School principals can play a decisive role in increasing the self-efficacy and professional development of teachers by taking advantage of the transformational leadership style and providing the necessary background for acquiring digital knowledge.

The main objective of this study was to investigate the mediating effect of intrapreneurship on the relationship between the learning organization and job performance of Farhangian University employees.

The type of research was descriptive and its method was correlational. The statistical population included all employees of the central organization, 285 people. Data were collected from a sample of 144 employees of the central organization of Farhangian University in a simple random manner. Structural equation modeling (SEM) was used to investigate the relationship between the dimensions of the learning organization and job performance, as well as the mediating effect of intrapreneurship on the relationship between the learning organization and job performance.

The findings showed that there is a significant, linear, and positive relationship between the dimensions of the learning organization and job performance. In addition, intrapreneurship can have a mediating role between the dimensions of the learning organization and job performance.

This study helps managers and policymakers at Farhangian University to understand the characteristics of the learning organization and its relationship with job performance and the importance of the mediating role of intrapreneurship, and to employ the necessary programs and tools to improve employees' job performance.

Paying attention to comprehensive quality management in universities is one of the most important approaches to improving the efficiency and effectiveness of higher education in recent years. Therefore, the aim of the present study is to identify the components of comprehensive quality management in higher education.

The present study was conducted with a qualitative approach and based on the meta-synthesis method based on the Erwin (2011) model. The research population consists of 214 articles and postgraduate theses on the components of comprehensive quality management in higher education centers that were presented between 2017 and 2024. The research sample includes 30 research articles that were collected purposefully and selected based on thematic monitoring of data. The research data were analyzed based on content analysis at three levels: basic, organizing, and comprehensive themes.

Based on data analysis, the components of total quality management in higher education centers were classified into 7 dimensions and 66 factors. These dimensions include contextual and infrastructural factors, process documentation, curriculum, human resources, customer-centricity, monitoring and evaluation, and leadership and management.

Comprehensive quality management is one of the necessities for improving the current situation in higher education. Considering the components identified in this field, the necessity of evaluating and monitoring the structural resources available in the university, information networking in the university, a transformational perspective in higher education, and professional development should be considered.

Research on the effect of organizational trust on employees' organizational citizenship behavior has been conducted for many years, but the effect of the internal mechanism for organizational trust on organizational citizenship behavior has not been well investigated. Based on social exchange theory and organizational identity theory, this study examined the effect of organizational trust on organizational civic behavior and showed the mediating role of emotional intelligence from the cognitive and psychological perspective of employees.

This research used a two-wave and multi-source strategy to validate hypotheses with 163 valid questionnaires among teachers. For this purpose, a sample size of 163 people was estimated from the population of 282 secondary school teachers in West Islamabad using Cochran's formula and the samples were selected by simple random method. The research data collection tool includes three standard organizational trust questionnaires by Kanawattanachai & Yoo (2002); Organizational citizenship behavior was Bell & Menguc (2002) and emotional intelligence Siberia Schering (1998).

The results of empirical analysis using structural equation modeling showed that: emotional intelligence plays a mediating role between organizational trust and organizational civil behavior. Organizational trust has a positive effect on teachers' organizational citizenship behavior. Organizational trust has a positive effect on teachers' emotional intelligence. Emotional intelligence has a positive effect on teachers' organizational civic behavior.  

The results of this study deepen the understanding of organizational trust and have important practical implications for improving the organizational citizenship behavior and emotional intelligence of teachers.

Gamification implementation in children's education has always faced obstacles such as lack of time to prepare the game, teachers' lack of methodological knowledge, and lack of resources. Accordingly, it is necessary to study gamification from the perspective of learning approaches, including social constructivism, which emphasizes social interaction between learners. The purpose of this research is to design a gamification model for preschool children's education with a social constructivist approach.

This research under interpretive paradigm and with a qualitative approach based on Grounded theory seeks to present a gamification model of preschool children's education with a social constructivist approach. The data was collected through in-depth interviews with 12 children's education specialists, especially people with experience in implementing children's education at the preschool level and managers of preschool centers in Tehran and 8 university professors. The resulting data categorized using MAXQDA software and based on the Foundation's Grounded theory in three stages of open, central and selective coding.

The education gamification concept in the constructivist learning environment was chosen as the central phenomenon. Causal conditions placed in four categories of curriculum content factors, institutional factors, kindergarten manager's motivations and attitudes, and teacher's facilitation, and the four main categories include teacher training, designing a constructivist learning environment, encouraging children through external motivations and learning environment chosen as action and reaction strategies.

 The results of this study can help the managers of preschool centers in implementing gamification with a constructivist approach in children's education.

This research aims to evaluate the revised curriculum of Farhangian University in light of the needs and expectations of the educational community. The focus is on assessing the alignment of the curriculum with the real-world requirements of the educational system in Iran.

The study followed a quantitative approach, utilizing a descriptive survey method. The target population was categorized into five groups: teachers, education administrative staff, school executive staff, faculty members, and student teachers, totaling 5,000 individuals. Based on Morgan’s table, a sample size of 350 was selected. The data was collected through a researcher-designed questionnaire, which was validated for content and face validity. The reliability of the questionnaire was confirmed with a Cronbach's alpha coefficient of 0.92.

Data analysis revealed that the curriculum’s goals and content met only a small portion of the expectations of the target community. However, in the area of new teaching strategies and methods, the curriculum effectively addressed the needs of the educational community. Furthermore, problem-based learning activities were recognized as a strong aspect. The evaluation structure of the curriculum was found to have adequate coherence, although the assessment of students’ learning in real-world educational settings was less emphasized.

The findings underscore the importance of adapting Farhangian University's curriculum to the genuine needs of the country's education system. While some elements, such as teaching strategies and learning activities, were well-aligned with educational expectations, other components, particularly goals, content, and evaluation, require further enhancement to better serve the educational community.