نشریه پژوهش های رهبری آموزشی
پیاپی 32 (زمستان 1403)

The present study was conducted with the aim of structural modeling of interactive leadership style, perceived organizational support, and mental well-being, with the mediating role of psychological hardiness in employees of the five educational districts of Tabriz. The research employed a descriptive correlational design with structural equation modeling. The statistical population consisted of 500 employees from the five educational districts of Tabriz in 2023, from which a sample of 246 participants was selected using multi-stage cluster random sampling based on Cochran's formula. Data were collected using validated questionnaires, including the Interactive Leadership Style Questionnaire (Shao et al., 2017), Perceived Organizational Support Questionnaire (Allen et al., 2008), Mental Well-being Scale (Molavi et al., 2009), and Psychological Hardiness Questionnaire (Moreno-Jiménez et al., 2014). Data analysis was conducted using Pearson correlation coefficients and structural equation modeling. The findings indicated a positive and significant relationship among interactive leadership style, perceived organizational support, mental well-being, and psychological hardiness. Moreover, psychological hardiness was confirmed as a mediator in the relationship between interactive leadership style, perceived organizational support, and mental well-being. These results suggest that fostering psychological hardiness can enhance interactive leadership style, perceived organizational support, and employee well-being. By promoting psychological hardiness, organizations can create healthier and more dynamic workplaces that benefit both employees and the organization. It is recommended to encourage psychological resilience and flexibility through activities designed to strengthen psychological hardiness among employees.

The success of a dynamic and excellence-oriented education system relies on principals who are competent, skilled, and passionate about effective teaching and learning. This study aimed to identify and evaluate the professional competencies of elementary school principals in Kosar City. The research was applied in nature and utilized a descriptive survey design for data collection. The statistical population included all principals, assistants, counselors, and education department managers in Kosar City, with a sample of 102 individuals selected through random sampling method. A researcher-developed questionnaire was employed to gather data, whose content validity was confirmed by experts, and its reliability was established with a Cronbach's alpha coefficient of 0.83. Data analysis was performed using confirmatory factor analysis and one-sample t-tests. The results of the confirmatory factor analysis revealed that three dimensions-skills and abilities, attitudes and values, and individual characteristics -constituted the framework for the manageres’ general competencies, while five dimensions-knowledge competencies, supervision and control, communication management, resource management, and educational management-formed the framework for specialized competencies of elementary school principals in Kosar City. Furthermore, the findings indicated that both general and specialized competencies identified for these principals were in favorable conditions. Accordingly, leveraging the identified dimensions and components for the selection and development of principals can contribute to the efficient and effective fulfillment of schools’ educational missions.

This study aimed to identify the foundations for implementing educational leadership in elementary schools. The research employed a qualitative approach using a case study method. Two non-profit girls' primary schools, Takrim and Fazeh, were selected for this study. These schools, guided by a religious framework, utilized diverse strategies to enhance the quality of education and training. The participants included 24 individuals (teachers, educational assistants, and principals) from these schools. Semi-structured interviews were conducted with 20 participants until theoretical saturation was achieved. Data were collected through researcher-designed semi-structured interviews and analyzed using a qualitative content analysis method. The data were categorized into open, axial, and selective codes. This study identified four key domains for the implementation of educational leadership. The organizational domain encompasses goal-setting and vision development programs for employees, evaluation and effectiveness plans, employee participation in decision-making, effective communication strategies, time management, and professional development initiatives for managers. The student-focused domain includes individual development plans, educational and skill-building programs, as well as self-awareness and knowledge enhancement initiatives. The teacher-focused domain comprises empowerment and self-awareness programs, while the family-focused domain involves educational and skill-building programs and initiatives to raise awareness of the school’s approach. These domains collectively form the foundational frameworks for achieving effective educational leadership.

This study aimed to investigate the mediating role of organizational learning in the relationship between knowledge sharing and teachers' job motivation. The research employed a descriptive-correlational design using structural equation modeling (SEM). The population consisted of all secondary school teachers in Tabriz. A sample of 330 teachers was selected through multi-stage cluster sampling based on Morgan's table. Data were collected using standardized questionnaires, including Neefe's (2001) Organizational Learning, Van den Hooff and Van Weenen's (2004) Knowledge Sharing, and Lodahl and Kejner's (2004) Job Motivation scales. Data analysis was conducted using Pearson's correlation coefficient, one-sample T-tests, and SEM through SPSS 26 and AMOS software. The correlation matrix indicated a direct and significant relationship between knowledge sharing, organizational learning, and teachers' job motivation. Confirmatory factor analysis demonstrated an acceptable fit for the measurement models. Standardized path coefficients revealed significant direct effects of organizational learning on job motivation (β = 0.37), knowledge sharing on organizational learning (β = 0.59), and knowledge sharing on job motivation (β = 0.16). Furthermore, knowledge sharing, mediated by organizational learning, positively influenced teachers' job motivation. The findings highlight the critical role of knowledge sharing in enhancing teachers' motivation and underscore the importance of fostering a culture of organizational learning within schools. It is recommended to implement initiatives that encourage knowledge sharing and emphasize professional development to improve both organizational learning and teachers' motivation.

The aim of this study is to explore the concept of teachers' professional virtue within the context of education in Iran by developing a valid and reliable self-assessment tool for teachers. The tool is intended to examine the understanding, measurement, and level of professional virtue components among a sample of Iranian teachers. The research method is descriptive-survey, with a quantitative approach. The statistical population consists of all teachers in Sanandaj, covering all educational levels, with a sample of 650 respondents selected through cluster sampling for a 65-item questionnaire. The data were collected using a researcher-designed closed-ended questionnaire and analyzed through confirmatory factor analysis. Significant differences were found in the overall professional virtue of teachers and specific components, such as (commitment to teaching in alignment with valuable social goals) and (commitment not only to one’s own actions but also to the act of teaching itself) based on years of experience. Furthermore, significant differences were observed in components like (commitment to teaching in alignment with social goals and adherence to ethical principles and care in teaching) according to employment type, and (commitment to exemplary teaching) according to teaching subject and teachers' academic field. These findings indicate that the researcher-designed "Teachers' Professional Virtue" evaluation questionnaire is a valid and reliable tool for self-assessing teachers in Iran, enabling the study of understanding, measurement, and the level of professional virtue components among a sample of Iranian teachers.

The current research was conducted with the aim of designing a teacher's competency model, using a qualitative approach. It was conducted within the framework of a qualitative methodology, employing the meta-synthesis method based on the seven-step approach of Sandelowski and Barroso (2007). The research focuses on all Persian and English studies published between 2000 and 2024 in the field of teacher competencies. To gather relevant articles, keywords related to the research aim were systematically searched, and the retrieved articles and documents were examined using a purposive sampling method based on predefined inclusion criteria. The selected studies were analyzed through a three-stage coding process (open, axial, and selective) using MaxQDA2020 software. The data analysis revealed 52 open codes, which were organized into three main categories and ten subcategories: individual competencies (including individual performance, self-efficacy, and communication skills), organizational competencies (including organizational innovation, positive organizational transformation, knowledge sharing, and organizational learning), and professional competencies (including educational, research, and digital competencies). Based on the findings, teacher competencies can be developed within educational organizations, encouraging teachers to foster creativity and innovation in their roles.