نشریه رهبری آموزشی کاربردی
سال ششم شماره 1 (پیاپی 22، بهار 1404)

The aim of this research is Designing and validating the optimal model of transformation in humanities with emphasis on the curriculum in the higher education. The research method is a mixed sequential exploratory type. In the qualitative part, data were collected and themes were determined with the help of Conventional Content Analysis, based on the opinion of specialists in the field of curriculum planning, educational management and philosophy of education. The participants were selected by the purposeful sampling method and finally, by conducting 15 interviews, the theoretical saturation limit was obtained. The data collection tool at this stage is a semi-structured interview. Thematic analysis of Brown and Clark (2013) was also used for data analysis. In the quantitative part, a researcher-made questionnaire was used to check the internal validity of the model. The statistical sample of 50 people was selected from the academic staff members in the field of educational sciences and using Convenience Sampling method. The reliability of the questionnaire was obtained using Cronbach's alpha equal to 0.85. The data were analyzed at two levels of descriptive statistics and inferential statistics (confirmatory factor analysis) using SPSS and PLS statistical software.The results of the qualitative part indicated the identification of 44 organizing themes and 16 inclusive themes. In the quantitative part, the human, technical, educational and executive components were approved, respectively with 21/731, 8/209, 33/55 and 17/133; Friedman's test was also used to rank each of the components.

Today, leading schools have recognized that active, creative, and learner-centered education depends on creating an attractive and pleasant learning environment. Thus, the present study aimed to explain the dimensions, components, and indicators of attractive learning environments.

This research is applied in purpose. Using a qualitative methodology within the interpretive paradigm, a systematic review based on Sandelowski and Barroso’s (2007) framework was conducted. Thirteen studies published in national and international journals were purposefully selected and analyzed through theoretical coding and categorization.

The findings revealed a comprehensive model of engaging learning environments comprising 70 indicators, 18 components, and 7 dimensions. The identified dimensions include: School as Life; Child-Friendly School; Scientific, Literary, Cultural, and Artistic Attractions; Infrastructure; Safety and Calmness; Inclusive Education; Educational Communication.

These findings provide practical insights for designing inspiring learning environments that promote both academic and personal development.Keywords:Learning environment, school as life, child-friendly school

Research mentoring of doctoral students is essential for the scientific and professional success of these novice researchers. The aim of the current research was to identify the supervisor's competencies for research mentoring of doctoral students.

The current research is applied in terms of purpose and using a qualitative approach. The data were collected through semi-structured interviews with 20 faculty members and 20 doctoral students who were purposefully selected and reached theoretical saturation. Thematic analysis was also used to analyze the data.

From the analysis of the qualitative data, 44 initial codes were identified and classified into 7 categories including: Specialized competencies, technical competencies, behavioral patterns, scientific ethics, attitudinal patterns, personal characteristics, and professional competencies.

According to the findings of this research, the research mentoring of doctoral students by the supervisors require that they possess 7 categories of competencies, including specialized competencies, technical competencies, behavioral patterns, scientific ethics, attitudinal patterns, personal characteristics, and professional competencies. The findings of this research can be used in evaluating the competencies of supervisors in their role as research mentors and to design training programs and courses with the aim of enhancing the necessary competencies of supervisors for research mentoring of doctoral students.

High-quality educational services and the design of specialized programs to identify students' interests and talents contribute to enhancing their academic achievements and personal growth. By implementing effective management systems, kindergartens can create an environment conducive to nurturing children's talents. The aim of the present study is to design an educational framework based on talent development in children.

This research is applied in terms of purpose and qualitative in terms of data collection. The study population consisted of experts and university professors specializing in child education, talent management, and child development. The data collection tool was semi-structured interviews. To assess the validity of the interviews, expert evaluations were used, and for reliability, a sample of interviews was selected and coded twice within a short, specified time interval. The inter-coder agreement between these two rounds of coding served as the basis for calculating reliability.

The results indicated that the educational system model based on nurturing children's talents includes six dimensions: philosophical and educational goals, content and curriculum planning, human resources, financial resources, technology and innovation, and evaluation and quality assessment. Additionally, it encompasses seventeen components: educational philosophy, educational goals, curriculum objectives, curriculum content, teaching-learning strategies, teacher training and support, teacher characteristics, preschool director characteristics, targeted budgeting, provision of educational resources, investment in technology and innovation, talent identification tools and data analysis, teacher training in technology, multidimensional assessment, formative (process-oriented) assessment, collaborative assessment, and diverse assessment tools .

The aim of current research is to study effect of school principals' coaching leadership on the creative performance of elementary sports teachers with the mediating role of psychological empowerment.This practical research was done using the survey research method. 321 elementary sports teachers of Golestan were the statistical population of this research. Research sample size was determined by using Cochran's formula of 176 teachers and stratified random selection method was used to select sample. The tools for measuring the variables included three questionnaires of coaching leadership (Ellinger et al 2013), psychological empowerment (Spritzer et al 2005) and creative performance (Zhou and George, 2001). SPSS statistical software was used to perform descriptive analysis on the individual characteristics of research sample and variables. Analyses of inferential part were performed using Smart PLS statistical software.Research findings showed that effect of principals' coaching leadership on the psychological empowerment of sports teachers is positive and significant. The research results showed that principals' coaching leadership has no significant effect on the creative performance of sports teachers. Finally, research findings showed that principals' coaching leadership has a positive and significant effect on the creative performance of sports teachers with mediating role of psychological empowerment.It can be concluded that use of coaching leadership by school principals by improving the empowerment of sports teachers leads to their creative performance. it is suggested to increase the awareness and knowledge of school principals about coaching leadership and encourage them to use this style of leadership in their work .

Teachers can improve students ' educational status by teaching effectively. So The purpose of this study was to examine the mediating role of the organizational atmosphere of schools in the relationship between teacher self-efficacy and effective teaching in teachers.

The descriptive research method of the type of correlation and its statistical University was all the teachers of the exceptional schools of the province of Ardabil and the city of Tabriz in 2023, of which 280 were selected by the targeted sampling method; Then they answered the effective teaching questionnaires of teachers Mahmoud and colleagues (2019), the self - efficacy of teacher aschan-Moran and Hoy (2001) and the organizational atmosphere of Halpin and Kraft (1963).. The data analysis was done with the help of SPSS software version 24, Amose version 20 and with the structural equation test.

The results show that the structural model of the research is of good value. The organizational atmosphere of schools and teacher selfefficacy is positively and meaningfully related to effective teaching (P<0.01) and teacher self-efficacy is directly and indirectly influenced by the effective teaching of teachers through the organizational atmosphere of schools.

It seems useful to promote the effective teaching of teachers of exceptional schools and to raise their awareness of the automatic teaching of teachers and the organizational atmosphere of schools and to hold courses based on the automatic teaching of teachers and the organizational atmosphere of schools to improve the effective teaching of teachers.

The aim of the present study was to investigate the relationship between psychological capital and academic involvement with the mediating role of learning style. The method of this research was descriptive-correlational. The statistical population of all female students in Meshkinshahr schools in 1399-400 was 2325 students and the statistical sample was 329 students. The sample size was based on the Cochran's formula. Which was simple by random sampling. The research instruments included Rio and Tsang (2011) Academic Conflict Questionnaire, Lutans and Olivier (2007) Psychological Capital Questionnaire and Club Learning Style Questionnaire (1985). Data were analyzed using SPSS 22 software and Emos 24 software. Pearson correlation coefficient showed that psychological capital has a positive and significant relationship with the results. Also, the relationship between psychological capital and academic involvement is positive and significant. Also, the relationship between academic engagement and style is positive and significant. The structural equation model was also a good fit.

According to the development of human knowledge and scientific advances, societies need education and approaches that fit life. The aim of the current research is to describe the teachers' experiences of the challenges and opportunities of implementing the context-based learning approach in the elementary science course.

In this research, a qualitative method of Phenomenology type was used to count the experiences, 14 teachers who had experience in teaching and working with a context-based learning approach were selected by purposive sampling method until reaching theoretical saturation. Data were collected using semi-structured interviews and analyzed by using of Van Mannen method.

The challenges of implementing the context-based learning approach were summarized in the form of 7 main themes and 22 sub-themes and the opportunities of implementing the approach in the form of 5 main themes and 13 sub-themes. The findings showed the professional weakness of teachers, the unprofessional attitude of teachers, school, management factors, students, parents and textbooks, the challenges of implementing the approach and the professional growth of teachers, the development of cognitive skills, emotional skills, interpersonal skills and self-management skills are the opportunities of implementing the context-based learning approach.

Based on the results of the research, it can be said that there are many challenges and problems in the implementation, with many teachers possessing theoretical knowledge but lacking practical understanding of its implementation. Therefore, it is necessary to invest more efforts in providing teacher training in this area.

science and technology Advances challenge managers’ skills and capabilities, and to face these rapid changes, the capabilities of managers must be restructured based on a new and organized program. The aim of the current research is analyzing the cause-effect of the professional development of education managers in the 4th district of Tehran.This research is applied in terms of purpose and mixed in terms of approach. The experts of the statistical community in both stages included academic experts and specialists in the professional development of managers. The research sample selected in a purposeful way and using the theoretical saturation level, the number of 22 people. The data collection tool in the qualitative part was a semi-structured interview. The interview continued until the theoretical saturation reached. Data analysis done by two-step coding method. DEMATEL method also used in the quantitative part. DEMATEL's questionnaire given to 22 experts and the impact of the factors determined.Based on the results of the analysis of qualitative findings, 165 open codes were identified among the concepts in the interviews, which were categorized into 30 categories. Finally, 7 main categories were obtained. And the results of the Fuzzy DEMATEL showed that in the current research, individual factors, stakeholders and human resource management were the causal factors of the model, and educational factors, planning and technology in the education of the disabled factors of the model.Based on the results, it can be concluded that manager’s professional development is necessary to improve the education and training system.

Talent identification and academic guidance, as fundamental pillars in developing students' potential and shaping their educational and career paths, require comprehensive and scientifically validated models. The present study aimed to develop the components and elements of a talent identification and academic guidance model for students and to validate its applicability in Alborz schools.

This qualitative study employed a grounded theory approach. The statistical population included experts and specialists in counseling, career guidance, and academic advising. Twelve individuals were selected through theoretical sampling for in-depth interviews, which continued until theoretical saturation was achieved. To validate the proposed model, 14 specialists were purposively sampled and involved in the study. The research instrument consisted of interviews with specialists and school counselors. Content validity of the proposed model was assessed using the Content Validity Index (CVI) and the Scale Content Validity Index (S-CVI).

The Content Validity Index (CVI) demonstrated the comprehensiveness of judgments regarding the validity or applicability of the final model or instrument. As the minimum acceptable CVI score is 0.79, the results indicated that this value exceeded 0.79 for all criteria in the model. Therefore, it can be concluded that the proposed model possesses appropriate content validity.

According to the results, the talent identification and academic guidance model can enable students to strategically design their educational and career futures, boosting their confidence and optimism in achieving their goals.

The purpose of this research is to investigate the current status of organizational knowledge management of secondary school principals.

This research was conducted with a qualitative approach and a data-based method. The scope of the research includes all agents involved in the management of schools, who were selected through purposeful criterion-based sampling. In order to analyze the data, open, axial and selective coding method was used. Lincoln and Cuban criteria were used to ensure validity and reliability.

The findings of the research show nineteen core concepts and eight selected categories, which in the form of a paradigm model include lack of awareness of the necessity and executive frameworks of knowledge management in schools as a core category and causal conditions (lack of attention) Networking in the direction of knowledge management, weak leadership in intra-school activities, lack of equipping schools with knowledge management tools, contextual factors (environmental, managerial and resource factors), facilitating intervention conditions (individual characteristics) organizational support and knowledge management process requirements), limiting intervening conditions (structural barriers, educational and managerial barriers, cultural barriers), strategies and the consequence (imbalance in the knowledge management cycle of schools and neglecting the creation and sharing of knowledge in schools) was organized.

According to the findings, it can be concluded that for the implementation of knowledge management in the organization, individual, organizational and management factors are effective and these factors should be considered together.Key words: knowledge management, managers, secondary schools, foundation data

The present study was conducted with the aim of identifying the factors affecting ethics-based universities using a qualitative approach.

This research is applied in terms of purpose and was conducted using thematic analysis method. The sampling used in this research was cluster sampling and snowball sampling method. The main basis for data collection was conducting in-depth interviews with experts, managers, teachers, and specialists in the field of education and research until theoretical saturation was achieved. A total of 21 interviews were conducted. After collecting data, the codes related to the written interviews were analyzed using thematic analysis method.

Research studies that, after completing the three stages of open, axial, and selective coding, are the final research model. It shows that the factors affecting the ethical university in three comprehensive themes include individual factors (characteristics of managers and policymakers, behavioral characteristics of specialists, behavioral characteristics, personality characteristics of individuals), intra-university factors (ethical leadership style, ethical education, research), ethical behaviors, high citizenship behavior, organizational culture, organizational justice, organizational climate, and environmental factors (philosophy governing society, political factors, socio-cultural factors).

The results of this study can be of interest to university policymakers and encourage university administrators to provide education on ethics in universities by familiarizing professors and students with the subject.