یدالله فضلی

Higher education is one of the most important origins of knowledge creation and development and can apply theoretical knowledge and update it. The curriculum plays an effective role in the status of the university's field and scientific contexts, so countries have made efforts to make the curriculum decisions at the Institute of Education itself. In this regard, educational administration science should be given a chance to revise its curriculum to meet the administration needs of schools. Because The science of educational administration has an effective role in guiding and improve the quality of activity educational system. But the reality is that the current universities have not reduced the challenges faced by school administrators. Because in the process of revising the curriculum, they only limited themselves to removing and adding courses, or they implement the curriculum approved twenty-nine years ago, or they failed to operationalize their strategic document for revising the field of educational administration. For this reason, the Ministry of Science, Research and Technology, the regulations on surrender of authority It has issued a revision of the curriculum to the universities, in which the adaptation of the curriculum to the needs of the society and its up-to-date is emphasized. Research questions: This research, with the aim of analyzing the discontinuity of the intended curriculum of the master's course in educational administration, with regard to the administration challenges and problems of schools, aims to answer two questions: "What are the most important administration challenges and problems facing school administrators?" and the status of the Intended curriculum of the master's course in Educational administration. How is education to cover the challenges and administration problems of schools?" to answer.

The present study within the framework of the qualitative approach using two methods; Hermeneutic phenomenology and Thematic analysis. In the first question of Hermeneutic phenomenology, using experience and describing current school administrators was analyzed by postgraduate education administration, challenges and problems of school administration, from (17) school principals Four provinces; Khorasan-Razavi (7 people), Mazandaran (6 people), Qom (2 people), and Tehran (2 people) cities (2 people) were selected using available sampling and snow bullets to the theoretical saturation. Content narrative was used by the researcher's self-regulation, review of the results and cohesion of the research process, and the technique of Member control, determining the reliability using the training group, re-interviewing the administrators, and the reliability coefficient of the two coders (67%). Performed by the Holesti method (1969). In the second question, "Theme Analysis" was used using approved curriculum courses. The statistical community (125) is a Master's Degree in Educational administration and Research Sample approved curriculum ministerial through purposive sampling with snowball to the boundary Theoretical saturation has been selected , using content validity by using university faculty members to approve and accuracy of the overall and components of the ministry approved ministerial programs, determining the reliability by measuring the accuracy of the general data and the components of the approved program through the accuracy of the research process, understandable. The data and documentation of the documents have been.

Based on the findings of the first question, Based on the findings of the first question, (35) ended codes with (13) instructional components, (10) educational components, and (12) administrative-financial component were classified from the challenges and administration problems of the schools. By analyzing the resulting findings, (1) selected code, (3) "central code", and (57) open identification codes, and it was determined instructional challenges facing school principals more than other challenges. Findings of the second question, after identifying (285) initial code and converting and naming themes, concluded that out of (16) the basic theme of the approved curriculum only (5) themes were able to (8) of the (35) final code Cover the challenges and administration problems of the schools. that's mean (11) the basic theme of the intended curriculum and (27) of the school administration challenge has not yet been resolved. Data analysis using three methods of "theme format", "theme matrix", and "themes network", at three levels; "16 Basic Themes", "4 Organized Themes", and "1 inclusive theme" have been done. The analysis tool both questions was software (NVIVO10). The final results showed that the approved curriculum has a relatively unfavorable success in reducing the challenges and administration problems of schools.

This research has explored the Intended curriculum in accordance with the administration challenges of schools to reduce the challenges facing school administrators by applying educational administration graduates. This is not possible unless there is a qualitative relationship between managerial theories and school realities. The most important administration challenges and problems faced by school principals were educational (37.14%), administrative-financial (34.28%) and breeding (28.57%) respectively. (68.75%) of intended curriculum is barren and (77.15%) of the challenges and problems faced by school administrators remain unresolved. Considering these challenges and the Lived experience gained, the two official educational institutions of the country should try to train and provide school principals to align themselves with the rapid national and international changes and progressive challenges. The present study could encourage the administrators of the University Education administratoin Department to review or redesign the Intended curriculum. Help the education authorities to reduce the administratoin challenges of schools by repairing and changing the indicators of employing administrators. of the limitations of the current research has been the lack of formal access to school principals and their cooperation for the interview. Lastly, it is suggested that in order to develop the approved curriculum and reduce the administratoin challenges of the Joint Committee, consisting of specialist professors and educated school administrators, and in subsequent research, the undergraduate and doctoral curriculum gape Analyze the challenges and administratoin problems of the schools, and the content disruption of the program has been analyzed by the Master of Education administration with the country's upstream educational documents.

The purpose of this study was to analyze the intended curriculum gap of the master's degree Education Management course with respect to the challenges and problems in school management in Iran. The present study was a qualitative data type and its method was to examine the first and second questions of phenomenology and to examine the third question of thematic analysis. For semi-structured interview17 school principals were selected by available sampling method, and the intended curriculum 1372 was selected by purposive sampling. The data analysis was performed with Nvivo10 and validation was calculated using the technique of organ control and consultation with experts, and reliability was estimated by measuring the accuracy of the data and interna-subject agreement between the two coders 65%. According to the findings, the intended curriculum with 10 open source, and from 17 the final code, 12 educational component, 3 upbringing component and 2 administrative-financial component and in schools with 60 Open source code, and from 35 the final code 13 educational component 12 upbringing component and10 administrative-financial component were identified. The theoretical theme of the intended curriculum is more than its practical theme because out of 14 themes, 6 themes in applied- sciences and 8 themes in the theoretical were classified. The final results indicated the limited success of the approved curriculum in reducing school management challenges.

The main purpose of this study was to investigate the relationship between managers' communication skills and the effectiveness of classroom management.

The method of the present study was descriptive-correlation. The statistical population included 28 principals and 976 teachers of secondary schools in Amol city. Stratified random sampling method was used to select the statistical sample. Based on this, 24 managers and 278 secretaries were selected as the statistical sample of the study. Data collection tools were Barton Communication Skills Questionnaire (1990) and Imarohikman Classroom Management Effectiveness Questionnaire (1991). The communication skills questionnaire had 18 items with three components "verbal skills, listening skills and feedback skills". The Classroom Management Effectiveness Questionnaire also consisted of 35 questions that measured the three components of "establishing discipline in the classroom, the effectiveness of parental education, and the effectiveness of the teacher's personal training." The validity of the questionnaires was confirmed using face and content validity methods. The reliability of the questionnaires was also reported using the appropriate Cronbach's alpha method. In order to analyze the data, Pearson correlation coefficient test and path analysis test were used.

The results showed that there is not a significant relationship between the communication skills of managers and their components with the component of classroom discipline, but the total score of total communication skills of managers and its components with the other overall score of the classroom management and the components of the effectiveness of parent education And there is a positive and meaningful relationship between the effectiveness of teacher training. The results of path analysis indicate that the effect of verbal skills on classroom discipline is irrelevant and has a significant effect on the effectiveness of parental education and the effectiveness of teacher education. Hearing skills can also explain the effectiveness of parental training and the effectiveness of teacher training in a meaningful way and the classroom discipline is unreasonably explained. Finally, feedback skills can effectively explain the effectiveness of parental education and the effectiveness of teacher training in a meaningful way and the classroom discipline is unreasonably explained.

Based on the research findings, it can be concluded that Strengthening the communication skills of principals can be effective in enriching verbal and non-verbal communication with students' parents and also helping teachers in the quality of classroom management.