جستجوی مقالات مرتبط با کلیدواژه "educational leadership" در نشریات گروه "علوم تربیتی"

Educational leadership, in fact, is an approach about the leadership style of school principals. This approach seeks to improve the quality of teaching and learning. The present study aims to investigate and analyze the effect of educational leadership of principals on the role and position of school assistants. To conduct this study, 16 principals of primary schools in Karaj were selected as a sample, and then, using semi-structured interviews, the required data were collected. To analyze the data, a three-step method of qualitative content analysis including sorting, coding and classification was used. This process finally led to the emergence of three main themes and areas. The accuracy of the obtained findings shows that the educational leadership of principals in three main areas affects the middle leadership and the performance of school assistants. These three areas are: expectations from assistants, selection and appointment of assistants, and the existence of a hierarchical structure of assistants in schools. The results of this research show the importance and multidimensional impact of educational leadership on various organizational aspects of middle leadership in schools. In the end, the relationship of these results with the strategic decisions of school management is discussed

In recent decades, there has been significant emphasis on educational leadership and the performance of school principals in educational policies. The aim of this research is to explore and examine upper-level documents and conducted studies in order to clarify the current state of educational leadership and the transition towards it.

The current research is practical in terms of purpose and employs qualitative data collection and documentary analysis. It utilizes an inference-based approach through conceptual analysis and re-conceptualization. This method is a type of systematic review in which the researchers use it as a tool for categorizing a set of features related to a phenomenon and explaining them, instead of relying on a set of statistical rules. The study population consists of all relevant domestic research on educational leadership and upper-level documents of the educational system in the Islamic Republic of Iran, which were selected using purposive sampling of research and relevant documents.

The findings of the domestic research related to the topic of educational leadership at the school level indicate the identification of 29 features, which were categorized into four dimensions: "organizational management and improvement," "individual progress and educational development," "leadership patterns and models," and "leadership description."

Based on the analysis of the upper-level documents, it can be stated that except for the Fundamental Transformation Document (2011), in other documents, the topic of educational leadership has been implicitly and indirectly addressed under themes such as "school-centered management," "participatory management," "school-centeredness," "curriculum guidance," "facilitation," and "guidance."

Educational leaders in schools face numerous challenges due to the rapid pace of social and economic changes. Therefore, the purpose of this study was to identify the barriers and challenges of educational leadership in elementary schools. This research was conducted using an exploratory strategy. The statistical population of this study included all elementary school principals, educational management experts, and professionals in West Azerbaijan Province. The sampling method was purposive, based on the criterion of theoretical saturation, and employed a snowball technique, resulting in a sample size of 19 individuals. Data were collected through semi-structured interviews. Data analysis was conducted using open, axial, and selective coding. The results of this study identified eight main barriers to educational leadership: lack of specialized and skill-based competencies of leaders, structural barriers, lack of meritocracy, inadequate quantity and quality of facilities and equipment, financial barriers, inefficiency and ineffectiveness of educational staff, educational barriers, and social barriers. The necessary strategies to overcome these barriers and challenges facing leaders in elementary schools include aligning equipment, students, and teachers; evaluating educational quality; fostering creativity and innovation in education; delegating authority to leaders; developing educational programs and enhancing the knowledge of educational leaders; attracting and developing competent leaders; providing social support; securing funding; and empowering teachers.

The purpose of this study was to determine students' perception of the effect of teamwork in the hybrid environment of Adobe Connect and WhatsApp.

This study was carried out in a quantitative phase as a one-stage pre-experimental design. Seventeen master students as the experimental group of the questionnaire "What is happening in this class?" completed. Their academic achievement was measured by the summative evaluation.

The results showed that teamwork has a positive effect on the classroom attitude and students' academic achievement. To follow up quantitative data and also to identify how teamwork is effective, 17 students voluntarily participated in semi-structured interviews. Using Atlas/ti qualitative analysis software, two main categories including classroom environment and learning quality were identified.

The results of this study can increase teachers' motivation to implement teamwork in online hybrid environments and encourage administrators to provide a suitable platform for implementation.

Introduction and goal: Improving the school increases the capacity of teachers and leaders and ultimately improves students' learning outcomes. The purpose of this study is to provide a model for promoting pedagogical coordination and educational leadership for school improvement.Research

In terms of purpose, the present research is applied and according to the method of collecting descriptive-correlational information based on structural equation modeling using the path analysis method. The statistical population of this research includes all the primary school teachers of the first district of Urmia city in the number of 1113 people, using the Karjesi and Morgan table, 290 people were selected as a statistical sample by cluster sampling method. The standardized distributed leadership questionnaire of Hulpia et al. (2009) consisting of 40 items was used to collect data. After confirming the formal and content validity of the research tool by a number of experts, five components, educational coordination, educational leadership, common goals, joint work and participation in decision-making were extracted through exploratory factor analysis and the reliability of the research tool was calculated using Cronbach's alpha method as 0.953. The relationship between the variables was tested through structural equation modeling with the path analysis method.

The results showed that educational leadership explains 20%, joint work 18%, common goals 41% and participation in decision making 21% of the variance of educational coordination.

In this study, the relationships between the variables of educational leadership, joint work, common goals and participation in decision-making are confirmed, which together create coordination in the school, which ultimately improves the school and increases students' learning.

Given the importance of the Fundamental Educational Reform Document (FERD) it was deemed necessary to design a participation model in order to facilitate the operationalization of the FERD’s leadership and administration subsection. To this end, initially 8 experts in education at the ministerial level with research background, and 22 provincial experts who were members of the FERD implementation board were interviewed and based on the collected data the participation model with 6 dimensions, 17 constituents, and 61 indices was constructed. The dimensions are areas of participation, basis of participation, level of participation, form of participation, extent of participation, and degree of participation. Thus, the model can serve as a guide for high school principals who are interested in benefitting from collective wisdom which results from both internally and externally initiated participation.

The present research was conducted with the goal of explicating the role of educational leadership in the students’ educational achievements. Due to the dispersion and diversity of the findings presented by the past studies about the role of educational leadership, the focus of this article is on the combination and integration of the results of previous studies in this field through a meta-analysis. The research sample of this research includes all studies that have dealt with the relationship between educational leadership and students’ academic results. These studies were obtained by searching in the foreign and domestic scientific databases and among them 44 sources were selected as research samples. The findings of this literature review show that educational leadership using a leadership style can play a role, directly and indirectly, in the educational achievement of students.In fact, according to the findings of this research, four leadership styles, which are integrated leadership, distributed educational leadership, contingency leadership, and behavioral leadership can help improve the effectiveness of the educational leader in the educational progress of students. Also, the findings indicate the direct effect of educational leadership through the leader’s personal characteristics, skills and actions; and the indirect effect of educational leadership through improving school conditions, classroom conditions, also improving teacher effectiveness, and interacting with social partners.

The present study aimed to develop and validate a professional development model for high-school principals.This was an applied and cross-sectional research in terms of objective and time, respectively, and had a mixed method (qualitative and quantitative). The participants in the qualitative section included 22 experts related to the research topic in North Khorasan Province, selected by purposive sampling. Data obtained from semi-structured interviews were coded and their validity and reliability were approved based on the experts' and participants’ opinions and the agreement coefficient (CVR=0.87), respectively. The statistical population in the quantitative section included 1957 high-school principals in various academic semesters during 2019-2020, 340 of whom were selected by cluster sampling based on Morgan’s Table.From the perspective of the experts, the five dimensions of professional development included educational leadership, strategic leadership, communication management, organizational management, and ethical leadership, and 14 components were management on learning and teaching, creating a favorable learning environment, curriculum evaluation, vision drawing, continuous improvement of schools, effective communication, relationship with stakeholders, operations management, resource management, individual and team leadership, professional ethics, principles, and Islamic ethical norms, development of their profession and development of human resources profession.According to the results of structural equations with PLS Smart22 showed that the research variables were able to predict professional development at a 0.69 level. It is notable that the overall goodness of fit of the model was favorable (GOF=0.54).

The purpose of this research is to investigate the role of managers' self-efficacy in professional learning and teachers' learning communities in Chenaran city: the contribution of educational leadership. The statistical population of this research is all the teachers of Chenaran city, and the random sampling method was simple, according to Morgan's table, 200 people were selected as a sample. The data collection tool is the standard self-efficacy questionnaire (Sherer & Adamz 1982), the professional learning questionnaire of Qasimzadeh et al. (2017), the social learning questionnaire of Qasimzadeh et al. (2017) and the educational leadership questionnaire (Oliver, Hip & Leak, 2010). The results of this research showed that managers' self-efficacy has no relationship with professional learning and professional learning communities, but educational leadership has a positive and significant relationship with professional learning and learning communities. Also, the results of this research showed that between professional learning and professional learning communities, there is a positive and meaningful relationship, and educational leadership mediates the relationship between managers' self-efficacy and learning communities, as well as the relationship between self-efficacy and professional learning.

Many factors are effective in improving the quality of the education system and improving the teaching and learning process. But the extraordinary role of leadership as a facilitator and accelerator of the flow of education indicates the special place of educational leadership. The aim of this study is to develop a Model of Religiosity Leadership for the Secondary Schools in Iran. This research is developmental in terms of purpose and has a qualitative approach. Research data were collected through interviews with 15 experts. Data analysis and model design were performed using the foundation data method in three stages of open, axial, and selective coding. According to the conceptual model, the causal variables of the research were identified in three sections: individual, organizational and governance factors. Organizational factors, skills of effective leaders, and characteristics of effective leaders also identified as contextual variables. The nature of education, legal factors, technological factors, economic factors, political factors, environmental factors and socio-cultural factors were also identified as intervening variables. Religiosity leadership strategies were defined in two parts: governance and organizational strategies. The results also showed that Religiosity leadership will have consequences such as increasing the effectiveness of responsibilities, improving schools, honoring stakeholders, helping the overall development of individuals and effective management of relationships with individuals.

The purpose of this study was to study the lived experience of school principals of the professional development process in order to provide solutions to improve it in Tabadakan district of Mashhad.research

The research method was qualitative and phenomenological. Participants in the study were selected using purposive sampling method and the method of selecting the desired items, which included 22 sample principals of schools in Tabadakan district of Mashhad. In order to collect data, semi-structured interview method was used. Data analysis was performed using open and axial coding method.

The results of the study showed that based on the lived experience of successful managers, their development process have occurred in three main dimensions: 1) skills, 2) knowledge and information and 3) personality traits. Also, methods of professional development of school principals include individual methods (modeling, searching the Internet, exchanging opinions with colleagues, forming groups in cyberspace, reading different books, and daily evaluation and monitoring) and organizational methods Experience, internship, travel, board meetings and in-service classes).

The strategies identified to improve the process of professional development of school principals from their perspective fall into four main categories: 1) improving the design and planning of professional development opportunities, 2) supporting development activities, 3) proper evaluation of the development process, and 4 Encourage managers' development activities.

The present study aimed to develop and validate a professional development model for high-school principals. This was an applied and cross-sectional research in terms of objective and time, respectively, and had a mixed method (qualitative and quantitative). The participants in the qualitative section included 22 experts related to the research topic in North Khorasan Province, selected by purposive sampling. Data obtained from semi-structured interviews were coded and their validity and reliability were approved based on the experts' and participants’ opinions and the agreement coefficient (CVR=0.87), respectively. The statistical population in the quantitative section included 1957 high-school principals in various academic semesters during 2019-2020, 340 of whom were selected by cluster sampling based on Morgan’s Table. The research tool was a researcher-made questionnaire developed based on qualitative findings, which included five main dimensions, 14 components, and 100 items, scored based on a Likert scale (one-six). The validity of the questionnaire was confirmed based on professors’ opinions and its reliability was approved at a Cronbach’s alpha of 0.88. From the perspective of the experts, the five dimensions of professional development included educational leadership, strategic leadership, communication management, organizational management, and ethical leadership, and 14 components were management on learning and teaching, creating a favorable learning environment, curriculum evaluation, vision drawing, continuous improvement of schools, effective communication, relationship with stakeholders, operations management, resource management, individual and team leadership, professional ethics, principles, and Islamic ethical norms, development of their profession and development of human resources profession. According to the results of structural equations with PLS Smart22 showed that the research variables were able to predict professional development at a 0.69 level. It is notable that the overall goodness of fit of the model was favorable (GOF=0.54).

The practice of educational leadership based on the teachings of Islam is one of the important and vital topics in the education system. The current research was carried out with the aim of identifying the components of educational leadership based on the teachings of Islam, using a qualitative approach to the documentary method (content analysis).In order to achieve the mentioned goal, firstly, information has been collected by referring to the Qur'an, Nahj al-Balagha, Usul Kafi and other valuable Shia sources.Then, in order to verify the justifiability and validation of the collected information, semi-structured in-depth interviews were conducted with 30 people from the statistical population of Islamic experts in the seminary and university.The justifiability was confirmed by the content validity method, and to validate the identified components, the content analysis method was used and duplicate items were removed.In order to analyze the data using the systematic method attributed to Strauss and Corbin, the data were analyzed using open and axial coding.The results of the analysis showed that seven components play a role in educational leadership based on the teachings of Islam, which include adherence to leadership tools, organizational guidance, trust building, composition of hearts, tolerance and participation, and central justice.

The aim of this study was to identify knowledge production of leadership and educational management of the faculty members of the educational management departments of Iranian public universities in international specialized journals and Web of science and Scopus databases.

A comprehensive search without time limit was conducted in 8 international specialized journals of educational leadership and management in Web of Science and Scopus databases. 150 articles were extracted and all of them were analyzed. Required information including titles of articles and journals, year of publication, author(s), gender, organizational affiliation, keywords, number of citations and abstracts were extracted using a checklist.

The results showed that in recent years the number of articles indexed in Scopus and Web of Science has increased. The role of women in publishing articles was so prominent that 122 women were involved in writing 56/67% of articles. The field of "higher education" had a wide range of articles (47/33%). Examining the titles of the journals, it was found that the variety of journals was very high and only 8 articles (5/33%) were published in international specialized journals on educational leadership and management. 18 articles (10/6%) had authors (authors) whose organizational affiliation was outside of Iran. The average citation rate of articles indexed in Scopus was 3.01 and that of Web of science was 1.78. This literature focused on themes and issues of leadership and organizational behavior. This study identified 8 main areas (leadership and management, evaluation, knowledge management, organizational culture, educational economics, teaching-learning, organizational behavior and organizational performance). The findings also showed the paradigm shift from "management" to "leadership".

Research findings can provide a deeper insight and understanding of the quantity and quality of educational leadership and management products to be used in future decision making for educational management departments and leads faculty members to focus their efforts on the areas that most promise to strengthen the educational leadership and management knowledge in Iran.

This study aimed to identify antecedents of, consequences of and the most important barriers to visionary educational leadership in elementary schools with mixed approach. Qualitative data were analyzed using coding method and quantitative data were analyzed using confirmatory factor analysis. Based on the results, the following antecedents were identified: decentralization, selection on merit, social culture building, human resource empowerment, knowledge of religious values, and foundations of education. Furthermore, consequences included guiding learning environment, organizational satisfaction, pure life, and operationalizing document of the fundamental transformation. As for barriers, centralized system, high volume of instructions and circulars, and unpreparedness of the infrastructure to implement long-term plans in schools earned the highest rankings, respectively.