جستجوی مقالات مرتبط با کلیدواژه « رهبری آموزشی » در نشریات گروه « علوم تربیتی »

The present study, with the aim of designing the role model of educational leadership in the guidance-ability of students, has sought to outline the process of guiding students and find strategies to create that process in school.

The method of this research is the grounded theory (Strauss & Corbin); Its study population, the verses of the Holy Quran and the educational activists; Its sampling method is theoretical, purposive and convenience sampling; and its research sample, sixteen people of educational activists, were the verses related to the conduct (Prophetic biography) of Prophet Noah (114 ayah) and the conduct of Prophet Ibrahim (30 ayah) and the honorable verses related to Guidance-ability (78 ayah).

In this research, in the first step, the factors and obstacles of guidance-ability were extracted from the Holy Quran, which resulted in obtaining 19 factors and 40 obstacles for guidance-ability, which are divided into two sections: "External Factors and Obstacles" and "Internal Factors and Obstacles", and The second part was organized into three categories: insight factors, tendency factors and active factors In the second step of the research, by using the Holy Quran and interviews with educational activists, the core category, educational leadership strategies for enhance student’s capacity to accept guidance and context conditions was obtained, the result of which was the determination of the "Guide (Hadi) Leadership Style" as a core category, Presenting 23 general strategies - in the three axes of "Hadi's educational strategies", "Hadi's management strategies" and "Hadi's environmental strategies" - and 11 specific strategies; And drawing background conditions in three sectors of formal, semi-formal and informal institutions.

According to the findings of the research, it can be said that educational leadership by using the “Hadi leadership style” and implementing guidance-ability strategies will be the foundation for the creation of guidance-ability in students.

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, 322 of whom were selected by cluster sampling based on Morgan’s Table. The research tool was a researcher-made questionnaire. 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 six dimensions of professional development included educational leadership, strategic leadership, communication management, organizational management, and ethical leadership, professional development 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

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.

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 role of school principals’ Instructional leadership in predicting teachers’ professional learning in the primery schools in Mashhad city. The main purpose of this study is to examine the role of school principals’ instructional leadership in predicting teachers’ professional learning across primery schools in Mashhad.

To this end, the mixed research method (Qan-Qual) was used. In the quantitative stage, study population included 50 primery schools (50 principals and 236 teachers) in the 4, 5 and 6 districts which were selected through proportional stratified sampling. Sampling in the qualitative stage was done based on the results obtained from the quantitative stage, and six schools (6 principals and 12 teachers) were chosen as the subjects of study. To analyze the quantitative data, the technique of statistical analysis of structural equations was employed whereas interpretative analysis (open and axial coding) was used to examine the qualitative data.

According to the results of the analysis, the proposed model of instructional leadership determines 62% of the variance of teacher professional learning. As a result of coding the analysis of obtained data from interviews, 11 categories, 195 key points, and 195 concepts in high level schools as well as 158 key points and 158 concepts in low level schools were extracted.

The results of quantitative data analysis showed that instructional leadership model had a direct and significant relationship with teacher professional learning. Also, the results of qualitative data suggested the following notions: definition of school mission, managing curriculum, improvement of learning climate, concerns about improving student learning, concerns about comprehensive student growth and development while providing welfare and security, teacher motivation, bases of teacher professional learning, climate of cooperation in school, change in teachers’ teaching methods and principals as role models.

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.

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.

The main goal of this research is to identify the ethical codes of educational leadership based on the teachings of Nahj al-Balagha. To achieve this goal, the document research method was used using the content analysis technique. By referring to the original text of Nahj al-Balagha and the description and interpretation of Allameh Jafari, Makarem Shirazi, and Ghanbari and based on the model of multiple relationships based on different areas of intellect and knowledge, speech, will, psyche and action, the most important key points, principles, components, and then moral codes The supervisors were identified and extracted.Based on the obtained results, the most important principles of moral leadership in an educational environment can be centered around faith in God, divine piety and trust in God in relation to God; Self-awareness, insight and insight, seeking perfection, avoiding self-righteousness and selfishness, wisdom and learning and continuous learning in relation to oneself; Appreciation, foresight, meritocracy, honor and respect for others, capacity building and development in relation to others and finally knowledge of the world and benefiting from the opportunity of the world and at the same time not being inclined towards it in relation to nature. Under these principles, ethical codes refer to the explanation of moral dos and don'ts for an educational leader (school).

In the 21st century, the development of school leadership skills as the largest and most important aspect of school life in school excellence and the development of its learners' achievements is a must. In this sense, quality improvement and fundamental change in schools depend not only on the quality and managerial and professional competencies of principals, but also to a large extent on their leadership skills.

The present study was performed with mixed method methodology. The statistical population in the qualitative section includes university professors with scientific achievements in the field of leadership and educational management; In the quantitative section, there were 200 principals with a history of secondary schools in Garmsar city in the 2019-2020 academic year. Sampling method in the qualitative part of the type of snowball and the sample size with theoretical saturation, 15 people were determined. The data collection tool in the qualitative part was a semi-structured interview and in the quantitative part was a structured questionnaire whose validity was confirmed by calculating the Cronbach's alpha coefficient (0.82). To analyze the data, in the qualitative part, open, axial and selective coding methods were performed, and in the quantitative part, the Friedman’s test was used.

Among the dimensions of educational leaders' skills, interpersonal skills had the highest priority and individual and behavioral, organizational and professional-specialized skills were classified in the next ranks, respectively. Finally, it was suggested to pay attention to the dimensions of educational leadership skills and their priority in selecting, appointing and even evaluating performance, as well as developing educational programs and content related to the skills of school leaders.

It seems that among the dimensions of educational leaders' skills in schools, the role of interpersonal skills of educational leaders through change, entrepreneurship, participation, management and policy implementation, can best lead to desirable changes in the factors.

Leadership in higher education plays an essential role in improving, institutional development and sustainability, and department heads, through educational leadership, bring faculty members around a cohesive and integrated organizational culture and draw the group’s goals and vision for them. The purpose of this study is to describe the lived experience of department heads of the educational leadership process in the university. Lived experience is the direct and unmediated understanding of experiences in ordinary life that is achieved without resorting to conceptualization. The present study is a qualitative method of phenomenology and the statistical population studied is all the heads of the Department of Engineering and Technology of Urmia University, 10 people who were selected by purposive sampling. Data were collected using a semi-structured interview protocol. For data analysis, Colizzi method was used and the findings of the interview were coded using MAXQDA 18 software. The findings were evaluated and categorized in 6 themes: group management experience, group management issues and challenges, group management requirements, group interactions, group leadership style, and attitudes toward leadership. Accordingly, structural issues are one of the main challenges of these experiences that by reviewing the duties and powers, support and application and applying the correct method of selection and training of department heads can reduce their stress and pressure.

The aim of this study was to identify the components of an educational leader based on the doctrines of Islam, using a qualitative approach and documentary method. In order to achieve this goal, first, information has been collected through documentary methods by referring to the Qur''an, Nahj al-Balaghah, The Treatise on the Rights of Imam Sajjad (Peace be upon him), Al-Kafi, The Scale of Wisdom, and other valuable Shia sources. . Then, in order to validate the information and data collected by documentary method, the statistical population of Islamic experts in the seminary and the university was selected, and sampling was continued purposefully until the data reached theoretical saturation. Finally 30 experts were interviewed. The research tool was in-depth semi-structured interviews that are considered to have good validity and reliability.  The collected data were analyzed by meta-synthesis method. The results showed that there are five components for an educational leader based on the doctrines of Islam, which are religiosity, divine help, self-discipline, humility and dignity-enhancment

The purpose of this study was to explore the viewpoints of elementary teachers on educational leadership . The research design was qualitative with phenomenological method . The potential participants of the present study included the teachers of elementary schools in Shiraz city . Twenty-three Elementary school teachers were selected to determine their views on educational leadership by a targeted sampling approach based on saturation technique . Semi- structured interview was used to collect data.The acceptability and reliability criteria for qualitative data were used to determine the initial validity of the collected data . Thematic analysis method was used to analyze the data.After coding the data using thematic analysis method, basic, organizing, and inclusive themes were extracted . Research findings showed that : some of the basic components of educational leadership in elementary schools in Shiraz are its organizational such as providing educational facilities, empowering teachers, paying attention to students’ psychological needs, and educational features such as: academic achievement, camping and ceremonies, classroom collaboration, and personality traits such as problem solving, relationship with respect right is personality characteristics . The findings of the present study could be an introduction to further attention and understanding of the educational leadership and the improvement of the current situation.

Since 1950 some international organizations decided to establish a unanimous method and standard in defining the aspects of literacy. According to UNESCO “Literacy” is the ability to identify, understand, interpret, create, communicate and compute, using printed and written (and visual) materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential and to participate fully in the wider society. However Literacy is a multilateral and dynamic concept and is impossible to be limited to this definition or any other interpretation.
On the one hand, the school institution is the main platform in realizing the educational goals of each nation. The majority of the experts believe, the school administration plays a fundamental role in both schools’ function in general and teacher-pupil function in particular, that develops the demands, needs and the expectations of the society from the schools’ outcome. In recent decades, the responsibilities of the school principals have transformed and become more expanded, complicated, challenging and undetermined with lack of transparency. A school principal have to be an effective organizer, supervisor, planner, decision maker, financial manager, and the most important of all, educational leader, that is in constant transformation. Thus, one of the strategies of management based on the contingency theory, is to delegate some levels of the authority and the power to the educational administration and leadership.
On the other hand, there have been several approaches to the educational leadership defined and discussed. Despite the numerous expressions used in different schools, the structures and characteristics of the educational leadership are the same. Educational leadership, mostly includes certain functions as: supervising the education in class, developing the curriculum and the staff, enabling and empowering the staff and the educators, the proficiency in the school management and preparing a curriculum in the school, all the responsibilities that the leaders take to improve the teaching and learning process in the schools, the concentration of the principal on the teaching and learning process and the interaction between the teachers and the pupils, and etc. These definitions and expressions depict the deep concerns about the role of the principals in the teaching and learning process. However, according to the researchers, educational leadership is one of the aspects of the school principal which aims to an effective teaching and learning in schools.
Therefore, several researches have been conducted in order to evaluate the principals both inside the country and abroad. In spite of the researches on the evaluation of the leaders and the principals of the schools, and the emphasis of the fundamental document on the development of education on the role of the educational leadership, there has been no researches conducted specifically on the role of the educational leadership literacy of the school principals that clearly establishes a platform for the evaluation of the principals particularly in this field of study.
In other words, it is not determined what knowledge, skills, attitudes and responsibilities meet the requirements of the fundamental document on the development of education in order to transform the role of the school principals from the management to the educational leadership position. Considering the fact that there are deferent perspectives revolving around educational leadership inside the country and abroad, it can be concluded that some cognitive skills as: planning, intelligence, creativity, critical thinking, rationality and etc. are the abilities that an educational leader must retain. The major question that is raised here, is what kind of literacy, a principal is required to have, as an educational leader? Based on this question, this research is done with the aim of establishing a framework of educational leadership literacy of the school principals in the Iranian Education System.
Considering that the purpose of this study is to provide a framework of the educational leadership literacy in the school principals of the Iranian Education System, the qualitative research design and The Meta-Synthesis Method is used and includes 6 steps: 1- taking a philosophical stance and establishing the question. 2- Resources research. 3- Qualitative evaluation 4- Analyzing the researches. 5- Combining the findings. 6- Validating the finding. In the first step, and after providing the questionnaire, the members of the meta-synthesis team were determined. The meta-synthesis team members included 2 curriculum planning experts, 1 expert in the field of education and the meta-synthesis method accompanied by an expert in data bases from Mirzaye Shirazi Library with Master’s degree in the field of Information science and knowledge management. The association of the data bases expert, is due to reliability and validity of the brute-force search and systematic review of the literatures related to the subject and finding the needed resources. In the second and third step, research data from reliable sources, including Latin data banks of Scopus and Springer (2005 to 2019), and Persian data banks of Magiran and Noormags and etc. (1378 to 1398 Solar Hijri Calendar) were determined based on the Inclusion and Exclusion Criteria. By using Systematic Review Method and the following keywords of: literacy, educational leader’s literacy, framework of the educational leader’s literacy, were searched with the word of “qualitative” in the study field of educational science, then the search was limited and the word of “educational leadership competency” was searched and 600 qualitative and mixed articles were analyzed (only the qualitative part of the mixed researches were analyzed) and categorized in 3 groups: a:related b:somehow related and c:unrelated. Finally, 42 articles were chosen. . In the fourth step, with the data analysis, first, 331 Educational Leadership content-bases were extracted. Then using introduction-writing and classifying method, this 331 content-bases, were classified into 20 organizing components of Information Literacy, Communication Literacy, Leadership Literacy, Ethic Literacy, Personality Literacy, Religious Literacy, Vocational Literacy, Economic Literacy, Digital Literacy, Health Literacy, Social Literacy, International Literacy, Organizational Literacy, Thought Literacy, Cultural Literacy, Academic Literacy, Attitude and Perspective Literacy, Legal Literacy, Research Literacy and Aesthetic Literacy, and formed the framework of The Educational Leaders’ Literacy in the school principal’s. The designed framework can be used as a standard for choosing or planning a curriculum for in-service training courses of the school principals in the educational system, or be used as a required syllabus of The Educational Leaders’ Literacy in the universities and the higher education institutions.