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

The purpose of this study was to investigate the relationship between Principals' Instructional Leadership and school culture. The research method was descriptive-correlational and based on structural equation modeling in terms of data collection. The statistical population of the study was all public school teachers in the first secondary school of Ardabil province in the academic year 2018-2019 with a volume of 3064 people (1684 males and 1380 females). The sample size was estimated at 346 people according to Krejcie and Morgan sample size determination table, which increased to 418 people (236 men and 182 women) considering the drop in subjects. The statistical sample of the study was selected using stratified random sampling method. Data were collected through questionnaire of Principal Instructional Management Rating Scale Hallinger (2013) with (AVE=0.66 & CR=0.90) and questionnaire of School Culture of Grunert and Valentine (1998) with (AVE=0.62 & CR=0.90). The research data were analyzed by structural equation modeling method and AMOS24 & Smart PLS3 softwares. The results showed that there is a significant positive relationship between the variables of educational leadership of principals and school culture. According to the results of this study, the educational leadership of the principal has a direct impact on school culture; Therefore, educational leaders must develop a school culture to improve school effectiveness.

Improving the quality of teacher education and performance and efficiency is one of the major goals of education and one of the processes of teacher effectiveness and performance is educational leadership. The purpose of this study was to the mediating role of teacher self-efficacy between principals 'educational leadership with teachers' commitment in North Fars province. The method of this research is descriptive-correlational. The statistical population of this study is comprised of teachers in the northern schools of Fars province with a population of about 2800. The sample size was 338 individuals using random sampling method. The Ellik Millkar (2003) questionnaire, Chen's collective self-efficacy questionnaire (2015), and the teacher commitment questionnaire were used to measure principals' educational leadership. The reliability of the questionnaire was assessed by Cronbach's alpha coefficient and its composite reliability and validity by content and content validity. The research hypotheses were analyzed using structural equation modeling technique. The results of the study indicated that educational managers' leadership had a positive and significant effect on teacher's self-efficacy and teacher commitment. Teacher plays

Although a significant body of research on instructional leadership has been carried out in Western societies, few empirical studies have only recently been carried out in the developing and non-western societies. The present study was carried out to shed more light on leadership research in Iran, in which previous empirical studies on principal instructional leadership are very few. In so doing, the present study was set to explore the relationship between principal instructional leadership, teacher collective efficacy, and job satisfaction in Iranian primary schools. Survey data collected from 292 teachers were analyzed using confirmatory factor analysis and structural equation modeling (SEM). The results substantiated the hypothesized conceptual model suggesting positive relationships among principal instructional leadership, collective teacher efficacy and teacher job satisfaction. It was also revealed that principal instructional leadership had a positive effect on collective teacher efficacy and teacher job satisfaction. In other words, teachers will have more commitment, professional engagement, and job satisfaction when they find their school managers' educational management behaviors appropriate. The findings of the present study will offer theoretical and pedagogical implications for school leadership in Iran. It also adds to the existing body of research on the effects of principal instructional leadership in non-Western, developing societies.

ThThe purpose of this study was to investigate the role of primary school principals’ instructional leadership in teacher job engagement through school culture. Three survey instruments, the Principal Instructional Management Rating Scale developed by Philip Hallinger and Wang (2015) with Alpha coefficient of 0.97, the School Culture Survey developed by Steven Gruenert (1998) with alpha coefficient of 0.98 and work engagement Questionnaire developed by Schaufeli and Bakker (2003) with alpha coefficient of 0.89 were implemented to collect data from elementary school teachers in Urmia, Iran. A total of 310 teachers in 56 schools participated in the study. Structural equational modelling was utilized to analyze the research hypothesis. Results showed the model fits the data. Data analysis showed no direct effects of principal instructional leadership on teachers’ work engagement. The results did, however, support the belief that a principal can have an indirect effect on work engagement through mediating variable of school culture, suggesting the importance of principals using an instructional leadership approach. As instructional leaders, principals can help teachers collaborate, instilling collective leadership, and communicating a shared vision, principals can contribute to developing a positive and collaborative school culture.