جستجوی مقالات مرتبط با کلیدواژه "educational justice" در نشریات گروه "مدیریت"

The purpose of this study is to propose a model of distributed leadership in Iranian education.

The current research is applied from the objective point of view and qualitative from the method point of view. In the first part of the research, 81 documents, including articles, theses, and dissertations, were analyzed using a qualitative approach using a meta-composite method, and finally, using the monitoring selection protocol, and finally, 10 documents were analyzed using summarization and hidden content analysis methods. Then, through a semi-structured interview with 8 experts who were selected in a purposeful way, indicators, components and dimensions of comprehensive leadership of education were calculated. For the validity and reliability of this section, acceptability, transferability, reliability and validity of the research were confirmed.

The findings indicate that the distributed leadership model in Iranian education, comprising 49 indicators, encompasses three dimensions: educational leadership focusing on societal needs and expectations, personal and social development of students and school staff, dynamic and flexible learning environment, and educational justice incorporating values of fairness and equity in the educational environment, fair distribution of resources and opportunities, acceptance and appreciation of differences, fostering a sense of worthiness and belonging, and educational outcomes and consequences including components of improving academic and psychological performance of students,and providing a safe and stable environment for learning and development.

Policymakers can significantly enhance the quality and outcomes of education in the country and contribute to greater justice and dynamism in the educational community by implementing this model.

The current research was conducted with the aim of providing a model of educational justice for education in Iraq.

Qualitative research was used in the research tradition of content analysis with an inductive approach. The research environment in this part included managers and teachers working in education in Iraq in 2023, who were selected using a criterion-based purposeful sampling method. The tool used was a semi-structured interview. The tool used was a semi-structured interview. Based on the principle of theoretical saturation, the sampling ended with 15 people and the data entered the coding stage. In the first stage of the coding process, 220 concepts were obtained, which were finally reduced to 132 after removing the similar ones, and in the final stage, using the content coefficient of Lavshe, it was reduced to 100 concept codes under 4 main categories and 13 subcategories. In this section, in order to achieve the required trust, the validation technique was used by the members.

The findings showed 13 main components including students, teachers, administrators, parents, educational facilities, research facilities, environmental facilities, financial-welfare facilities, justice in attracting and selecting human resources, justice in career advancement and promotion, justice in Academic progress, justice in procedures and policies, and justice in proceedings were identified as the main components of educational justice.

Educational justice is the foundation for the growth and development of science in societies, and paying attention to its main components can provide the basis for the scientific and educational prosperity of an educational system.

This study investigated the relation educational justice and academic burnout in students. Research method is of an Explanatory mixed. The study population included of Mazandaran University in the academic. Using cluster and categorical random sampling Based on the Cochran formula of of 383 patients (241 females and 142 males) were selected as the statistical sample. Research tools consisted of Questionnaires educational justice Golparvar (2010) and academic burnout Berso’s (1997). Both of which questionnaires are valid and reliable. In the qualitative section data from 35 people to purposefully through semi-structured interviews were collected. For analyzing the data, descriptive statistics and inferential statistical tests (Pearson correlation coefficient, t-test, ANOVA and regression) is used. The results showed a positive and significant relationship between educational justice and is academic burnout. Between male and female students perceived Educational Justice and academic burnout level was no significant difference. No difference was observed between the faculties based on academic burnout, but in terms of educational justice the Faculty of Humanities and Social Sciences, art and architecture and Technology & Engineering there is a significant difference. The results showed that improving educational justice reduce academic burnout in component is academic apathy.

The purpose of thisresearch is to study the relationship betweenEducational glosbe and Humility with Educational Justice.

Methodology of this research was descriptive- correlation. Statistical community include all of Mahallat branch's students (N=1340). The way of sampling was Stratified Sampling randomly selected (n=302). The instruments of research were three types; educational justice9shafiepour motlagh,2016)(α=0/92), Made researcher questionnaire of  educational glosbe (α=0/94), Made researcher questionnaire of  educational Humility(α=0/91).Data analyzed by Pearson correlation test, multiple step by step regression, and SEM.

The results revealed that there were positive and significance relationship between Educational glosbe and Humility with Educational Justice (P<0/05). Improving attitude mediates relationship between Educational glosbe and Humility with Educational Justice (P<0/05).

Developing Educational glosbe and Humilitymake educational justice.