جستجوی مقالات مرتبط با کلیدواژه « School Principals » در نشریات گروه « علوم انسانی »

The aim of the present research is to investigate the antecedents and consequences of professional competence of school managers with an emphasis on environmental sustainability and sustainable development. The research method is applicable in terms of purpose, and mixed (qualitative-quantitative) in terms of implementation. The statistical population of this research in the qualitative section included experts and professors in the field of education in Tehran, who were sampled purposefully; and in the quantitative section, school managers in Tehran who were selected through random-stratified sampling for the validation of the research model. In the qualitative part of the research, data and information were collected through interviews with experts and professors in the field of education, and then the model of professional competence of school managers as a key driver of sustainable development was validated based on a questionnaire. MAXQDA 18 and PLS-Smart 3 software were used for data analysis. The research findings indicated that the model of professional competence of managers includes competence-building skills, managerial competencies, ethical competencies and professional behavior, manager development, social indicators of managers, establishment of work groups for performance improvement and green competence, attitude competencies, knowledge competencies, educational competencies, commercialization competencies of knowledge, skills and technology, work ethic, consumption pattern improvement, participation in development, and moving towards national empowerment, leading to the realization of work ethic results, consumption pattern improvement, participation in development, movement towards national empowerment, diversity management, and enhancing the relationship between humans and nature.

Leadership is a key element for the success of all organizations. For this reason, the purpose of this research was to design a level five leadership model in elementary schools of West Azerbaijan Province.

The research design was qualitative. The participants of the current research, principals of primary schools and professors of educational management were teaching in universities of West Azerbaijan province, with a purposeful sampling approach of 20 principals of primary schools and university professors to identify their perceptions and views on level five leadership were chosen. The selection of participants was based on theoretical saturation and the tools used to collect information from semi-structured interviews. To check the initial validity of the information, the criteria of acceptability and reliability of qualitative data were used. Data analysis was done using the theme analysis method and MAXQDA 2020 software.

The findings showed that the level five leadership conceptual model consists of 1 dimension and 5 components (personal characteristics, culture of discipline, leadership skills, professional development of teachers, high social relations).

The findings of this research show that the level five leadership model in primary schools of West Azerbaijan province can help the principals of these schools to implement the mentioned model in their schools and in this way they can improve their schools from good to great.

The principal of the school, as the representative of education, is responsible for the good implementation of educational, educational and administrative activities of the school and plays an important role in the school's success. Considering this issue, this research was conducted with the aim of investigating and analyzing the contribution of school principals on the performance of the educational system from the perspective of the academic progress of the students of second secondary girls public schools in Tehran.

In order to understand the lived experience of school principals, this research was conducted with a qualitative approach and phenomenological method. Data were collected by triangulation method and semi-structured interview, observation and document analysis.

The findings of the research were categorized into 3 themes: "Definition of school principal", "Administrative and educational activities", "The necessity of management levels". And the effect of the manager's performance on the success of the educational system (students' academic progress) was analyzed and investigated. Finally, "mechanisms for improving and developing the performance of school principals" were suggested.

The findings of the research show that the principals of our schools are not agents and decision makers, and they pay with the daily activities of the school. Therefore, it is suggested that "education and training of school principals", "redefinition of duties of principals", "revision of education programs" and "disambiguation of the role of school principals" should be given attention and "choice of school principals based on meritocracy" should be done.

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

This research was conducted with the aim of investigating the effect of the thinking style of educational managers on their transformational leadership style among non-profit secondary school managers in the first district of Tehran. This research is based on quantitative methods, it is practical in terms of its purpose, and it is a survey-type correlational research in terms of strategy. The tool for collecting field data was a standard questionnaire. including the Sternberg Thinking Styles Questionnaire (1997) and the Transformational Leadership Questionnaire of Arin Bass and Avolio (2000). The statistical population includes principals of non-profit secondary schools in the first district of Tehran, which were 250 people, and the sample size was determined to be 148 people with the help of Morgan's table. The sampling method was done in a random stratified manner. According to the results obtained, it was found that there is a significant relationship between the legislative, executive and judgmental thinking styles of non-profit secondary school principals in the first district of Tehran with their transformational leadership style including mental persuasion, ideal influence, inspirational motivation and individual consideration. In this way, the legislative thinking style has a positive relationship with the transformational leadership style, and the executive and judgmental thinking style has a negative relationship with the transformational leadership style.

Abstract

Leadership, in any organization, can be the most important factor in the growth or death of an organization. The world, today is a knowledge-based society, which shows the need for choosing an effective and appropriate leadership model that is appropriate to the changes and educational reforms, especially in the field of school principals’ leadership. The aim of the present study was to develop an intelligent leadership model for school principals.research

The present study is applied in terms of purpose and descriptive-analytical in terms of data collection. The research was conducted in a mixed-method (qualitative-quantitative) way. The statistical population of the research in the qualitative phase consists of 23 experts (academic experts and experts at the management levels of education) who were selected purposefully until theoretical saturation. The statistical population in the quantitative phase consists of 126 secondary school principals of Ilam County. This study was done using Delphi technique in three phases. The data collection tool in the qualitative part is interview and in the quantitative part is a researcher-made questionnaire on factors affecting the intelligent leadership of school principals with 66 items. The validity of the instrument was confirmed by judgmental method and Cronbach's alpha coefficient was equal to 0.87, which indicated the adequate reliability of the questionnaire.

According to the findings; 66 influential factors were extracted and classified into 20 sub-indicators and 5 main indicators of Strategic leadership, operational leadership, transformational leadership, charismatic leadership and spiritual-emotional leadership.Conclusion The results of confirmatory factor analysis showed that the developed model of intelligent leadership of school principals is credible.

The purpose of this research was the relationship between the dimensions and sub-components of caring leadership of school principals in Mazandaran province.

The descriptive research method was correlational (quantitative). The statistical population includes directors and deputy directors of education departments and directors of high schools in Mazandaran province in the academic year 1400-1401, which has an official decree, and their number was 1412. The sample size was determined by the cluster and stratified method based on position, using Morgan's Kargesi table, with the number of 306 people, the data collection method was the library method, and the measurement tool included a researcher-made questionnaire, which its questions were taken from the data obtained from the interview. The validity of the questionnaire was confirmed by both formal and content methods. Also, the reliability coefficient using Cronbach's alpha test for all dimensions and components of the questionnaire was standard. The structural equation modeling method of SPSS and LISREL software was used for data analysis.

The findings showed that there is a positive and significant effect between the dimensions and components of caring leadership of school principals in Mazandaran province.

According to the results, it can be said that the school administrators who are responsible for the management of the schools that provide education should be able to achieve the best in an effective and efficient manner without wasting financial resources, humane, etc. to respond to this demand of education applicants.

Considering that a native model for sharing managerial experiences is not available for primary school principals, however, this group of principals seriously need such a model to improve the level of their managerial experiences. Therefore, the aim of the present study was to identify strategies for sharing management experiences in primary schools.

The research method was qualitative-phenomenological. The research environment included all primary school principals over 25 years of experience, which was continued by purposeful sampling method until the saturation of sampling up to 29 people. In-depth interviews were used to gather the required data. Data analysis is coded, open, axial and selective.

In general, the research findings showed 253 open codes, 10 selected codes (job security, organizational trust, job motivation, knowledge management, evaluation review, organizational commitment, job conflict, open organizational atmosphere, group cooperation, Organizational learning) and 29 core codes (learning management models, learning learns, learning new methods, collaborating for improvement, collaborating to find resources, collaborating for integration, motivation for school growth and development, individual motivation, social motivation, evaluating principal participation, evaluation Learning leadership, school process evaluation, knowledge storage, knowledge organization, knowledge sharing, trust in the organization, trust in colleagues, trust in the job, normative commitment, emotional commitment, continuous commitment, free communication with each other, informality, delegation Perfectionism, inspiration from the environment, job stability, job accreditation, job comfort) were extracted in relation to strategies for sharing the experiences of school principals.

Primary school management is the most important educational course for children and therefore needs to address their weaknesses on the one hand and their growth, development and promotion on the other hand. Sharing the experiences of primary school principals is one of the important strategies that Improving the quality of primary schools is multifaceted.

the researcher in the present study has examined the competencies required of school principals in the digital era. Due to the nature of the subject and the objectives of the research, a qualitative method has been used. Due to the fact that in this study, based on the perceptions and experiences of principals, assistant principals, and technology experts of schools, the required competencies of school principals are analyzed, therefore, the grounded theory qualitative strategy has been used. Participants in the study were 15 members of the school community who have had experience in participating in virtual courses. The research collection tool included an 8-item protocol containing the main objectives of the research. The justifiability of this protocol was confirmed by expert professors and its reliability was confirmed by reliability method. Individuals' perspectives on the coding process were analyzed using Nvivo software. The results showed that the most important competencies required for school principals in the digital era are summarized in 5 main components including: coordination and cooperation, the need for specialized digital knowledge, the ability to manage virtual systems, changing the structure and rules of the school and changing the Managers' role and style.

The purpose of this study is to provide an appropriate model for the successful implementation of online education from the perspective of school principals. In accordance with the purpose, the research was conducted within the framework of a qualitative approach and using the data analysis method of the foundation. Expert managers of online education in schools of Kermanshah province formed the population of this research. Using purposive sampling method, 13 people were selected as the research sample and data were collected through semi-structured interviews. The validity of the questions was verified using the opinion of experts in the field of online education. Data analysis was performed in three stages of open, axial and selective coding using MAXQDA software. The validity of the findings was obtained using the member matching method and peer review. The results show 65 sub-categories and 20 main categories including lesson planning and planning, teaching-learning activities, teacher competence and skills, support and empathy, providing online education, participation and interaction with students, parent participation, use of up-to-date technology In the field of online education, strengthening human and technological infrastructure, protecting users' privacy in cyberspace, classroom atmosphere, assessment, quality development, teacher empowerment, facilitating the teaching and learning process, providing opportunities to update knowledge, improve performance And there was more productivity, flexibility, communication skills and active learning, which were categorized into six main categories including causal conditions, central phenomena, contextual factors, intervening conditions, strategies and consequences.

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).

In the third millennium, professional ethics is one of the main concerns of managers in organizations. The present study aimed to design a conceptual model of professional ethics in primary school principals in Fars province.

The approach of this qualitative research and research tool has been exploratory and semi-structured interviews. The statistical population of this study included all principals of primary schools in Fars province who were purposefully selected by the method of key experts and using the method of theoretical saturation. The data collection tool was an open interview with the participants.

Using the results of the review of the theoretical foundations and background of the research, the data obtained from interviews with school principals (focus group) and data were collected in a synchronization manner and analyzed using the content analysis method; To validate the data, methods of feedback to participants, researcher review and stance, and alignment with scientific sources and key educational documents were used. After deleting the common codes, 121 items were extracted from the basic themes (codes and key points of the text), then based on the existing similarity (content, composition and summary), it was reduced to 6 organizing themes.

The results showed that according to the principals of junior high school, the components of professional ethics have a significant impact on the behavior of school principals.

In today's evolving world, managers are one of the key levers in the management of organizations; Given that managers have a vital and decisive role in the heart of organizations, their competencies must be strengthened.

The purpose of this study was to design a model of dimensions and competency components of primary school principals.

The present study was based on the purpose of the applied type and in terms of approach was exploratory mixed research. In the qualitative phase, the content analysis method was used and in the quantitative phase, the contextualization method was used. In the qualitative phase, the data collection process consisted of 18 semi-structured interviews with experts. Purposeful sampling was continued until data saturation. Data analysis was performed simultaneously with their collection and by the method of concepts, subcategory and main category. In a small phase, the statistical population of primary school principals in Bushehr province was 521 people, which according to the Jersey-Morgan table, 230 people were selected by multi-stage cluster sampling method. In order to validate the identified pattern of the qualitative part, confirmatory factor analysis was used using PLS software.

The combination of qualitative and quantitative results showed that the pattern of dimensions and components of competence of primary school principals with four dimensions: personal, occupational, communication and knowledge competencies and eight components: personal, moral, educational, managerial, behavioral, social, General knowledge and professional knowledge were approved. The results of the confirmatory factor analysis showed that all factor loadings are higher than 0.4 and the model is significant at the confidence level (95) percent, and the fit of the model was confirmed with a value of 0.435.

The model of competencies of primary school principals is a good guide to identify the contexts, conditions, indicators, obstacles and consequences of the development of competencies of principals in order to develop the competencies of teachers and students of primary schools, which is the foundation of the system. Is educational, provide.

One of the important elements of the educational system, which forms the core of all educational activities, is the curriculum. The concept of "curriculum" refers to a combination of scientifically structured, practical and experiential elements that help improve learning and aims to prepare and help students' ability to continue living with a particular occupation is by equipping them with knowledge and skills related to that profession. Curricula play a significant role in realizing educational and learning goals, in this sense; it can be considered the heart of the educational system. On the other hand, one of the main and important elements of improving the quality of education is to create a balance between students' attitudes and skills with the latest educational scientific achievements; As a result, the quality of education and its promotion as one of the supreme goals in education is dependent on the implementation of quality and comprehensive curricula. Considering the mentioned materials and considering that research in the field of curriculum leadership is still in a relatively early stage of development worldwide and especially in Iran, the lack of accepted models for making changes in programs as an obstacle to improvement. The curriculum works. Therefore, the vital role of principals in leading the curriculum in schools should be considered. There is a need to analyze the leadership components of the curriculum for Iranian school principals. In the case of analyzing the components of curriculum leadership and its application by Iranian school principals, one can imagine positive consequences such as more correct implementation of educational programs and improving the educational quality of schools, reducing educational costs and generally achieving educational goals while increasing effectiveness and efficiency in the Iranian education system. So curriculum leadership, as one of the most important key elements in reforming and improving the educational system, needs more attention, and the role of principals in curriculum leadership in schools is vital. In this regard, it is necessary to analyze the leadership components of the curriculum for Iranian school, and achieving it is the main goal of the present study.The current research is a part of applied research, which is qualitative in terms of approach and has been carried out using the method of content analysis. Qualitative content analysis is a research method that is used to discover people's understanding of everyday life phenomena and interpret the content of subjective data. The qualitative content analysis method is not only a tool and technique for data analysis, but also a research method that is used by various researchers to conduct research and collect data, in other words researchers stated that the research method of content analysis has epistemological assumptions and has a structure for collecting, analyzing data and organizing data in order to achieve a model or theory. Considering the mentioned explanations, it can be said that qualitative content analysis is an independent research method that is used in order to describe and summarize data, infer from them and develop a model. The studied community of this research included all experts in the field of the studied subject, such as faculty members with expertise and relevant resumes, experienced staff managers and experts of education departments, school principals and expert teachers across the country. In order to identify the subjects, successive purposeful snowball sampling method was used. The criterion for determining the sample size was to reach data saturation, and theoretical saturation was achieved after 19 interviews. The research tool was an in-depth and semi-structured individual interview. Simultaneously with the interviews, their opinions were recorded with prior permission. It should be noted that the interviews lasted 49 minutes on average. Using four related concepts, including the concepts of credibility, transferability, verifiability, and reliability, the reliability of the research was investigated. In order to analyze the data, qualitative content analysis with a directional approach was used. According to the theory of Hsieh & Shannon, content analysis approaches are divided into three categories: conventional or conventional content analysis; summary or cumulative content analysis, and directional content analysis. Sometimes there are theories or previous researches about a phenomenon that are either not complete or need more analysis. In this case, the qualitative researcher chooses the method of content analysis with a directional approach. Data content analysis was done using three stages of open, central and selective coding. In this way, first in open coding, all the notes from the interview were re-read and the main concepts were extracted. In the axial coding phase, according to the semantic affinity of the extracted concepts, the axial categories (components) were formed, and finally, in the selective coding, using the technique of constant comparison of the results and the course of the story, the relationship between the categories with each other and with the main category was determined. And finally, the research model was presented (Figure 2). The results showed that curriculum leadership includes 13 components such as organizational (A), learning (B), scientific and technological (C), management (D), collaborative (E), communicative (F), factors based on experiences (G), cognitive (H), ideological (I), De bureaucratic (J), financial (K), opportunity development (L) and physical development (M). This research brings practical recommended for planners and policy makers in the field of curriculum leadership. Of course, it is necessary to explain that in this research, the curriculum as an independent and integrated subject has been exposed to the judgment of the interviewees, and maybe if the curriculum was presented to the participants in this research, different results would have been obtained in the conceptualization of curriculum leadership. And its components were obtained. Therefore, it is recommended that readers consider this challenge as an important limitation. Among the most important research suggestions, we can mention the analysis of the lived experiences of the principals in the leadership of the curriculum in schools, as well as the analysis of the strategies for developing the participation of all stakeholders in the leadership of the curriculum in Iranian schools.

The aim of the current research was to test the mediation of coaching leadership in the relationship between the involvement culture of schools and the lean behaviors of school principals. The research population was all the primary school teachers of Ilam province, and a sample of 339 teachers was selected from this population using proportional stratified random sampling based on Cochran's formula. The quantitative research method was correlation studies and covariance-based structural equation modeling approach. To collect data from Dennison's participatory organizational culture questionnaires; The coaching leadership of Pilaz Zuborbuehler et al. and the researcher-made questionnaire of pure behaviors of school principals were used. The reliability and validity of the questionnaires were checked with Cronbach's alpha techniques, content validity ratio, exploratory factor analysis and confirmatory factor analysis. Cronbach's alpha values of the questionnaires were calculated as 0.91, 0.93, and 0.81, respectively, and the content validity ratio of the questionnaires was calculated as 0.97, 0.83, and 0.72, respectively. Structural equation modeling was used for data analysis using Lisrel 10.30 software. The results showed that the Involvement culture of schools has a positive effect on the lean behaviors of school principals at the level of 0.05; The Involvement culture of schools has an indirect positive effect on the lean behaviors of managers at the level of 0.05 through the coaching leadership of principals; Also, the Involvement culture of schools and the coaching leadership of principals are able to explain 41% of the variance of lean behaviors of school principals.

The present study aimed to provide a model of cognitive competencies of primary school principals. The approach of this research was qualitative and the combined method of Sandlowski and Barroso (2007) has been used. The present study population was all scientific documents and sources found between the years 1385-1400 (2007-2021). The number of these documents was 1174 scientific documents and sources that were searched in 4 domestic scientific bases and 5 foreign scientific bases. Finally, after thematic and content selection, 35 documents and scientific sources were selected and analyzed. The coding method was used to analyze the findings. The data trinity method has been used to ensure reliability. Findings indicated the identification of cognitive competencies in 5 general areas. Findings indicated the identification of cognitive competencies in 5 general areas. In the field of knowledge, 29 sub-categories and 5 main categories of self-awareness and self-knowledge, knowledge management, cognition, metacognition and mindfulness were identified. In the field of characteristics, 44 sub-categories and 8 main categories of self-improvement, psychological capital, self-development, entrepreneurial spirit, social capital, self-confidence, psychosocial health and personal components were identified. In the field of skills, 27 sub-categories and 8 main categories of decision-making, planning, leadership, self-development, monitoring, control and evaluation, communication skills, psychological skills and self-regulatory and metacognitive skills were identified. In the field of ability, there are 48 sub-categories and 12 main categories of ability to implement management techniques, situational ability, ability to mentalize or have the capacity of mind theory, ability to perceive others-social brain, ability to manage conflict, ability to manage stress and disorder in Work environment, performance management ability, resource allocation ability according to brain capacity, risk and ambiguity management ability, strategic management ability, intellectual ability and entrepreneurial ability were identified. In the field of attitude, 10 sub-categories and 6 main categories of religious and spiritual alignment, social, cultural and organizational alignment, attitude appropriate to the country's policy, revolutionary attitude (belief in the principles and foundations of the Islamic Republic, alignment with ideals and values Islamic Revolution, justice-seeking, anti-arrogance, independence-seeking), belief in the effectiveness of group activities in the workplace and value-creating and value-oriented attitudes were identified.

The present research aimed to develop and validate self-development training package and evaluate its effect on job performance and human capital agility among secondary school principals. In terms of purpose, it was practical and in terms of method, it was of a mixed method (qualitative and quantitative) with an exploratory design. In the qualitative part, the self-development components of the present research were first identified using content analysis method and interview. Then, a training package was developed. The method in the quantitative part was semi-experimental with a pre-test, post-test design with a 3-month follow-up with a control group. The statistical population of the research was all the principals of secondary schools in Isfahan city in the academic year 2020-2021, among which, 50 people were selected as a sample using available sampling method, and randomly replaced in two experimental and control groups (25 people in each group). Data analysis was done by multivariate covariance analysis. The results showed that the implementation of the self-development training package in the experimental group had a significant effect on job performance and its dimensions, as well as human capital agility. The training package of the current research has increased job performance (52.33% in the post-test phase and 51.99% in the follow-up phase) and human capital agility (47.16% in the post-test phase and 47.32% in the follow-up phase). It is possible to increase the level of job performance and human capital agility among secondary school principals with the self-development training package.

Abstract
The aim of the current research was to investigate the effect of adaptive organizational culture on the lean behaviors of school principals with the mediation of their coaching leadership. The research population consists of all primary school teachers in Ilam province in academic year 2020-2021, among whom a sample size of 339 teachers was selected by stratified random sampling method and based on the Cochran formula. The research method is quantitative- correlative study type, and the modeling approach is covariance-oriented structural equation. Dennison's adaptive organizational culture questionnaires (2000); the coaching leadership of Peláez Zuberbuhler et al. (2021), and the researcher-made questionnaire of lean behaviors of school principals were used to collect data. The reliability and validity of the questionnaires were checked with Cronbach's alpha techniques, content validity ratio, exploratory factor analysis and confirmatory factor analysis. Structural equation modeling was used for data analysis using Lisrel 10.30 software. The results showed that adaptive organizational culture has a significant positive effect on the lean behaviors of school principals at the level of 0.05; adaptation-oriented organizational culture has a significant positive indirect effect on the lean behaviors of managers at the level of 0.05 due to the coaching-oriented leadership of managers; also, adaptive organizational culture and coaching leadership of principals are able to explain 40% of the variance of lean behaviors of school principals.
Extended Abstract
The activity of educational centers has always been associated with a percentage of wastage, which has caused poor performance, delays in the change process, a drop in the quality of education, an increase in costs, and a waste of resources (Hashemi, yari Haj Atalou, Malekiavarsin, 2021:82); therefore, the educational system requires the use of new management tools and approaches. One of these approaches is lean leadership, which, from a behavioral point of view is the behavior whose main characteristic is to help create added value to the organization (Hussein & Al-Zubaydi, 2020: 410).
The emergence and growth of lean behaviors is influenced by various factors, the most important of which are organizational culture (Grigg, Goodyer & Frater, 2020) and coach-oriented leadership style (Berg & Karlsen, 2016). Adaptive organizational culture promotes norms and behaviors used by the organization to be able to discover, translate and interpret environmental symbols and new behaviors. This type of culture provides a favorable environment for the organization to create new opportunities, understand and meet the needs of customers and adapt to environmental changes, and therefore it is believed that it can create a favorable environment for creating and strengthen lean behaviors in the organization. Another factor affecting lean behaviors is coach-oriented leadership style. Examining various researches shows that relationship-oriented leaders pay attention to the needs and motivation of subordinates and improve personal, group, and organizational needs, and provide new opportunities for the organization in order to identify effective methods of working (Fazlail & Moazzami, 2023).
As a social organization, Schools are facing unpredictable environmental complications, among which are the spread of the Covid-19 disease, and the move towards virtual and combined education. Schools need to adapt to these complexities in order to survive. The effectiveness of adaptation requires an adaptive organizational culture on one hand, and pure behaviors on the other. Therefore, the problem of the current research is to answer the question in a scientific way: Can an adaptive organizational culture with the mediation of a coaching leadership lead to lean behaviors of school principals?
Theoretical foundations
Adaptive culture is described as a range of cultural characteristics that enable an organization to be more adaptable to environmental changes by helping organizations anticipate and adapt to those changes (Sharma & et.al, 2021).
The leader's approach of using coaching is a new paradigm (Hagen & Aguilar, 2012). Coaching skills are fundamental behaviors of the leader that help organizations create a competitive advantage (Lee, Idris & Tuckey, 2019). Some researchers believe that coaching leadership refers to a type of positive leadership behavior in which the leader motivates employees through appropriate coaching techniques and provides sufficient resources and support to enhance the employee's ability to study and work (Wang, Yuan & Zhu, 2017: 1656).
Lean behaviors are behaviors whose main feature is helping to create added value for the organization. Among these behaviors, we can mention courtesy, calmness, wisdom, patience, objectivity and trust (Hussein & Al-Zubaydi, 2020:406).
Tortorella et al, (2020) studied the role of organizational culture and leadership styles in lean production. Their findings indicated a meaningful relationship between organizational culture and leadership styles with lean production. Also, in that research, coach-oriented leadership style was identified as an effective style in lean production.
Kołodziejczak (2015) studied the role of coaching in organizational culture in the study titled "Coaching Along Organizational Culture". The results showed that the use of coaching in organization management can gradually model or change the organizational culture. Also, the findings indicated that in favorable conditions, coaching may provide the possibility of changing from traditional culture to innovative one. This change is possible because coaching creates changes in people's behavior; stimulates their creativity; and has a positive effect on employee motivation.
The research community consists of all primary school teachers in Ilam province in the academic year 2021-2022 as many as 2909 people; (1907 women and 1002 men). Cochran's formula was used to determine the sample size consisting 339 teachers (222 women and 117 men). Proportional stratified random sampling method was used. Dennison's adaptive organizational culture questionnaires (2000); the coaching leadership of Pilaz Zuborbuehler et al. (2021); and the researcher-made questionnaire of lean behaviors of school principals were used to collect data.
In order to check research hypotheses and data analysis, structural equation modeling was used using Lisrel 10.30 software. The results of the correlation matrix analysis showed that the variables of adaptive organizational culture of schools (0.65) and educational leadership of school principals (0.63) have a positive and significant relationship with the variable of lean behaviors of school principals at the level of 0.05. Adaptable organizational culture variable has a positive and significant relationship with school principals' educational leadership variable (0.72) at the 0.05 level. The results of the analysis of structural equations show that: the adaptive organizational culture variable with path coefficient of 0.41 and t value of 7.18 has a positive and significant effect on the variable of lean behavior of school principals at the level of 0.05; the variable of adaptive organizational culture of schools with path coefficient of 0.52 and t value of 19.50 has a positive and significant effect on the educational leadership variable of school principals at the level of 0.05; the educational leadership variable of school principals with path coefficient of 0.34 and t-value of 5.93 has a positive and significant effect on the lean behavior variable of school principals at the level of 0.05; and the adaptive organizational culture variable of schools has a positive and significant effect on the lean behavior variable of school principals at the level of 0.05 due to the pedagogical leadership of school principals (0.1768) and the T value of 5.66. Also, the results of the analysis of structural equations showed that: adaptive organizational culture of schools has a positive direct effect (0.41), a positive indirect effect (0.1768), and a significant positive total effect (0.5868) on the lean behaviors of school principals at the level of 0.5. Also, the variables of adaptive organizational culture of schools and educational leadership of school principals are able to explain 40% of the variance of the variable of lean behavior of school principals; the amount of explained variance of pure behavior of school principals according to its t value (10.56) is significant at the level of 0.05.
The aim of the study was to investigate the effect of adaptive organizational culture on the lean behaviors of school principals with the mediation of their pedagogical leadership. The results regarding the positive relationship between adaptive organizational culture and the lean behaviors of school administrators are aligned with research results of Tortorella et al, (2020), Paro & Gerolamo (2017), De Castro Freitas et al, (2017), and Bortolotti, Boscari & Danese (2015). Research studies show that lean behaviors can maximize cost reduction in any organizational culture environment (Tortorella et.al, 2020). The adaptive organizational culture of schools and the coaching leadership of principals are able to explain 40% of the variance of lean behaviors of school principals. This finding is consistent with the results of the studies of Tortorella et al, (2020), De Castro Freitas et al, (2017), Kołodziejczak (2015) and Bortolotti, Boscari & Danese (2015); while contradict with the study results of Paro & Gerolamo (2017). The existence of an adaptive (flexible) organizational culture and an inspiring leader can lead to the emergence and strengthening of lean behaviors in the organization. Coach-oriented leaders help employees reduce wastage and rework, reduce waste, and contribute to transparency in the organization through questions and answers, provide useful and constructive feedbacks, and plan for improvement, and this is what Lean is looking for. The adaptive organizational culture of schools has an indirect positive effect on managers' lean behaviors through the coaching leadership of managers. This finding is in line with the results of the study of Tortorella et al, (2020). From a theoretical point of view, there is a conceptual connection between organizational culture and coaching. If there are underlying assumptions and support for the benefits of a manager's use of a coaching style, then we would expect to see evidence of the coaching style being used (Nieminen, Biermeier-Hanson & Denison, 2013). According to the results of the research, the following suggestions are presented: encouraging the spirit of accepting the criticism and avoiding partisanship in decision-making, attention of the officials of the educational system to teachers through intelligent questions and providing feedback to them, reviving the spirit of law in the body of the organization and transparency in doing things.

The present study has studied the difficult experiences of primary school principals in Urmia with a qualitative approach. The method used was descriptive phenomenology. The researcher used thematic analysis method to analyze the data, thus identifying 88 difficult experiences of primary school principals and in the areas of students, parents, educators, school management, offices and educational districts, upstream and class decision makers. Were classified. In order to meet the objectives of the research, hierarchical analysis, Friedman test and t-test were used. The results showed that the student domain with a coefficient of 0.318 has the highest priority and the upstream domain with a coefficient of 0.078 has the lowest priority. Also, the index of "dependence of many projects on specific people and their silence after changing the position of the owner of the idea" was among the experiences with the highest priority and the index of "multiple circulars and plans for implementation at the school level" were among the experiences with the lowest priority. In this study, the status of all indicators except a few indicators such as lack of motivation and indifference of teachers to the education process were more favorable. At Last, the results and findings of this study emphasized the need to pay attention to the difficult experiences of school principals and efforts to address the challenges of school principals, as well as the importance of documenting and benefiting from the experiences of school principals.