Curriculum leadership as a culture is a cooperative and sharing task. Curriculum scholars believe that the quality of this culture promises the effectiveness of school. One of the important consequences of this culture is teacher's professionalism neglected by the educational researchers specifically in Iran. The purpose of this study is to investigate the role of quality of curriculum leadership culture in teacher's professionalism in elementary schools of Tehran. Using cluster sampling method, a representative sample (260 teachers) was selected from five educational districts in Tehran. Selected teachers responded to the questionnaires of curriculum leadership culture (Adams, 2007) and teacher's professionalism (McMahon, 2007; Geist, 2002). Data was analyzed by using Pearson correlation coefficient and standard multiple regression. Results showed that the quality of curriculum leadership culture has more relation with teacher's professionalism in teaching than teacher's professionalism in non-teaching works. Also, the results of regression showed that prediction of the dimensions of curriculum leadership culture (the quality of school-based leadership, quality of curricular elements, and quality of curriculum decision-making) from teacher's professionalism in teaching is significantly more than professionalism in non-teaching works. Generally, the research findings indicate the important role of the quality of curriculum leadership culture in teacher's professionalism, particularly, in professionalism in teaching. This study presents suggestions for policy makers, administrators, teachers, and future researchers.

Curriculum leadership in school is important as a way to improve programs and practices. However, there has been little attention to curriculum leadership. Accordingly, the present study aims to investigate principal's lived experience of curriculum leadership in secondary schools of Rudsar city. This study is a qualitative research in the form of interpretive phenomenology. The population of this study was all principals of secondary schools in Rudsar city in the academic year of 2016-2017. Target-based sampling was used to select these individuals. Semi-structured interviews were used to collect data. The interview included 9 questions about the experiences of principals about curriculum leadership (30 to 40 minutes). After interviewing 8 principals with experience in management and enough experience in secondary school, information richness, saturation and repetition of data were obtained. Data analysis was performed on the basis of a seven-step Colaizzi method. From the research data, 30 subscales were extracted, which were classified in seven main subject themes (as positive experiences of principals from curriculum leadership and negative experiences of principals of curriculum leadership). The results of this study showed that the curriculum leadership takes into account the responsibilities and roles of school principals, but it is a construct that less attention has been paid to the approach of school principals by the experts in this field. Therefore, school principals should be considered in the curriculum leadership.

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.

Leadership in the area of curriculum development is increasingly important as we look for ways to improve our programmes and practices. In curriculum studies, leadership has received little attention. Considering the lack of an evaluation tool with objective criteria in postgraduate curriculum leadership process, this study aimed to design a specific tool and determine the validity and reliability of the tool.
This study is a methodological research. At first, domains and items of the tool were determined through expert interviews and literature review. Then, using Delphi technique, 54 important criteria were developed. A panel of experts was used to confirm content and face validity. Reliability was determined by a descriptive study in which 30 faculties from two of Isfahan universities and was estimated by internal consistency. The data were analyzed by SPSS software, using Pearson Correlation Coefficient and reliability analysis.
At first, considering the definition of curriculum leadership determined the domains and items of the tool and they were developed primary tool. Expert’s faculties’ views were used in deferent stages of development and psychometry. The tool internal consistency with Cronbach's alpha coefficient times was 96.5. This was determined for each domain separately.
Conclution: Applying this instrument can improve the effectiveness of curriculum leadership. Identifying the characteristics of successful and effective leaders, and utilizing this knowledge in developing and implementing curriculum might help us to have better respond to the changing needs of our students, teachers and schools of tomorrow.

Curriculum leadership is recognized as a key component of improving the education system. Considering the vital role of principals in this sector, the present study was conducted with the aim of designing a model for curriculum leadership by head master. The approach that was taken in this research included a combination of sequential-exploratory type which was used in the qualitative part of the Grounded Theory method and in the quantitative part of the descriptive-survey method. The community studied includes faculty members, educational management experts, curriculum specialists, and head master. The data from the interviews in the qualitative section were analyzed by open, axial and selective coding and prioritized in the quantitative section with Friedman's test. The results showed that causal factors (including the need to form macro goals of education, the need for continuous improvement in the process of education and the need to implement an effective curriculum) are the basis of curriculum leadership by head master, which focuses on decentralize the education system, explaining the position of headmaster as curriculum leaders, appointing qualified head master and empowering them, cooperation of head master with teachers, awareness of students and parents about the curriculum, attracting extra-organizational cooperation, renewal of culture and Curriculum enrichment and regular monitoring of its implementation as a strategy for developing leadership curriculum head master, It causes individual, organizational and social consequences.

The purpose of the present study was to determine the lived experiences of educational leaders from curriculum leadership. This research is based on a qualitative approach of the phenomenology type, the participants include experts and in other words, key experts in the field of curriculum leadership, who were purposefully interviewed by experts related to the subject, and the data reached theoretical saturation with 15 people. Interview texts were analyzed using Maxqda software and all data were coded. Validity of data was done by re-reviewing the coding process as well as several experts familiar with coding. Also, for reliability, the agreement coefficient between the coders was used, and the result of 3 interviews was 0.82. Coding method and MAXQDA software were used for data analysis. The results indicate that based on the findings and coding related to 15 interviews, 286 subcategories were counted, and finally, the mentioned subcategories were divided into 7 main categories: communication between parents and colleagues with the administration, use of information and communication technology, reflection of educational problems. existing and trying to solve them, paying attention to the theory of constructivism in curriculum leadership, modeling the successful teaching of teachers, gaining experience and growth, and changing and implementing curricula were classified as the lived experiences of educational leaders from curriculum leadership.

The purpose of this study was to investigate the use of curriculum leadership among primary school principals. The research method is qualitative and phenomenological and in terms of purpose is one of the applied researches and has been done by qualitative analysis method. The statistical population of the study was the principals of public primary schools in Sari city in the academic year 1399-1400. The sampling method was purposeful and snowball method. The interviews continued in a semi-structured manner until the interviewees' answers were saturated. The results showed that the use of curriculum leadership by school principals in the educational atmosphere is more than other dimensions and the dimensions of curriculum implementation, curriculum development and review and evaluation are in the next ranks, respectively. In the end, according to the research findings, in order to improve the level of familiarity and employ their role managers as curriculum leaders, suggestions were presented.Keywords: Curriculum, Curriculum Leadership, Primary School Principals

Leadership talent is the rarest resource in today's world that will have continuous conductivity the organizations to be successful in tomorrow's world. Considering the importance of curriculum leadership in educational department, this study was designed to answer the question "how do faculty members see curriculum leadership in the post graduate?" In a qualitative study with purposive sampling of desirable cases type, faculty members with management experience and expert in the post graduate were selected and interviewed using semi-structured method. Data were analyzed using thematic content analysis including: data collection, data reduction, deduction, and analysis in the MAX.QDA software version 2007. After interviewing 18 faculty members with sufficient experience and management experience in the postgraduate courses, we achieved a richness of information, saturation, and data replicate. 500 codes were extracted from research data under five main categories and were classified. These categories included: "educational atmosphere improvement", curriculum development", "curriculum implementation", "curriculum evaluation and supervision", "innovation and facilitate change and adaptation". Participants in this study suggested five main categories and 18 sub-categories that represented curriculum leadership roles. These roles are in the applicable and comparable area with curriculum cycle, including: the planning, implementation, supervision, evaluation and change. In addition, these roles were also emphasized on educational atmosphere improvement that is platform, background, supplier infrastructure and prerequisites for the curriculum cycle.

Abstract: The present research aims at designing and validating a local model for curriculum leadership for primary school in the form of the paradigmatic model of grounded theory through a systematic approach. To this end, the research data are collected through semi-structured interviews with 21 scholars and researchers in the field of educational sciences, as well as analyses of the upstream documents and the results of domestic and foreign researches. After the data analysis, 16 general categories in 6 dimensions of the paradigmatic model of grounded theory namely, causal conditions (1 category), contextual conditions (2 categories), intervening conditions (2 categories), strategies (8 categories), consequences (2 categories), and one major category along with 63 minor categories and their 532 related features are presented. The results show that the developed model could be explained, in the form of a scientific framework, in accordance with the characteristics of the centralized educational system of Iran. Furthermore, it could serve as a facilitator for the best possible implementation of curricula at national, provincial, district and the classroom levels. Moreover, theoretical and practical aspects could be applicable and useful for the curriculum developers and practitioners of the elementary levels.

The purpose of the present study has been to explain and clarify curriculum leadership, in order to offer views and strategies to facilitate dynamic implementation of the curricula. The present study is a qualitative philosophical research, using conceptual analysis. The domain of the study included related books, theses, researches, magazines, and investigations. Due to huge and bulky references, printed and online digital resources which were available and related to the issue, were used in the study. For data gathering from samples, note-taking was used. Data analysis method included concept analysis, concept interpretation, and theoretical deduction. The findings showed that by explanation and analysis of the concept of curriculum leadership in its main aspects i.e. its whats, curriculum leaders’ working domains, roles, and characteristics, also, styles, levels, strategies, and that who could take this role, a clear picture can be presented. Moreover, the results revealed that due to the need for effective implementation of the new curricula, and to shorten the distance between intended and implemented curricula,