In order to extract lessons from the experiences of Iranian historical schools, this article pay attention to study the "Shukatiyeh" School as one of the pioneer schools in the east of the country. The main concern of the study was to answer two questions. The first question is, on what basis can the establishment of the "Shukatiyeh" School be explained? The second question, what can be learned from the characteristics of the "Shukatiyeh" to improve the current schooling system? A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance. A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance. In order to extract lessons from the experiences of Iranian historical schools, this article pay attention to study the "Shukatiyeh" School as one of the pioneer schools in the east of the country. The main concern of the study was to answer two questions. The first question is, on what basis can the establishment of the "Shukatiyeh" School be explained? The second question, what can be learned from the characteristics of the "Shukatiyeh" to improve the current schooling system? A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance. A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance. In order to extract lessons from the experiences of Iranian historical schools, this article pay attention to study the "Shukatiyeh" School as one of the pioneer schools in the east of the country. The main concern of the study was to answer two questions. The first question is, on what basis can the establishment of the "Shukatiyeh" School be explained? The second question, what can be learned from the characteristics of the "Shukatiyeh" to improve the current schooling system? A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance. A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance. In order to extract lessons from the experiences of Iranian historical schools, this article pay attention to study the "Shukatiyeh" School as one of the pioneer schools in the east of the country. The main concern of the study was to answer two questions. The first question is, on what basis can the establishment of the "Shukatiyeh" School be explained? The second question, what can be learned from the characteristics of the "Shukatiyeh" to improve the current schooling system? A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance. A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance. In order to extract lessons from the experiences of Iranian historical schools, this article pay attention to study the "Shukatiyeh" School as one of the pioneer schools in the east of the country. The main concern of the study was to answer two questions. The first question is, on what basis can the establishment of the "Shukatiyeh" School be explained? The second question, what can be learned from the characteristics of the "Shukatiyeh" to improve the current schooling system? A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran.

Present research studies the influential factors in high school management effectiveness from teachers and principles perspective in Isfahan. The research method is a descriptive survey. The sample consisted two hundred teachers and principles from Isfahan high schools who were selected through random cluster sampling proportionate, to the statistical population. The research instrument was a 110 item researcher made questionnaire covering four major issues of principles personal characteristics, supporting educational programs, qualitative administration of the school, and activity evaluation by which the degree of influence of eleven factors on high school management effectiveness were studied. Research results showed that all factors influential in high school management effectiveness stood above medium level. In addition, among the mentioned factors, the ones related to supporting the school educational programs and principle's individual characteristics have shown to have the greatest influence whereas, qualitative school administration and evaluation had less influence. Finally among variables related to the four major previously mentioned variables the behavioral and emotional characteristics, goal setting, sustained effective and creative Communicator, a pong with continuous evaluation were shown to be more influential in high school management effectiveness.

The aim of this study was to identify social and educational factors that reduce the academic motivation of secondary school students. theorical foundation of this research is miler and brickman(2004) motivational model.The study population was the whole of secondary school male student that using Stratified random sampling 384 student were chosen from three educational region. the researcher made questioner for data gathering was used and its validity was confirmed with ten education and motivation expertise. the reliability of tools After pilot study among 60 high school students /087 was reported. Exploratory and confirmatory analysis of data showed that A total of nine factors , including family and its related problems, knowledge and science position in society, Unemployment and employment educated people, not practical learned things, weakness of teachers, low of curriculum quality, structures and lows of schools, weakness of schools administrations and access and too much use to new communication technologies were discovered that in order of preference 45/ 72 of variance related to reducing high school students motivation were explained. also indicators such as IFI, NFI, AGFI, GFI, RMSEA and CFI were confirmed fitness of factors and sub factors.

This article is based on the view that school administrative clerks’ professional contribution to schools are significant and noteworthy. However, the nature of their work especially for South African working class contexts remains under appreciated. The article addresses this caveat.  Using an ‘ethics of the self’ framework the article posits that school administrative clerks in low socioeconomic contexts rework their subjectivities by adopting ethical goals and practices in response to their working environments. As they engage in these ethical practices, we contend that their practices contribute to students’ well-being and that their practices positively influence school administration, teaching and learning. Based on a qualitative study of selected school administrative clerks, this article key contribution is that through the clerks’ ethical self-formation practices they provide a modest but noteworthy professional / educational service in South Africa’s working class schools.

The purpose of this research is to study the effect of management styles of managers on the participation of parents in female middle schools in Sanandaj city. The method of this research is correlational descriptive. The participants of this study were 200 parents and all the teachers chosen from two schools. The data collection tools included two researcher-made questionnaires which were about the management styles of managers and the participation of parents, with 20 and 25 items accordingly. Mean, SD and t-test independent groups were used for dayta analysis. The results indicated that collaborative management positively affects the participation of parents in such affairs as supporting home-school relationship, strengthening school-community relationship, and parents involvement in school administration.

A major public concern in today’s world is child abuse and neglect (CAN). Teachers are in unique position to detect possible cases due to their daily contact with children. To assess the knowledge and awareness on recognizing and reporting child abuse and neglect among primary school teachers of Kanpur city.
A descriptive cross-sectional survey was conducted among 220 primary school teachers in 19 randomly selected schools of Kanpur city, Uttar Pradesh, India. A structured close ended questionnaire prepared in two languages (English and National language Hindi) comprising of 19 questions was used.
CAN was either never or rarely noticed among 47.3%. The criteria of recognizing the CAN was known by 57% and 90% felt comfortable considering an expert opinion in their schools and so can report confidently. Training to identify CAN was provided by school administration (36.4%) and was done on monthly basis (34.5%).
Findings highlight the need for enhancing teacher’s education in CAN, as by reporting suspected CAN, teachers can make an important contribution to the early detection and prevention of child abuse.

The current study investigates the feasibility of implementing EFL teachers' Individual Development Planning at Iranian public schools. It further explores the underlying reasons for the (imp) possibility of practicing this program and seeks the teachers' suggestions to improve the schools' condition. To this end, data were collected from 180 EFL teachers using a researcher-made questionnaire and a follow-up semi-structured interview. The results of one-sample t-tests revealed a slight possibility following the interviews which indicated 14 underlying reasons for the insufficient grounds at public schools. Participating teachers also argued that equipping a room with necessary technological tools, allocating monetary resources, assigning specific teachers time to practice IDP, taking advantage of head teachers, changing the school administration delegation, and performing advocating cultural acts can provide a ground for IDP implementation. The findings demonstrate the necessity of creating changes by policymakers, school principals, and EFL teachers so that they can all benefit from this program.

Public policies constitute the key mechanism for achieving the ultimate objectives of national education. Lack of a solid theoretical foundation and functional coherence in these policies are among major challenges of the educational system. Undoubtedly, the quality of educational policies is based on the program theory of such policies. One underlying theory here is justice theory. This means that a kind of implicit or explicit justice theory is the base of educational policies.
The purpose of this study is evaluating the above-mentioned justice theory coherence using program theory evaluation method. The adopted model in this method is the combination of “logic analysis” model and “realistic matrix” model. The results of the study indicate that, in regard to the intrinsic elements of justice (need, effort, right, impartiality, equilibrium, equality and background), some weakness in theoretical coherence can be seen between two sets of educational policies, i.e. public and nongovernmental ones.

The aim of this survey study was to explore appropriate criteria for the evaluation process of the school administration using teacher and administrator’s perspectives. Two sample of n=40 high school principals and n=183 high school teachers were selected in Shahrekord city using randomized multi-stage sampling method. Participants were asked to rate on Likert’s five-division scales of a researcher made inventory(Chronbach’s alpha=0.93).The data were analyzed using One- sample T-test, One way ANOVA and MANOVA. Results were highlighted the educational affairs as the most significant variable, whereas financials, equipments, staff affairs, student affairs and school atmospheres were appeared in the next 2 to 6 levels respectively. Significantly differences were also evident among views of individuals with different job positions, while no significant differences were found for gender, educational degrees and job experiences.

The aim of this study was to design an effectiveness model for secondary school principals in Lorestan province. The research method was Survey and exploratory-confirmatory. The statistical population includes 9 people in Experts and specialists the field of educational sciences and educational management and all Senior High School Administration in Lorestan province, a number of 411 people (211 men and 200 women). To determine the sample size, Using the Cochran test, 199 (102 men and 97 women) were selected as the statistical sample and were selected by Cluster random sampling method. The validity of the data tools was confirmed by Experts and specialists and Its reliability was 0.96 with Cronbach's alpha test. The normality of the statistical population was measured by skewness test and factor analysis and structural equations (path analysis) were used to analyze the data. The results showed that the model designed based on 5 components (practical skills, management and leadership skills, intelligence and intellectual ability, personality abilities and communication skills) has a fit among secondary school principals in Lorestan province.