حسن رضا زین آبادی

Purpose: This paper aimed to examine the pathology of Shahab national plan in primary schools of Shahryar, Tehran, Iran. Methodology: This research was conducted with a mixed exploratory method, that is, firstly, using semi-structured interviews and a qualitative method of the fuzzy Delphi type, the harms of Shahab National Plan were identified and prioritized, then the current situation of the harms was investigated using a quantitative descriptive-survey method. The statistical population of the qualitative part of the research was specialists and experts working in the Ministry of Education as well as university professors. The sampling method in this section was a targeted method, according to the principle of theoretical saturation, 15 of them were selected as a sample. The statistical population of the quantitative part of the research was made up of all the fifth grade teachers of the elementary school of Shahryar city, whose number was 441 in the academic year of 2018-2019. To determine the sample size in this section, the Cochran formula table was used and 230 people were selected as a sample, whose selection method was cluster random. The research tools were semi-structured interview, fuzzy Delphi questionnaire and researcher-made questionnaire. Reliability and validity in the qualitative part were obtained according to the audit strategies of the research. In the quantitative part, the reliability of the questionnaire was confirmed through Cronbach’s alpha test, and it was used to confirm the formal and content validity of the questionnaire from the experts’ point of view. To analyze the results in the qualitative part, content analysis of interviews and fuzzy Delphi were used, and in the quantitative part, one sample t-test was used in SPSS. Findings: Based on the qualitative findings, the harms of Shahab plan were identified and prioritized in three areas: behavioral (including 14 harms), structural (including 19 harms) and contextual (including 25 harms). According to the analysis of quantitative data, the current state of harms was examined from the teachers’ point of view. Conclusion: The results of one sample t-test showed that most of the harms are at a level higher than the assumed average of the community and a few are at an average level or lower than the average.

The current research aimed to identify the linchpin components for school principals. In the current study, the researcher used the qualitative method of cornerstone content analysis based on the research objective and problem. The research field was formed by all schools’ principals in Tehran. The purposive sampling method was used to select research participants. To collect data, non-reactive measures (various documents such as articles, books, research results of others, reports, etc.) and semi-structured interviews with key informants were used. At the beginning of the interview, general explanations about the research and its objectives were presented to the interviewee and then the interview was started. The purpose of the researcher conducting these interviews was to identify the development’s linchpin components and their symptoms. The duration of each interview was between 30 and 45 minutes; the ideas raised during the interview process were noted down. Qualitative data were analyzed by using the three-step inductive thematic analysis method of Clarke and Braun (2006). In the inductive thematic analysis where there are logically no pre-defined themes, patterns are revealed during the analysis by placing open codes or similar sub-themes within a main theme. Also, to check the validity of the obtained findings, qualitative validation criteria of "validity" and "reliability" as well as "external audit" were used. The findings showed the 13 components to develop the linchpin components of school principals: network communication; strategic planning; collaborative/interactive/ leadership and management based on collective wisdom; expertise and deep knowledge; critical thinking and problem-solving; creativity and innovation; developmental thinking (self and others); (boundary) breaking structure; ethics/professional ethics; insight and inspiration; acceptance of differences and the uniqueness of humans; generosity and the art of work and emotional connection